European Journal of Educational Research, v9 n1 p351-361 2020. 11 pp.
International Education, Higher Education, Universities, Global Approach, Trust (Psychology), Institutional Advancement, Strategic Planning, Accreditation (Institutions), Marketing, International Cooperation, Educational Cooperation, Interpersonal Communication, Teamwork, Scholarships, Foreign Students, Foreign Countries, Student Recruitment, and Indonesia
University attempts to respond to globalization to build international trust by conducting internationalization as the bridge of their selected strategies. The efforts needed to build international trust are promotion strategies. This study aims to elaborate the effective promotion strategies in Jenderal Soedirman University, Indonesia. The data were collected by some deep interviews, observation, and documentation. The result shows that the promotion strategies includes, first, the university's direction to be recognized globally by a strong vision, international accreditation for its study programs, and being the center of special studies. Second, the university publicizes the university's programs, activities, excellence, and uniqueness through printed or online media, foreign institutions, and individuals. Third, the university initiates international collaborations with foreign universities and institutions by building good interpersonal communication, forming teams for international collaborations, initiating activities to build trust among individuals, and getting involved in international events. Last, the university offers scholarships for foreign students to increase inbound students.
World Journal of Education, v10 n1 p30-41 2020. 12 pp.
Open Educational Resources, Electronic Learning, General Education, Higher Education, Foreign Countries, Expertise, Educational Cooperation, Public Colleges, College Faculty, Adoption (Ideas), 21st Century Skills, Elementary Secondary Education, College School Cooperation, and Saudi Arabia
Open educational resources have become a strategic source of a high degree of importance and this explains the reason for the acceleration of countries to join the use of them, but unfortunately, the results of a survey study conducted in the Kingdom of Saudi Arabia on eight experts in e-learning showed a gap that hinders integration in the use of open educational resources among educational institutions, especially at the general and higher education. Accordingly, the present study aimed to review the most prominent Open Educational Resources (OER) platforms in Saudi Arabia and identify the reality of cooperation and the best means of integration between higher and general education institutions from the perspective of specialists and concerned bodies. It adopted the analytical survey (descriptive) method. It covered a population of specialists and concerned bodies in e-learning from higher and general education institutions. The study applied a questionnaire to a sample of (144) participants from higher education institutions and (327) participants from general education institutions. Finally, it concluded results, made recommendations and suggested further studies.
LaDuca, Brian, Hayford, Michelle, Ausdenmoore, Adrienne, Yorke, Jerome, Hallinan, Kevin P., Blust, Rebecca, Crecelius, Anne, Kubi, Phillip Appiah, Katz-Buonconintro, Jennifer, Bennett, Jana, Arnold, Jackie, Bowman, Connie, and Sweet, Castel
Research in Higher Education Journal, v37 Nov 2019. 31 pp.
Interdisciplinary Approach, Educational Innovation, Educational Cooperation, Drug Addiction, Occupational Aspiration, Student Development, Creativity, Social Problems, Local Issues, Community Involvement, Team Teaching, College Faculty, Perspective Taking, Empathy, Program Effectiveness, Teacher Attitudes, Majors (Students), Space Utilization, College Students, and Ohio (Dayton)
As the interconnectedness of the world grows, the need to prepare college students capable of addressing complexity likewise grows. In this context, the University of Dayton has developed and tested a transdisciplinary model for education. This model links multiple classes from different disciplines via a common theme and within a common space. It also employs an educational model premised on the following trajectory: disciplinary content development / transdisciplinary observation (empathy); transdisciplinary disruption leading to "A-Ha" observations which transform the disciplinary directions; and lastly transdisciplinary informed design and research. Central to this model is a 3,500 square foot common space used only by the classes participating in the experience. In this space classes share their reflections and content with other classes via both personal linkages and analog communications. The other classes respond to these from their disciplinary and personal perspectives. Thirteen classes, fourteen faculty, and over three-hundred students participated in a themed experience centered on the addiction crisis in Dayton, Ohio. Participants included faculty in applied creativity, engineering, health and sport science, education, theater, and religious studies. Also serving as co-teacher were community stakeholders. Assessment of the experience revealed variable student takeaways. Most prominent among these was student recognition that the experience had expanded their perspectives of the other disciplines. Most suggested that it had improved their ability to collaborate in a transdisciplinary environment and that it had significantly impacted their career aspirations. Fewer acknowledged the experience had improved their ability to create.
Wells, Mary, Ward, Tresha, and Bellwether Education Partners
Bellwether Education Partners. 29 pp.
School District Autonomy, Educational Improvement, Educational Strategies, Program Implementation, Central Office Administrators, Capacity Building, Governing Boards, Educational Cooperation, Strategic Planning, Governance, Leadership, School Districts, and Texas (San Antonio)
Districts around the country are increasingly experimenting with the design and launch of autonomous district schools as a way to increase innovative, high-quality school options; bring decision-making closer to students; retain talented leaders; and prevent students and families from leaving the district for charter schools. In this report, the authors share a case study of one district using autonomous district schools as a part of its district improvement strategy: San Antonio Independent School District (SAISD) in south central Texas. This document aims to inform education leaders -- especially district administrators, school principals, and philanthropists -- about a promising (but still largely unproven) education improvement strategy, the key steps in implementing this strategy, and what the authors have learned in supporting the early implementation of this work. The authors offer five key lessons from their work with SAISD for districts considering autonomous schools as a strategy: (1) Build maximum autonomy into the application around the instructional program; (2) Ensure leaders receive robust support to shift mindsets and skills into this new role; (3) Empower a central office team to efficiently clear obstacles; (4) Invest in extensive stakeholder engagement; and (5) Build leaders' capacity to manage a governing board (this is far outside leaders' experience, and they will need a lot of support to do this well). The authors believe that only if districts considering an autonomous schools initiative take note of the five lessons learned from this work with SAISD and make these investments thoughtfully and well, this promising strategy will reach its potential to improve education for the most underserved students.
Athens Journal of Education, v64 n4 p271-289 Oct 2019. 19 pp.
Foreign Countries, International Education, Partnerships in Education, Multicampus Colleges, Universities, Administrator Attitudes, Annual Reports, Strategic Planning, Government Publications, Mass Media, Speeches, Social Change, Arabs, Barriers, Social Influences, Cultural Influences, Conflict, International Cooperation, Educational Cooperation, Educational Objectives, Global Approach, North Americans, Educational Quality, and Qatar
This study presents original research findings of a qualitative study of Qatar's international higher-education branch-campus model, which in 2016 hosted 11 international branch campuses, among the most of any country then. Few studies have examined the rationales, goals, and challenges of the branch-campus model from a host country's perspective. This paper asks two central questions: 1) Why did Qatar partner with six North American universities to establish six international branch campuses between 2001and 2008 and 2) what were the challenges during the early years of operations from the Qatari and branchcampus leadership perspectives? This study's primary data-collection method was face-toface, open-ended interviews. I interviewed 18 participants in Qatar and recruited based on potential participants' positions relative to the establishment, oversight, and governance of the six branch campuses. I also included executives and directors from the government of Qatar, Qatar Foundation, and leadership of the six branch campuses. I used extant documents, such as annual reports, strategic plans, government reports, speeches, and popular-media articles as additional data sources. Findings included rationales and goals related to pedagogy, sociocultural development, societal engagement, development of research capacity, and Qatar's status as a leader and driver of change in the Arab Gulf region and beyond. Challenges included sociocultural issues, tensions between the international branch-campus leaderships and their home institutions, and conflicting expectations between the branch campuses and Qatar Foundation. These findings include in-depth and new insights into host-country goals and aspirations, and challenges experienced by U.S. and host-country partners, and how these challenges have been addressed.
Statewide Planning, Change Strategies, School Holding Power, Academic Persistence, Community Colleges, Barriers, Mathematics Teachers, College Faculty, Program Design, Program Implementation, Mathematics Achievement, Remedial Mathematics, Educational Cooperation, and Virginia
The Virginia Community College System (VCCS) embarked on a comprehensive mathematics pathways project in October 2015 with a move from design to implementation in spring 2017. The VCCS Mathematics Pathways Project (VMPP) aimed not only to develop strategies to improve retention and completion, but also to address foundational barriers to students' success. This grassroots effort involved collaboration among all 23 community colleges, over 200 mathematics faculty, and staff from career and technical support departments. Collaboration extended to the K-12 and university sectors, professional organizations, publishers, and foundations. VMPP goals focused on creating structured mathematics pathway courses for all program levels, implementing co-requisite opportunities for students, collaborating with K-12 and four-year institutions regarding mathematics readiness, developing multiple measures of placement, and improving Virginia's placement instruments. While the decisions made throughout this project were informed by research, how Virginia's organization, processes, stakeholder collaboration, and communication laid the foundation to successfully implement this comprehensive project at scale is the focus of this discussion.