Shazray Khan, Aurora Dimache, David Gorman, Carine Gachon
The application of Lean practices in higher educational institutes has gained tremendous attention in recent years as the sector strives to improve operational efficiency, enhance student outcomes, and efficiently manage resources. A comprehensive literature review is presented in this paper on the application of Lean methodologies in higher educational institutes. This paper seeks to answer the following research questions: 1) How is Lean methodology adopted by researchers in higher educational institutes? 2) Which Lean tools and methods are most suitable in higher educational institutes? 3) What are the barriers and challenges associated with implementing Lean in higher educational Institutes? 4) What is the future of Lean implementation in higher educational institutes? This literature review comprises a wide range of journal articles published in the last five years, from 2019 to 2023, retrieved from various academic databases, including Emerald Insight, Science Direct, Taylor and Francis, Web of Science, and Wiley Online. PRISMA protocol is used to collect and arrange the journal articles (36% analytical and 64% applied Lean) under several themes: (1) curriculum review and teaching methodology; (2) administration; (3) student satisfaction; (4) lean waste identification and elimination; and (5) barriers and challenges. The paper concludes that the Lean philosophy, which was originally formulated for the manufacturing sector, has been successfully adapted and applied to educational institutes. The application of Lean in higher educational institutes resulted in streamlined processes, waste reduction, and increased staff and student satisfaction levels. However, it also highlights the barriers and challenges such as cultural barriers, resistance to change, lack of knowledge among staff and students, and lack of leadership commitment. Overall, the review paper adds up to the existing body of knowledge by integrating and summarizing the key findings and trends in the application of Lean methodologies in higher education.
{"title":"Lean in Higher Educational Institutes: A Literature Review","authors":"Shazray Khan, Aurora Dimache, David Gorman, Carine Gachon","doi":"10.32038/sem.2024.15.01","DOIUrl":"https://doi.org/10.32038/sem.2024.15.01","url":null,"abstract":"The application of Lean practices in higher educational institutes has gained tremendous attention in recent years as the sector strives to improve operational efficiency, enhance student outcomes, and efficiently manage resources. A comprehensive literature review is presented in this paper on the application of Lean methodologies in higher educational institutes. This paper seeks to answer the following research questions: 1) How is Lean methodology adopted by researchers in higher educational institutes? 2) Which Lean tools and methods are most suitable in higher educational institutes? 3) What are the barriers and challenges associated with implementing Lean in higher educational Institutes? 4) What is the future of Lean implementation in higher educational institutes? This literature review comprises a wide range of journal articles published in the last five years, from 2019 to 2023, retrieved from various academic databases, including Emerald Insight, Science Direct, Taylor and Francis, Web of Science, and Wiley Online. PRISMA protocol is used to collect and arrange the journal articles (36% analytical and 64% applied Lean) under several themes: (1) curriculum review and teaching methodology; (2) administration; (3) student satisfaction; (4) lean waste identification and elimination; and (5) barriers and challenges. The paper concludes that the Lean philosophy, which was originally formulated for the manufacturing sector, has been successfully adapted and applied to educational institutes. The application of Lean in higher educational institutes resulted in streamlined processes, waste reduction, and increased staff and student satisfaction levels. However, it also highlights the barriers and challenges such as cultural barriers, resistance to change, lack of knowledge among staff and students, and lack of leadership commitment. Overall, the review paper adds up to the existing body of knowledge by integrating and summarizing the key findings and trends in the application of Lean methodologies in higher education.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative study explores the perceived academic differences encountered by Asian postgraduate students studying in British universities and their impacts on the students’ academic achievements. To achieve this aim, semi-structured interviews were conducted with five postgraduate students of diverse Asian background studying at a prominent British university. The results indicate that the assessment, teaching and learning methodologies, and communication systems are perceived as the major areas of differences. Consequently, the perceived differences lead to challenges in adapting to the demanding requirements of critical academic writing, using specialized language for disciplinary communications, and embracing independent study patterns. The findings also highlight some positive outcomes associated with the experience of studying within a Western education system, as reported by the learners. The implications of this study are significant for British universities as they underscore the importance of recognizing the underlying challenges faced by international students while studying in the UK.
{"title":"International Postgraduate Students’ Perceptions of Learning Difficulties and Their Impact on Academic Performance in British Universities","authors":"Sharifa Chowdhury, Md. Nabinur Rahman, Diana McCray","doi":"10.32038/sem.2024.15.02","DOIUrl":"https://doi.org/10.32038/sem.2024.15.02","url":null,"abstract":"This qualitative study explores the perceived academic differences encountered by Asian postgraduate students studying in British universities and their impacts on the students’ academic achievements. To achieve this aim, semi-structured interviews were conducted with five postgraduate students of diverse Asian background studying at a prominent British university. The results indicate that the assessment, teaching and learning methodologies, and communication systems are perceived as the major areas of differences. Consequently, the perceived differences lead to challenges in adapting to the demanding requirements of critical academic writing, using specialized language for disciplinary communications, and embracing independent study patterns. The findings also highlight some positive outcomes associated with the experience of studying within a Western education system, as reported by the learners. The implications of this study are significant for British universities as they underscore the importance of recognizing the underlying challenges faced by international students while studying in the UK.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"107 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139187938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the paper, we present the current Czech educational legal norms that set certain boundaries in the operation of Czech primary and secondary schools. In the first part of the article, we present the role of the current school principal in relation to his/her competencies in the context of basic Czech educational norms and present a competence model of school principals, the fulfilment of which by school principals can lead to stabilization and a greater degree of effective education in the context of the educational challenges of the 21st century. In the second part of the paper, we propose the possibilities of optimization of legal norms in education and its possible effective integration into the real educational process. In summary, we can conclude that it should be a matter of greater transparency in the training of teaching staff and school principals, the introduction of an optional direct teaching obligation for school principals, the introduction of mechanisms that would lead to a greater degree of familiarity of teachers and principals with the current legal educational norms and their changes, or the development of a unified and comprehensive concept of teaching within one school. We are aware that the proposed solutions have their limits. The most significant is the increase in the administrative burden on school principals: however, we believe that without the introduction of transparent and verifiable mechanisms to check the fulfilment of certain obligations, it will not be possible to check the obligations in question.
{"title":"The Role of the School Principal in the Context of Possible Transformation of the Educational Curriculum","authors":"M. Mašát","doi":"10.32038/sem.2023.14.03","DOIUrl":"https://doi.org/10.32038/sem.2023.14.03","url":null,"abstract":"In the paper, we present the current Czech educational legal norms that set certain boundaries in the operation of Czech primary and secondary schools. In the first part of the article, we present the role of the current school principal in relation to his/her competencies in the context of basic Czech educational norms and present a competence model of school principals, the fulfilment of which by school principals can lead to stabilization and a greater degree of effective education in the context of the educational challenges of the 21st century. In the second part of the paper, we propose the possibilities of optimization of legal norms in education and its possible effective integration into the real educational process. In summary, we can conclude that it should be a matter of greater transparency in the training of teaching staff and school principals, the introduction of an optional direct teaching obligation for school principals, the introduction of mechanisms that would lead to a greater degree of familiarity of teachers and principals with the current legal educational norms and their changes, or the development of a unified and comprehensive concept of teaching within one school. We are aware that the proposed solutions have their limits. The most significant is the increase in the administrative burden on school principals: however, we believe that without the introduction of transparent and verifiable mechanisms to check the fulfilment of certain obligations, it will not be possible to check the obligations in question.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132298570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Massive Open Online Courses (MOOCs) have recently grown in prominence and acceptance among both academics and business professionals. Along with being accessible, these courses give students the chance to study a range of subjects from around the globe at a speed that can be adjusted to suit their individual needs. The open - source nature of MOOCs allows students to explore a variety of fields for little to no money, but it also enables educational institutions to reach a wider audience, improve their brand recognition, and introduce pedagogical innovations. At a global level, MOOCs have the potential to become a platform for attaining Sustainable Development Goal No. 4, which is to "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for everyone." There is a lot of knowledge regarding the advantages of MOOCs for both students and teachers, but there have also been some difficulties, which if investigated could lead to improved teaching and aid students in meeting their learning goals. The benefits and difficulties that have surfaced as a result of primary qualitative research are discussed in relation to MOOCs as a learning channel. The data gathered are then subjected to a thematic analysis for the purposes of this study. In its last section, the article tends to offer some suggestions for improving learning outcomes for students through curriculum design, material customization, and alignment with their individual characteristics and goals.
{"title":"Investigating Learners’ Perspectives towards MOOC Learning Environment in Selected Indian Universities","authors":"S. Dhanabagiyam, M. Thamizhselvi, M. Blessy Doe","doi":"10.32038/sem.2023.14.02","DOIUrl":"https://doi.org/10.32038/sem.2023.14.02","url":null,"abstract":"Massive Open Online Courses (MOOCs) have recently grown in prominence and acceptance among both academics and business professionals. Along with being accessible, these courses give students the chance to study a range of subjects from around the globe at a speed that can be adjusted to suit their individual needs. The open - source nature of MOOCs allows students to explore a variety of fields for little to no money, but it also enables educational institutions to reach a wider audience, improve their brand recognition, and introduce pedagogical innovations. At a global level, MOOCs have the potential to become a platform for attaining Sustainable Development Goal No. 4, which is to \"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for everyone.\" There is a lot of knowledge regarding the advantages of MOOCs for both students and teachers, but there have also been some difficulties, which if investigated could lead to improved teaching and aid students in meeting their learning goals. The benefits and difficulties that have surfaced as a result of primary qualitative research are discussed in relation to MOOCs as a learning channel. The data gathered are then subjected to a thematic analysis for the purposes of this study. In its last section, the article tends to offer some suggestions for improving learning outcomes for students through curriculum design, material customization, and alignment with their individual characteristics and goals.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125607196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed at the effect of concept mapping strategies on learners’ achievement and retention in biology teaching. A pretest/posttest quasi-experimental research design was adopted with one control and experimental group. The target population was male students who studied in second grade of high school in 2023-22 educational year in Iran. Simple random sampling technique was used to select the sample of students. Considering the Cohen tables and statistical assumptions, a sample size of 40 participants was estimated. They were then randomly assigned to each group. The experimental group made use of concept mapping strategies, while the control group was taught using the traditional methods. An academic achievement teacher made test was administered to all groups as a pretest / posttest and biology achievement retention teacher made test, a separate delayed posttest was administered after three weeks to the learners of the groups. The obtained data were analyzed using one-way Ancova test. The results indicated that concept mapping strategies had a significant effect on learners’ achievement. Analysis of the data using t-tests revealed that the retention of biology teaching by using concept mapping strategies was significantly higher in comparison to the traditional methods.
{"title":"The Effect of Concept Map Strategy on Academic Achievement and Student Retention in Biology Education","authors":"Ghodrat Ebadi Manas","doi":"10.32038/sem.2023.14.01","DOIUrl":"https://doi.org/10.32038/sem.2023.14.01","url":null,"abstract":"The present study aimed at the effect of concept mapping strategies on learners’ achievement and retention in biology teaching. A pretest/posttest quasi-experimental research design was adopted with one control and experimental group. The target population was male students who studied in second grade of high school in 2023-22 educational year in Iran. Simple random sampling technique was used to select the sample of students. Considering the Cohen tables and statistical assumptions, a sample size of 40 participants was estimated. They were then randomly assigned to each group. The experimental group made use of concept mapping strategies, while the control group was taught using the traditional methods. An academic achievement teacher made test was administered to all groups as a pretest / posttest and biology achievement retention teacher made test, a separate delayed posttest was administered after three weeks to the learners of the groups. The obtained data were analyzed using one-way Ancova test. The results indicated that concept mapping strategies had a significant effect on learners’ achievement. Analysis of the data using t-tests revealed that the retention of biology teaching by using concept mapping strategies was significantly higher in comparison to the traditional methods.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125332289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nowadays, a child's free time is more often structured after he has completed his duties in kindergarten and school. This structuring is most often organized by the parents themselves, taking into account their own children's preferences and possible shortcomings in compulsory education. Thus, children most often go to sports activities, attend music schools and foreign language schools. On the other hand, parents less often include their children in programs for the development of language abilities in their mother tongue and in the development of reading competences, even though the understanding of the content of many subjects depends on them. This is precisely why the aim of this work is to examine the attitudes of parents regarding the implementation of their children's free time and the reading habits of their family and children. One hundred and twenty parents of primary school-aged children participated in the research, filling out an online questionnaire, and the data were then processed in the SPSS program for statistics. It has been shown that more educated parents structure their children's free time more often and enroll them in foreign language schools and sports programs more often. It was also shown that the choice of leisure activities will depend more on the offer of the environment in which the child grows up than on the preferences of the child himself. It has also been shown that parents do not encourage their children to read books, except for mandatory readings, and that parents who read more will take more care of their children's reading skills.
{"title":"Parents’ Attitudes about Spending Free Time and Reading Habits of their Children","authors":"Ana Matković, Katarina Aladrović Slovaček","doi":"10.32038/sem.2023.13.04","DOIUrl":"https://doi.org/10.32038/sem.2023.13.04","url":null,"abstract":"Nowadays, a child's free time is more often structured after he has completed his duties in kindergarten and school. This structuring is most often organized by the parents themselves, taking into account their own children's preferences and possible shortcomings in compulsory education. Thus, children most often go to sports activities, attend music schools and foreign language schools. On the other hand, parents less often include their children in programs for the development of language abilities in their mother tongue and in the development of reading competences, even though the understanding of the content of many subjects depends on them. This is precisely why the aim of this work is to examine the attitudes of parents regarding the implementation of their children's free time and the reading habits of their family and children. One hundred and twenty parents of primary school-aged children participated in the research, filling out an online questionnaire, and the data were then processed in the SPSS program for statistics. It has been shown that more educated parents structure their children's free time more often and enroll them in foreign language schools and sports programs more often. It was also shown that the choice of leisure activities will depend more on the offer of the environment in which the child grows up than on the preferences of the child himself. It has also been shown that parents do not encourage their children to read books, except for mandatory readings, and that parents who read more will take more care of their children's reading skills.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123836954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher classroom behaviour has been documented as a main determinant of the classroom learning activities, interactions, and student outcomes. The study investigated the predicting influence of three teacher-related factors (teacher self-efficacy, year of teaching experience, and level of teachers’ school which could be primary level or secondary level) on teachers’ classroom behaviours. The descriptive research design of the correlational type was adopted. The sample size was 132 (female=76, male=56) primary and secondary school teachers in Ibadan Metropolis, Oyo State, Nigeria. The respondents had the average age of 20-59 years ( = 39.5 years). Two validated and relevant instruments namely, teacher self-efficacy and teacher classroom behaviours scales were used in this study. Data was analyzed using descriptive statistics, Pearson product moment correlation and multiple regression analysis. The result revealed that is a positive relationship between teacher self-efficacy, years of teaching experience and teacher classroom behaviour. The independent variables jointly contributed 16.9% of the variance to the prediction of teacher classroom behaviour when taken together. Teacher self-efficacy was most potent on predicting teacher classroom behaviour. The study has implications for teachers, especially those who teach reading skills to students with learning disabilities. The study recommends that teachers should develop high teaching self-efficacy that is capable of enabling them to perform their duties effectively.
{"title":"Teacher-Related Factors as Predictors of Classroom Behaviours: Implications for Teaching Reading Skills to the Students with Learning Disabilities","authors":"K. Lazarus","doi":"10.32038/sem.2023.13.02","DOIUrl":"https://doi.org/10.32038/sem.2023.13.02","url":null,"abstract":"Teacher classroom behaviour has been documented as a main determinant of the classroom learning activities, interactions, and student outcomes. The study investigated the predicting influence of three teacher-related factors (teacher self-efficacy, year of teaching experience, and level of teachers’ school which could be primary level or secondary level) on teachers’ classroom behaviours. The descriptive research design of the correlational type was adopted. The sample size was 132 (female=76, male=56) primary and secondary school teachers in Ibadan Metropolis, Oyo State, Nigeria. The respondents had the average age of 20-59 years ( = 39.5 years). Two validated and relevant instruments namely, teacher self-efficacy and teacher classroom behaviours scales were used in this study. Data was analyzed using descriptive statistics, Pearson product moment correlation and multiple regression analysis. The result revealed that is a positive relationship between teacher self-efficacy, years of teaching experience and teacher classroom behaviour. The independent variables jointly contributed 16.9% of the variance to the prediction of teacher classroom behaviour when taken together. Teacher self-efficacy was most potent on predicting teacher classroom behaviour. The study has implications for teachers, especially those who teach reading skills to students with learning disabilities. The study recommends that teachers should develop high teaching self-efficacy that is capable of enabling them to perform their duties effectively.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124032139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As wars and persecutions persist in many parts of the world, education and integration programmes for refugees have received more attention in recent years. This research attempts to illuminate differences between the host community and refugee students through students' eyes in the Kurdistan region of Iraq- Sulaymaniyah city. Our main research aims were to have a quantitative understanding of the differences and associations between the elements of in-class student engagement (preparations for classes, active listening and participation) and school environment (social environment: student-teacher relationship, student-student relationship and physical environment). The sample consisted of 193 grade 8 and 9 students in Sulaymaniyah province (104 host community students and 89 Syrian refugee students). The comparative analysis was made based on the available data and study statistics. The statistical analysis showed that there were significant statistical differences between the two groups of students regarding preparation for classes and class participation, while there was not a significant difference between them regarding active listening in class. Significant differences related to social and environment satisfaction were also revealed. Through correlation tests, associations were found between in-class student engagement and social environment elements.
{"title":"A Comparison of In-class Student Engagement and School Environment between Refugee and Host Community Students","authors":"P. Mohammed, Ágnes Engler, Erdei Gabor","doi":"10.32038/sem.2023.13.03","DOIUrl":"https://doi.org/10.32038/sem.2023.13.03","url":null,"abstract":"As wars and persecutions persist in many parts of the world, education and integration programmes for refugees have received more attention in recent years. This research attempts to illuminate differences between the host community and refugee students through students' eyes in the Kurdistan region of Iraq- Sulaymaniyah city. Our main research aims were to have a quantitative understanding of the differences and associations between the elements of in-class student engagement (preparations for classes, active listening and participation) and school environment (social environment: student-teacher relationship, student-student relationship and physical environment). The sample consisted of 193 grade 8 and 9 students in Sulaymaniyah province (104 host community students and 89 Syrian refugee students). The comparative analysis was made based on the available data and study statistics. The statistical analysis showed that there were significant statistical differences between the two groups of students regarding preparation for classes and class participation, while there was not a significant difference between them regarding active listening in class. Significant differences related to social and environment satisfaction were also revealed. Through correlation tests, associations were found between in-class student engagement and social environment elements.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122145777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increase in academic mobility in Europe has inspired many to contribute to the special literature regarding internationalization. This contribution is quite timely, as the need to understand the ties between higher education and internationalization is great. Considering that mobility has predominantly occurred in Western Europe, special attention must be focused on Eastern Europe’s Higher Educational endeavors. This study focuses on the Central European country of Hungary, and therein more specifically on its second largest city, Debrecen. The University of Debrecen currently hosts around 7000 international students, and every year this number increases. With such promising and ever-increasing numbers, it is a constant mission of the university to research and report on the life experiences of its international students, regarding their academic, social, and cultural aspects. In this present study the focus will be the social aspect of students whose nationality is represented by more than one hundred persons at the university. Content analysis was employed to analyze structured interviews to identify categories. The findings reveal four main categories to be relevant in their social adaptation: (1) the university, (2) networks students build, (3) language barriers, and (4) healthcare.
{"title":"International Students’ Social Integration Experiences During Their Higher Education in Europe","authors":"C. Trujillo, Jennyfer Paola","doi":"10.32038/sem.2022.12.03","DOIUrl":"https://doi.org/10.32038/sem.2022.12.03","url":null,"abstract":"The increase in academic mobility in Europe has inspired many to contribute to the special literature regarding internationalization. This contribution is quite timely, as the need to understand the ties between higher education and internationalization is great. Considering that mobility has predominantly occurred in Western Europe, special attention must be focused on Eastern Europe’s Higher Educational endeavors. This study focuses on the Central European country of Hungary, and therein more specifically on its second largest city, Debrecen. The University of Debrecen currently hosts around 7000 international students, and every year this number increases. With such promising and ever-increasing numbers, it is a constant mission of the university to research and report on the life experiences of its international students, regarding their academic, social, and cultural aspects. In this present study the focus will be the social aspect of students whose nationality is represented by more than one hundred persons at the university. Content analysis was employed to analyze structured interviews to identify categories. The findings reveal four main categories to be relevant in their social adaptation: (1) the university, (2) networks students build, (3) language barriers, and (4) healthcare.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"27 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129948298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The development of language competences is the fundamental goal of educational documents at the world (Eight Key Competencies for Lifelong Learning, 2008; 2020), European (CEFRL, 2015) and national level Curriculum for the subject Croatian language for elementary schools and high schools (2019). This implies the development of language communication and linguistic competence. In the process of primary school language learning, it is important to develop linguistic and communicative competence, which includes sociolinguistic, strategic and pragmatic competence, but also intercultural competence. Intercultural competence is most often defined as competence in which knowledge of elements of different cultures that are in contact with the dominant culture is developed or the child gets to know them through different contents in order to understand the world in which he lives. In Croatian language classes, the child most often encounters this competence through various texts that are written from the perspective of another culture or talk about different cultures that live in the Republic of Croatia, as well as outside it. Thus, a child will, for example, learn something about the eating habits of the British if he reads E. Blyton's novels Five Friends and the like. Therefore, the goal of this research is to analyze textbooks and reading books for the teaching of the Croatian language from the third to the sixth grade and to find elements of intercultural competence in the texts through qualitative analysis. It is expected that crosscultural elements will most often be found in the starting texts and that most of the texts will belong to the Anglo-Saxon linguistic and cultural area.
{"title":"Intercultural Competence in Textbooks of Croatian as a Mother Tongue","authors":"G. Čosić, Katarina Aladrović Slovaček","doi":"10.32038/sem.2022.12.04","DOIUrl":"https://doi.org/10.32038/sem.2022.12.04","url":null,"abstract":"The development of language competences is the fundamental goal of educational documents at the world (Eight Key Competencies for Lifelong Learning, 2008; 2020), European (CEFRL, 2015) and national level Curriculum for the subject Croatian language for elementary schools and high schools (2019). This implies the development of language communication and linguistic competence. In the process of primary school language learning, it is important to develop linguistic and communicative competence, which includes sociolinguistic, strategic and pragmatic competence, but also intercultural competence. Intercultural competence is most often defined as competence in which knowledge of elements of different cultures that are in contact with the dominant culture is developed or the child gets to know them through different contents in order to understand the world in which he lives. In Croatian language classes, the child most often encounters this competence through various texts that are written from the perspective of another culture or talk about different cultures that live in the Republic of Croatia, as well as outside it. Thus, a child will, for example, learn something about the eating habits of the British if he reads E. Blyton's novels Five Friends and the like. Therefore, the goal of this research is to analyze textbooks and reading books for the teaching of the Croatian language from the third to the sixth grade and to find elements of intercultural competence in the texts through qualitative analysis. It is expected that crosscultural elements will most often be found in the starting texts and that most of the texts will belong to the Anglo-Saxon linguistic and cultural area.","PeriodicalId":428498,"journal":{"name":"Studies in Educational Management","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121438002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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