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Purpose – The purpose of this study is to find out the perspectives of students and English teachers on English Lingua Franca (ELF) at a tertiary level in one of the public universities in Lhokseumawe Municipality in Aceh and to find out the possibility of adopting the concept of teaching English as ELF to raise the students’ awareness of their identity as part of the ASEAN Economic community and as a means of communication among the Community.

Design/Methodology/Approach – The research employs basic interpretive study by delivering questionnaires to 40 students from different disciplines and conducting interview to 6 English teachers from targeted research university in Lhokseumawe, Aceh, Indonesia.

Findings – The study addresses that the majority of the students are aware that English is no longer possessed by an inner circle of English users and realize the use of English as means of communication in globally context. However, the students do not understand the English as ILF. Besides, they do not enable to envisage themselves as part of the global community of English users as their identity. The research also indicates that majority the interviewed English teachers do not realize the concept of teaching ELF in the university.

Research Limitations/Implications – The findings of this research may shed light for other English teachers in Aceh to improve their teaching method in order to improve students’ speaking skill and their awareness of their identity as a part of global imagined community of English users within the ASEAN Community Economic context.

Practical Implications – The solutions offered in the paper could improve the teaching method of English teachers particularly in Aceh, Indonesia.

Originality/Value – The research of students’ and teachers’ perspective of ELF in Lhokseumawe, Aceh, has not yet been published.

Purpose – This study aims at finding out the implementation of English for specific purposes (ESP) course and identifying the challenges faced by English lecturers in designing an ESP course for first-year students in the Engineering Faculty of Malikussaleh University.

Methodology – This study implements qualitative research through interviews as a means of data collection.

Findings – This study addresses the application of an ESP course and identifies the challenges appeared during the stages of designing. The study reveals that an ESP course is not completely implemented. In fact, the course provided little ESP contents. The paper also reveals that, in terms of challenges, each stage of design presents its own challenge. To design an ESP course involves five crucial stages, that is, needs analysis, syllabus, material, teaching, and evaluation. Teachers encounter challenges as the design process takes place.

Research Limitations/Implications – The present study provides an account of how English teachers view challenges in implementing a complete ESP course. However, further research should be conducted to discover the possibility of application of ESP course in national universities in Indonesia.

Practical Implications – This paper offers solutions in order to make the implementation of ESP course feasible in the university.

Originality/Value – There have not been any research in ESP application for engineering students in Malikussaleh University.

Purpose – The purpose of this paper is to examine the causational effect of both internal and external motivation with learning outcomes at a peripheral university in the province of Aceh. It also aims to evaluate which of the two factors possess stronger impact on the other across different genders.

Design/Methodology/Approach – The model of research utilizes quantitative approach. Using the questionnaires as data gathering methodology, it is designed to understand aspects of both internal and external motivation which influences the results. Correlational information was then derived from the data using SPSS software. Then, data were elaborated for more detail and ease of reading for readers.

Findings – The results obtained from this research showed that there was no relationship between both internal and external motivation with students grades. Claiming to have relatively high motivation, still students failed to attain good grades. Observed individually, no apparent relationship was visible from each aspect. The finding also suggested that there was no difference impact was visible across different gender. Both genders, male and female, in this university did not show any significant correlation between motivation and grades.

Research Limitations/Implications – Unlike many findings on similar studies, the research found out that motivation cannot be utilized as predictor to predict grades in the peripheral university. New approaches should be developed to find out working predictors for students grades.

Practical Implications – To understand influencing aspects for students’ grades attainment, more and or other variables should be utilized. Both internal and external motivation factors failed to predict students’ grades.

Originality/Value – Research on students learning motivation specifically at peripheral university was much been studied.

Purpose – This study aims to examine how the task-based learning model influences the motivation of students of the Social and Political Sciences (FISIP) Department at Universitas Malikussaleh in learning English. Also, the present study attempts to find out the effectiveness of the implementation of this model in the English class as well as assess their attitudes toward the use of the model. This research involved 35 students of the first semester who were doing the English-I course.

Design/Methodology/Approach – This research combined a qualitative and quantitative approach with a direct application procedure through experimental study. The data were collected through a test, questionnaire, and interview.

Findings – The result shows that the task-based learning model helps non-English students to improve their English proficiency which in turn increases their motivation to learn English and therefore their attitudes toward using this model in their classroom is positively seen as a better way to learn English.

Research Limitations/Implications – Unlike many findings on similar studies, this research found that motivation cannot be utilized to predict grades in the peripheral university. New approaches should be developed to find out the predictors for student grades.

Practical Implications – To understand the influencing aspects for students’ grades attainment, more variables should be used. Both internal and external motivation factors failed to predict students’ grades.

Originality/Value – Research on students learning motivation specifically at the peripheral university has been studied.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.

This chapter is based on the findings of the empirical material gathered in Finland and Sweden through interviews with education and audiovisual (AV) media actors and policymakers in 2017–2018. The aim of the chapter is to discuss the innovation systems of the education sector and Finland and Sweden in general, compare the sectoral innovation models of the two sectors, and conclude with discussing the resulting challenges for policymakers. Our results show that a new EdTech sector employing the competences of the education, information and communication technology, and AV media sectors has begun to emerge and actors in the both countries have eagerly taken actions to boost its development as a business and export field. We discuss the reasons and consequences of this development.

In this chapter, I propose an integrative framework for theorizing and empiricizing about talent management, based on the notion of “talent philosophies.” I believe that current debates about whether talent management should be inclusive or exclusive create the risk that our field will become fragmented, thereby undermining its social-scientific legitimacy. Nonetheless, this debate is absolutely correct in identifying the tensions between inclusive and exclusive approaches to talent management as a phenomenon. This, however, creates issues for talent management as a construct for scientific inquiry, as we need clear definitions and measures to create a cumulative body of research as a community. I propose that the solution lies in an expansion of our vocabulary as talent management researchers and identify four constructs that can help us structure and categorize our collective work: giftedness, talent, potential, and strength. Each of these constructs map logically onto different talent philosophies and talent management practices. In establishing “unity in diversity,” I believe talent management could finally make the transition into a more mature field of academic inquiry – although clearly phenomenon driven – characterized in equal parts by construct clarity, rigor, and relevance.

This chapter examines the micro-level dynamics of cross-innovation involving audiovisual and educational expertise through the prism of two cases: an augmented reality-based chemistry learning app developed in Estonia and a 360-degree short film project aimed at documenting and raising awareness about historical buildings in Lithuania. Based on the two cases, the chapter outlines several trends: the broadening of the notion of education beyond institutional education; the growing interest in public–private partnerships; and the emergence of heterogeneous networks feeding into the larger epistemic community of educational innovators. It also highlights a number of challenges that members of this community may face, including institutional resistance to change, schools’ lack of resources, teachers’ and administrators’ reluctance to use new technology and emerging technologies’ lack of maturity.

Leadership cannot exist without followership. The phenomenon of direction and guidance, coaching and mentoring, has at least three components: the leader, leadership, and followers. With each component, the composition of purpose and goals, ethics and morals, rights and duties, and skills and talents is critically important. While the leader is the central and the most important part of the leadership phenomenon, followers are important and necessary factors in the leadership equation. Leaders and followers are engaged in a common enterprise: they are dependent upon each other; their fortunes rise and fall together. Relational qualities define the leadership–followership phenomenon. A major component of such a relationship is how the leaders create and communicate new meaning to followers, perceive themselves relative to followers, and how the followers, in turn, perceive their leader. This mutual perception has serious ethical and moral implications – how leader uses or abuses power, and how followers are augmented or diminished. This chapter features the essentials of ethical and moral, corporate executive leadership in two parts: (1) the Theory of Ethical and Moral Leadership and (2) the Art of Ethical and Moral Leadership. Several contemporary cases such as inspirational leadership of JRD Tata, Crisis of Leadership at Infosys, and Headhunting for CEOs will illustrate our discussions on the ethics and morals of corporate executive leadership.