Search results

This chapter describes culturally sensitive pedagogical strategies for post-secondary faculty and administrators in North America when dealing with international students from cultures that may not uphold the same standards that North American universities do with respect to academic integrity. Strategies are proposed for educators to help international (particularly Asian) students evolve from a culturally indoctrinated practice of repeating a master’s words verbatim (with or without citation) to interpreting the master’s words in their own voice. Evidence-based approaches are identified to encourage post-secondary educators and administrators to progress from a punitive, consequence-based approach toward plagiarism to an intrinsic reward and virtue-based approach toward student self-authorship.

The purpose of this paper is to provide insights for educators when adapting their pedagogy to suit the increasingly diverse international student body.

Archival analysis was conducted at three levels: students’ teaching style preference; epistemology of the students’ home culture; and national sociocultural dimensions.

The study elucidates the importance of recognizing heterogeneity rather than homogeneity of the increasingly international student body. It extends understanding of sociocultural underpinnings of different student learning styles and encourages educators to increase their cultural empathy to adapt their pedagogy.

This paper helps forge the way to a truly global learning environment. Understanding, adapting to and celebrating the differences among international students helps to create more inclusive learning about our global community.

We are all a part of the structures and struggles of a wider society, the impact of which is also felt at the classroom level which creates its own society. Classrooms are guided by the invaluable contribution of teachers who play a key role in imbibing inclusivity, compassion, and social justice in the classroom atmosphere. The teachers ensure that the classrooms are spaces in which every learner feels wanted and included. An inclusive classroom has huge positive impact on learner where every child, regardless of their background, benefits from the learning process. Inclusiveness is far from being mere rhetoric and achieving an equitable opportunity for all is a challenge. Tools, frameworks, and standardized procedures have been formulated with an effort to minimize learning barriers and create a genuine inclusive environment. Sustainable Development Goal 4 on education advocates inclusive and equitable quality education and lifelong learning opportunities for all in every part of the world by 2030. It emphasizes inclusion and equity as the foundations for quality education and learning. This chapter explores the meaning of inclusiveness and multiculturalism in a classroom context and further explores strategies that have been adopted toward formulating an all-inclusive classroom. In this volume, authors have written about inclusion and equity in and through education systems and programs. Through case studies and narratives, they have described steps undertaken in different parts of the world to prevent and address all forms of exclusion and marginalization, disparity, and inequality in educational access. The chapters will serve as a resource for educationists and practitioners and contribute toward inclusive education.

Contemporary literature reveals that, to date, the poultry livestock sector has not received sufficient research attention. This particular industry suffers from unstructured supply chain practices, lack of awareness of the implications of the sustainability concept and failure to recycle poultry wastes. The current research thus attempts to develop an integrated supply chain model in the context of poultry industry in Bangladesh. The study considers both sustainability and supply chain issues in order to incorporate them in the poultry supply chain. By placing the forward and reverse supply chains in a single framework, existing problems can be resolved to gain economic, social and environmental benefits, which will be more sustainable than the present practices.

The theoretical underpinning of this research is ‘sustainability’ and the ‘supply chain processes’ in order to examine possible improvements in the poultry production process along with waste management. The research adopts the positivist paradigm and ‘design science’ methods with the support of system dynamics (SD) and the case study methods. Initially, a mental model is developed followed by the causal loop diagram based on in-depth interviews, focus group discussions and observation techniques. The causal model helps to understand the linkages between the associated variables for each issue. Finally, the causal loop diagram is transformed into a stock and flow (quantitative) model, which is a prerequisite for SD-based simulation modelling. A decision support system (DSS) is then developed to analyse the complex decision-making process along the supply chains.

The findings reveal that integration of the supply chain can bring economic, social and environmental sustainability along with a structured production process. It is also observed that the poultry industry can apply the model outcomes in the real-life practices with minor adjustments. This present research has both theoretical and practical implications. The proposed model’s unique characteristics in mitigating the existing problems are supported by the sustainability and supply chain theories. As for practical implications, the poultry industry in Bangladesh can follow the proposed supply chain structure (as par the research model) and test various policies via simulation prior to its application. Positive outcomes of the simulation study may provide enough confidence to implement the desired changes within the industry and their supply chain networks.

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.