HLRC - Higher Learning Research Communications (E-Journal)
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Internationalization to what purposes?: Marketing to international students
Full text linkAmidst global discourse about universities’ internationalization, how do universities position themselves and their purposes in recruiting international students? For professionals working to establish partnerships and increase cultural enrichment both on their home campuses and through international exchange, the purposes that are often foregrounded in professional associations speak to the public good, to the broad social benefits of such activities. However, my research on the marketing that international offices at four universities in the UK and U.S. are doing to international students suggest that as in the marketing of U.S. universities to domestic students, it is the private benefitsof higher education, to the students and to the individual institutions that are predominant (Hartley and Morphew, 2008; Saichaie and Morphew, 2014).
College radio as a mechanism for participatory learning: Exploring the scope for online radio based learning among undergraduates
Full text linkThis paper explores the prospects of online college radio at Sur College of Applied Sciences, its need among students and the possible scope of its contributions to student learning, engagement and community service. It explores the method of developing a holistic mechanism to capture the possibilities of maximizing learning experience by employing college radio as an educational tool to understand the micro-dynamics and localized necessities that deem it necessary or unnecessary. Through this, it attempts to locate an appropriate mechanism, and targeted use of the college radio in contributing to the learning outcomes and educational experience of the students. The study finds considerable scope for radio based learning at Sur College of Applied Sciences across a range of uses and gratification indicators consistent with the primary objectives of the college. The study discusses the theoretical and practical implications of the findings, and the pedagogical significance of the college radio as an alternative
Introducing B Corporations to the Higher Education Community
Full text linkThe higher education industry faces many challenges. Despite the recognition that a college degree is essential to developing skilled employees, informed citizens, and flourishing people, there is a shortage of skilled workers, college costs (and student debt) are rising, and the attainment gap for minorities and underrepresented populations remains stark
Higher Education as a Common Good in China: A Case Study for Ideas and Practices
Full text linkChina began its modern system of higher education with the establishment of the former Peking University in Beijing in 1898. The traditional Confucian philosophy of education has been replaced dramatically by modern western philosophy. However, since the communist party came to power in 1949, the philosophy of higher education has experienced much more dramatic changes. In Mao’s time between 1949 and 1976, Maoism philosophy largely displaced Western, so-called capitalistic, philosophy and dominated Chinese higher education for almost 30 years
Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?
Full text linkAbstractRecent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature.
Working to Educate Global Citizens and Create Neighborly Communities Locally and Globally: Penn’s Partnerships in West Philadelphia as a Democratic Experiment in Progress
Full text linkIn the rapidly accelerating global era in which we now live, human beings must solve a vast array of unprecedently complex problems. Perhaps the most complex and significant problems facing society today are persistent, widening, and increasingly destructive social, economic, and political inequality; globally destructive, man-made climate change; and increasingly frequent and savage terrorist acts. Given their proclaimed dedication to critical intelligence, and their unique constellation of formidable resources to develop it, institutions of higher education, we submit, have a unique responsibility to help solve these problems—indeed all the problems intensified by globalization
Front Matter
No full textHigher Learning Research Communications (HLRC, ISSN: 2157-6254 [Online]) is published collaboratively by Walden University (USA), Universidad Andrés Bello (Chile), Universidad Europea de Madrid (Spain) and Istanbul Bilgi University (Turkey). Written communication to HLRC should be addressed to the office of the Executive Director at Laureate Education, Inc. 701 Brickell Ave Ste. 1700, Miami, FL 33131, USA. HLRC is designed for open access and online distribution through www.hlrcjournal.com.The views and statements expressed in this journal do not necessarily reflect the views of Laureate Education, Inc. or any of its affiliates (collectively “Laureate”). Laureate does not warrant the accuracy, reliability, currency or completeness of those views or statements and does not accept any legal liability arising from any reliance on the views, statements and subject matter of the journal.Acknowledgements The Guest Editors gratefully acknowledge the substantial contribution of the readers for the blind peer review of essays submitted for this special issue as exemplars of individuals from around the world who have come together in a collective endeavor for the common good: Robert Bringle (Indiana University Purdue University Indianapolis, US), Linda Buckley (University of the Pacific, US), Guillermo Calleja (Universidad Rey Juan Carlos, Spain), Eva Egron-Polak (International Association of Universities, France), Heather Friesen (Abu Dhabi University, UAE), Saran Gill (National University of Malaysia, Malaysia), Chester Haskell (higher education consultant, US), Kanokkarn Kaewnuch (National Institute for Development Administration, Thailand), Gil Latz (Indiana University Purdue University Indianapolis, US), Molly Lee (higher education consultant, Malaysia), Deane Neubauer (East-West Center at University of Hawaii, US), Susan Sutton (Bryn Mawr College, US), Francis Wambalaba (United States International University, Kenya), and Richard Winn (higher education consultant, US)
The Global Public Good: Students, Higher Education, and Communities of Good
Full text linkAlong with introducing the purpose and cohesion of the essays that form this special issue, we also wish to highlight the force on which all of these lofty hopes depend: educated students. Without question, the authors who wrote these essays understand and appreciate the importance of students, especially as the prepared and empowered agents of future actions that will be sustainably transformative in the conduct of their lives. In fact, students are so pervasively important to most discussions of higher education and the public good, including the UNESCO report, that they are often taken for granted in a rush to address institutional and faculty responsibilities. However, no student of any age or educational goal should ever be far from consideration. They are indeed fully present in the essays that comprise this issue of Higher Learning Research Communications
The role of information literacy competence and higher order thinking skills to develop academic writing in Science and Engineering learners
Full text linkThe English syllabus for learners pursuing engineering courses includes teaching writing as one of the objectives. Learners who enroll for these courses are not equipped with the general writing skills that they should have mastered at the entry level. In this context, a study was organized to develop academic writing skills of the undergraduate learners who are pursuing engineering courses. The study focused on raising awareness in the learners of the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasizes that involving the learners in the cognitive processes of writing that include defining the rhetorical problem, identifying the rhetorical situation, the audience and setting goals for writing, planning for the text by generating and organizing ideas is necessary. The study further suggests that discussions between learners and teachers regarding the construction of a text and the way language works in various text types facilitates better writing
The Global Common Good and the Future of Academic Professionals
Full text linkIn this epilogue to the special issue of Higher Learning Research Communications dedicated to higher education, community engagement, and the public good, Shaker addresses the unifying concept presented across the issue: the common good. For Shaker, this special issue responds to UNESCO’s call for educational institutions and educators to rethink education in the contemporary era and focuses on how academic endeavors can, do, and should act in service to a global common good. The essay stresses the academic workforce needs to be reimagined concurrently with rethinking the systems of education that will ensure the world and society “to which we aspire.” Faculty in all their diversity are the central and essential ingredient to a successful global educational response to the challenges of an equitable and just global society will create and disseminate the knowledge society needs. To close, Shaker notes publications such as this bring these conversations into sharper focus to align and connect them so that a rethought approach to higher education might generate discernible results within the relatively short time available