ABSTRACT
Background: The COVID-19 pandemic challenged the higher education institution's face-to-face education. Higher education institutions have overcome this challenge through enhanced virtual education which has provided further opportunities to the higher education institutions. One of these opportunities is the 'virtual' internationalisation of higher education which enables higher education institutions to reach more students globally. Purposes: This paper aims to investigate the 'virtual' internationalisation of higher education's role in glocal sustainable development and how to enhance its use to support glocal sustainability and sustainable development. This paper emphasises importance of political economy of the 'virtual' internationalisation of higher education to support glocal sustainable development and environmental policies. Methodology/Approach: The aim of this paper is achieved based on an in-depth literature review. Findings: This paper highlights effective, strategic and successful 'virtual' internationalisation of higher education's role in competitiveness of higher education institutions. This paper highlights political economy of the 'virtual' internationalisation of higher education and provides recommendations and key success factors for the 'virtual' internationalisation of higher education to enhance glocal sustainable development and sustainability as well as environmental policies. This paper emphasises importance of considering the 'virtual' internationalisation of higher education in countries' sustainable development plans, strategies and policies. Discussion: Effective and strategic 'virtual' internationalisation of higher education can support higher education institutions' competitive advantage globally. They can support higher education institutions' success in getting intelligent students from all over the world. This can further contribute to their competitiveness. Furthermore, this can enable them to employ, in these 'virtual' internationalisation of higher education programmes, globally competitive and competent academic staff from all over the world. This paper can be useful to academics, policy-makers and researchers in the relevant field.
ABSTRACT
We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.
ABSTRACT
After the global panic created by COVID-19, the monkeypox (Mpox) virus emerged as a new challenge for the world population. As of 19 January 2023, a total of 84,733 cases across 110 countries/territories including 80 deaths has been reported. The virus has been transmitted to nonendemic countries in a short span of 6 months warranting WHO to declare Mpox, a Public Health Emergency of International Concern on 23 July 2022. As the Mpox virus is crossing geographical boundaries without established transmission patterns, there is an urgent need for new scientific strategies from global researchers to contain it before turning into the next pandemic. The control of Mpox outbreaks primarily relies on various public health measures such as proper surveillance, contact tracing, rapid diagnosis, isolation and care of patients, and vaccination. At present, there are three vaccines viz. ACAM2000, MVABN, and LC16 are in consideration and have been approved in several jurisdictions for ongoing Mpox outbreak. Prioritization of individuals along with the production of specific Mpox vaccine is need of the hour to meet out the global demand of Mpox vaccination.
ABSTRACT
Teacher education has gathered interest globally and nationally among teachers, educators, researchers and policy makers. Madalinska-Michalak, O 'Doherty and Assuno Flores (2018) observe that regional/ national, social, economic, political and historical factors impact upon teacher education and 'it is also impacted by global problems and tendencies' (pp. 567). This paper builds on these debates and examines the effects of global discourses of teacher education in the national contexts of developed and developing countries, for example, Guyana, Japan, South Africa, United States of America (USA) and the United Kingdom (UK). This includes consideration of teacher education and training before and during the current global COVID-19 pandemic (UNESCO, 2020). The paper concludes that teacher education continues to be under scrutiny due to global and national expectations, the demand of and how they are positioned in preparing teachers for the 21st century. Notwithstanding, as globalisation becomes more integrated in societies globally teacher education curricula not only has to retain its emphasis on standards, but equally its agility to ensure that the needs of all learners are met.
ABSTRACT
In this chapter, I examine the problematic issue of identifying as a 'linguist' for graduates who have studied languages, in an employability context. I challenge them to reframe their identity as 'global graduates', with reference to the competencies outlined in the "Global Graduates into Global Leaders" report (NCUB, 2011). In the process, I also demonstrate why a truly global graduate needs also to be a linguist, in spite of the hegemony of English as a global "lingua franca," and in the context of Brexit. I provide a framework for use by students, with support from educators, to translate their skill sets and experiences into the language of employers. I hope that this will provide a clear guide to the importance not just of developing, but also articulating cogently a range of competencies which are transferable to the global economy and global society, and a convincing argument for the importance of language and intercultural skills within that portfolio. [For the complete volume, "Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19," see ED612070.]
ABSTRACT
The COVID-19 pandemic, the climate and refugee crises, and the global supply chain disruption, among others, have exemplified the high level of planetary connectedness the world endures today, making the phrase "we are all in this together" an undeniable fact. A joint statement from the U.S. Department of State and the U.S. Department of Education on July 26, 2021 highlights the impact of internationalization on national security and the economy. These impacts occur because all forms of ties among people across national borders pave the way to partnerships and alliances in government, business, trade, science, innovation, and the arts and culture. While international partnerships can be problematic, those grounded in mutuality can be transformational for both partners. In this article, Pilar Mendoza describes her journey to build a joint research center that reflects mutuality and she offers recommendations based on her experiences that can help faculty and administrators develop and support similar international collaborations.
ABSTRACT
Offshore education, as an effective way to enhance the international flow of education service and an efficient platform for the higher education interconnection and knowledge sharing all around the world, is a significant part of the "opening-up" strategy of education made by China's Ministry of Education. However, Chinese universities and colleges which plan to run school offshore are currently facing challenges such as the great changes of global governance, the spread of COVID-19 pandemic, the changes in domestic laws and policies and the greater participation of vocational colleges. This should be attached more importance by researchers and policy makers in order to find an innovative and appropriate mode of international cooperation and exchange in the post-pandemic era. Based on the analysis of definitions of higher education delivery offshore and the theoretical and practical causes of the challenges, Chinese universities should clarify the orientation and direction, attach importance to the development of vocational schools offshore, promote overseas schools to become offshore platform for innovation and international exchange, and enhance the international competitiveness of oversea schools by full advantages of government, universities, enterprises and industry organizations.
ABSTRACT
This book examines dominant discourses in social justice education globally. It presents cutting-edge research on the major global trends in education, social justice and policy research. Using diverse paradigms, ranging from critical theory to discourse analysis, the book examines major social justice and equity education reforms and policy issues in a global culture, with a focus on the ambivalent and problematic relationship between social justice education discourses, ideology and the state. The book discusses democracy, ideology and social justice, which are among the most critical and significant factors defining and contextualising the processes surrounding social justice education reforms globally. It critiques current social justice education practices and policy reforms, illustrating the shifts in the relationship between the state, ideology, and social justice education policy. Written by authors from diverse backgrounds and regions, this book examines current developments in research concerning social justice education. It enables readers to gain a more holistic understanding of the nexus between social justice education, and dominant ideologies, both locally and globally. It also provides an easily accessible, practical, yet scholarly insights into local and global trends in the field of social justice education. Discourses of Globalization, Ideology and Social Justice, with contributions from key scholars worldwide, should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.
ABSTRACT
Due to global influence and local demand, Taiwan's higher education system has experienced great changes in policy agenda and system reform over the past few decades. After President Tsai took the presidential office in 2016, the Ministry of Education (MOE) shifted its focus towards universities' autonomy and social responsibility, which encouraged institutions to strengthen their partnerships and collaborations with other ASEAN countries. Based on this new ideological and political paradigm shift, three key national higher education projects, including the new cycle of self-accreditation policy, higher education sprout project, and new southbound policy, were implemented. Therefore, the aim of this paper is to present the current development of these three MOE initiatives since 2016, and analyze the paradigm shift of Taiwan higher education policymaking in terms of egalitarianism. Four major findings are addressed as follows. First, policy and politics mattered in the process of educational policy shift under a doctrine of egalitarianism;second, national accreditation continued to be used by university leaders for institutional effectiveness;third, global competitiveness in Taiwan higher education is declining gradually;fourth, the loss of Chinese students was not offset by the new Southbound program.
ABSTRACT
The novel severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which triggered the ongoing pandemic, was first discovered in China in late 2019. SARS-CoV-2 is a respiratory virus responsible for coronavirus disease 2019 (COVID-19) that often manifests as a pneumonic syndrome. In the context of the pandemic, there are mixed views on the data provided by epidemiologists and the information collected by hospital clinicians about their patients. In addition, the literature reports a large proportion of patients free of pneumonia vs a small percentage of patients with severe pneumonia among confirmed COVID-19 cases. This raises the issue of the complexity of the work required to control or contain the pandemic. We believe that an integrative and pluralistic approach will help to put the analyses into perspective and reinforce collaboration and creativity in the fight against this major scourge. This paper proposes a comprehensive and integrative approach to COVID-19 research, prevention, control, and treatment to better address the pandemic. Thus, this literature review applies a pluralistic approach to fight the pandemic.
ABSTRACT
This article explores the status of quality assurance provisions, internal and external, for online education in the Anglophone Caribbean region and provides a comparative analysis of current global trends. The findings of that analysis show that there is a misalignment between the provisions of the external quality assurance agencies and needs of the online institutions, particularly in the region. However, it also highlights the existence of a regional framework policy for quality assurance of online programmes which, if implemented, could alleviate much of the disconnect between the national external quality assurance agencies and the online institutions. Finally, it suggests the need for greater harmonisation between the standards of the various national quality assurance agencies and alignment to regional and international quality assurance for online models.
ABSTRACT
Collaboration between colleges of liberal arts and sciences and health professional schools provide fertile ground for undergraduate programs focused on health education, advocacy, and research. Complex collaboration can sometimes challenge disciplinary boundaries and traditional processes, which may need to be updated to maximize student learning. The urgency of the pandemic stirred creativity and accelerated planning for a multidisciplinary program in global health at the University of Pikeville (UPIKE). Ultimately, the planning coalesced around a program designed to help students: (1) recognize the importance of cultural belief systems and how they influence personal and communal health;(2) illustrate the different forms of health disparities and how social systems affect health outcomes;(3) recognize the relationship between economics, politics, and health policy and identify areas of health care change;(4) understand the research process and analyze data to promote evidence-informed health practices;and (5) incorporate principles of ethics and social responsibility through civic engagement.
ABSTRACT
Democracy and higher education are inextricably linked: universities not only have the ability to be key arbiters of how democracy is advanced, but they also need to reflect democratic values in their practices, objectives, and goals. Framed by the COVID-19 pandemic, and the ongoing crisis of structural racism, "Higher Education for Democracy" explores academe's role in advancing democracy by using a cross-national comparison of Los Angeles, New Delhi, and Hong Kong to develop strategies that universities can employ to strengthen democracy and resist fascism. William G. Tierney argues that if academe is to be a progenitor in the advancement of democracy, then we need to consider five areas of change that have been significant across national contexts amid both globalization and neoliberalism: inequality, privatization, the public good, identity, and academic freedom. Taking a comparative approach and drawing on scholarly literature, archival research, and interviews, "Higher Education for Democracy" aims to understand these changes and their implications and to position higher education in defense of democracy in a globalized economy framed by fascism.
ABSTRACT
The COVID-19 pandemic has held a mirror to our society: exposing the cracks and blemishes of our many systems, highlighting the inequalities that exist, and revealing the disproportionate effects this disease has on definite segments of our communities. COVID-19 is considered a global emergency mirroring another ongoing global emergency: climate change which also impacts vulnerable sectors of our populations more significantly. It makes them more at risks to hazards and less likely to be able to adapt and recover from this environmental pandemic. Many of the issues currently faced by both emergencies stem from a historical imbalance in our communities and inherent social inequalities. It is further exacerbated by a growing disconnect between the pillars of sustainability: society, economy, and the environment. If we consider the parallels and links between the two global emergencies, we may gain insight into what our focus should be in order to help our world recover and prepare for a better new normal.