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Global Learning and Cultural Responsiveness in STEM Education: Case Study Insights from the UAE
No full textThis study explores how digital pedagogy can be used to advance global learning and cultural responsiveness in STEM education, with a specific focus on responsible consumption and production (SDG12). Drawing on three undergraduate courses at the American University of Sharjah, Fundamentals of Database Systems, Python for Business Analytics, and Information Systems Strategy, this paper applies the CoDesignS Education for Sustainable Development (ESD) framework to examine how sustainability principles are embedded in course design, pedagogy, and student engagement. Through structured project-based learning, ethical data practices, and culturally relevant content, students develop key sustainability competencies while enhancing their intercultural awareness and digital fluency. The paper highlights broader institutional enablers, such as cross-departmental collaboration and mentorship programs, and reflects on the challenges of integrating ESD within STEM curricula in a multicultural university context. These case studies offer transferable insights for higher education institutions seeking to localize global sustainability goals through innovative and culturally responsive approaches to teaching and learning
Establishing evidence of intercultural competence as learning outcomes of outbound student mobility programs for undergraduate participants
No full textOutbound student mobility programs are instrumental to Japan’s higher education policy. However, the national policy discourse among the stakeholders tended to overlook evidence when the literature review identified a gap. This study intended to fill this evidence gap by uncovering evidence of intercultural competence as a learning outcome of outbound mobility programs. This study is a theory-driven qualitative method to establish students’ learning outcomes as a part of GSC’s degree requirements to participate in studies in Malaysia and Thailand. This qualitative analysis confirmed cultural self-awareness and related intercultural competence domains as learning outcomes of this outbound student mobility program in non-traditional destinations. The findings from this study contributed to filling the current evidence gap in the literature on learning outcomes of outbound student mobility programs among Japanese undergraduate participants, while a need for theoretical reconciliation between young adulthood and intercultural competence emerged from this analysis
Intercultural Transofmrational Experiences of International Faculty in an American University
No full textThis qualitative interpretive study investigated the intercultural and transformational experiences of selected international faculty in a public university in the southeastern United States. This study collected data using semi-structured interviews with seven African and Asian international faculty from a public university in the southeastern United States. The themes that emerged from the data showed that time was of the essence in achieving proficiency in the communication systems of the host environment. Learning about the culture of the host environment was a gradual learning process that involved strategies such as total cultural immersion in the university activities, regular interaction with American-born faculty, listening to the radio, and watching television and movies to improve spoken English. Participants indicated that their cultural transformational experiences were fostered by being embraced and shown a sense of inclusion and belonging, delegated functions, and receiving constructive feedback for improvement. Furthermore, participants alluded to the openness of the University environment to integrate their cultures, resulting in cultural hybridization and a unique and expanded identity. The study provides additional information on international faculty members’ cross-cultural adaptation and offers new insights into their acculturation and integration into the U.S. university system. The study can be valuable to administrators, diversity officers, program directors, and all professionals committed to advancing social equity within their campus community
Assessing Leadership in Business: A Critical Investigation of Jamie Dimon
No full textThis thesis explores the leadership characteristics of Jamie Dimon, the long-serving CEO of JPMorgan Chase. Dimon\u27s exemplary leadership skills and effective leadership styles have helped the financial firm become the largest bank in the United States. Through a detailed analysis of his background, career milestones, management philosophy, and vision for the future, this paper highlights the positive effect Dimon has had in the modern banking landscape. Additionally, the paper includes areas of leadership improvement, including criticisms of the climate and culture he creates
Qualitative Content Analysis for Enhancing Intercultural Sensitivity in Cross- Cultural Management
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Navigating New Terrain: The Path to Academic Competence for Chinese Doctoral Students in Social Sciences and Humanities
No full textEffects of the Russia-Ukraine Conflict on the Internationalization of Higher Education in Kyrgyzstan
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