Across the Nordic countries, academics are under pressure to publish in English to give their research greater international impact. While some believe this is a necessary step towards improving university standards and attracting international students and scholars, there is a growing backlash against Anglicisation, amid fears for the future of the Finnish, Norwegian, Swedish and Danish languages if they cease to be used in academia for critical analysis and the exploration of complex concepts.
How will college life be different in five years than it is today? In its recently released 2012 NMC Horizon Report on Higher Education, New Media Consortium predicts there may be more gesture-based computing, and lots of inter-connected (and Internet-connected) objects packed with useful information.
Video games will become more commonplace in classrooms, and Big Data will drive big decisions on the part of students, faculty, and the foundations and companies in the education sphere.
The Horizon Report crystallizes a lot of what we’re witnessing in education. But one notable category isn’t addressed in this otherwise comprehensive report: how open education resources — mostly free, customizable, content — is disrupting higher ed, allowing teachers to create their own textbooks, and changing state policy on using print books. (mindshift.kqed.org)
Although it is possible to acquire any number of useful skills online, including learning a language, it has been hard to acquire reliable qualifications offered by universities purely over the internet. So far, the internet has realised little of its potential to enable anyone, anywhere to educate themselves to any level they desire.
But there is, however, growing evidence that professionals anxious to further their careers by educating themselves are now starting to sign up for online degrees.
Internationalisation takes many different forms in the context of UK higher education. Over the next year we are focussing on: teaching international students; internationalisation of the curriculum; and students’ academic mobility with a view to improving their employability
Summary The question of when China’s GDP will overtake the US, to become the world’s largest national economy, is self-evidently significant.1 It has become much discussed among Western economic commentators (Rachman, 2011).
Look at what colleges state as their aims, and you'll find a predictable list: Teach students how to think critically and analytically; teach them how to write and calculate; teach them the skills of their discipline. As important as such goals are, another fundamental goal is largely being neglected—developing the intellectual virtues they need to be good students, and good citizens.
In the context where an increasing amount of higher education institutions in USA and UK are increasingly dependent on fees and having to become “self-sufficient”, the question of international student mobility is becoming increasingly important for these institutions.
Indonesia’s Ministry of Education and Culture has made a bold but controversial decision to boost the number of research papers produced by the country by requiring all university students to publish papers in academic journals as a condition for graduation.
Universities talk about internationalisation and diversity, but often students voluntarily self-segregate on campus. Instead, institutions should be looking at how to encourage students to be more resilient and open to change and different ways of thinking.
European higher education institutions are facing in these last years a number of relevant political and social changes that have asked for more transparency, accountability, comparability and legitimacy of degrees. In light of these new challenges, the great majority of universities have responded by implementing quality assurance processes, either through evaluation or through accreditation. This book collects the evaluation and accreditation experiences gathered by higher education institutions in Finland, France, Germany, Italy, the Netherlands, Spain, the United Kingdom and Sweden. It provides a synthetic picture of the present state of quality assurance practices in Europe and offers a few lessons for a future European dimension of quality assurance.
Transnational education: what is the real impact on institutions and host countries?
14 March 2012 - 16:45
Transnational education (TNE) plays an important role in the future landscape of higher education globally, by extending access to wider populations seeking the knowledge and skills to thrive in new knowledge economies. This session features case studies from a range of perspectives - focusing in particular on the impact on host countries, with different perspectives on how TNE has contributed to internationalisation.
I am at table 3 talking about Greece. See you there.
Few would dispute that having a higher education is more important than ever to help people build positive economic futures and strengthen the knowledge economies of countries. Yet as the second issue of the OECD’s new brief series Education Indicators in Focus explains, OECD countries have adopted dramatically different strategies for increasing higher education access – both in terms of how higher education is financed, and in the level of financial support they provide to individuals seeking a degree.
During the 1950s and 1960s, race was seen as the largest factor in determining educational success among youth. Today, much less variance is seen between youth of different races. Instead, educational endeavors have been linked more closely to family income. Education has the potential to be an equalizer in society, an outlet in which all students are presented with opportunities to improve their futures. As the achievement gap widens between those from affluent families and those from origins of poverty, the aspect of the equalizer diminishes.
The Greek Deputy Minister, Evi Christofilopoulou, and the Belgian Minister of Education of the French community, Marie-Dominique Simonet, signed a Transnational Cooperation Chart on February 7, according to which the teaching of the Greek language will become part of the Belgian school curriculum.With this new agreement both Greek students and those with other ethnic backgrounds in Belgian schools will have the opportunity to choose the course of Modern Greek or Greek Culture, which will be taught up to three hours per week. The programme will be in force for the next five years and will provide the students with a Greek Language Proficiency.
An Australian-owned university in Vietnam has been ranked first among 200 international branch campuses in terms of student numbers in a report recently released by a British organization.
The Royal Melbourne Institute of Technology (RMIT) International University Vietnam topped the list with more than 5,000 students recorded at the time of the survey, the university said in a press release on Friday, noting that the figure now has now surpassed 6,000.
Universities must foster in their students the “benevolent and amiable temper of mind” defined by the novelist Henry Fielding, a leading international peacekeeper told the Association of International Education Administrators’ annual conference, this year held in Washington DC.
While many colleges and universities are trying to adapt to the forces affecting higher education today, a recent move by the prestigious Massachusetts Institute of Technology is about to cause a seismic shift.
The prototype version of MITx is scheduled for launch in spring 2012. MITx is an outgrowth of MIT OpenCourseWare (OCW), which began in 2002. Building upon the inventory of nearly 2,100 MIT courses, MITx will offer the online teaching of MIT courses worldwide and the opportunity for able learners to gain certification of mastery of MIT material.
The number of students around the globe enrolled in higher education is forecast to more than double to 262 million by 2025. Nearly all of this growth will be in the developing world, with more than half in China and India alone. The number of students seeking study abroad could rise to eight million – nearly three times more than today.
In a new book, higher education consultant Bob Goddard writes that the worldwide increase is being fuelled by greater numbers of young people entering the peak education ages along with sharply rising participation rates, especially in the non-compulsory education years.
HIGHER education and knowledge production in Africa has not had the same kind of achievements over the last 50 years or so compared to other parts of the world.
African higher education grew significantly in the 1960s and '70s. However, from the '70s there were huge reversals due to a combination of economic crisis, structural adjustment programmes and particular policy impositions.
Which universities will emerge as the winners and the losers from all the turmoil in higher education policy and funding? How many institutions will disappear, and what will happen to those in the "squeezed middle"?
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