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Book part
Publication date: 31 October 2012

Simone Volet and Cheryl Jones

This chapter provides a critical analysis of the literature on individuals in cultural transitions in higher education, namely, international students in culturally…

Abstract

This chapter provides a critical analysis of the literature on individuals in cultural transitions in higher education, namely, international students in culturally unfamiliar contexts; teachers of international students and culturally more diverse classrooms; and local students in increasingly culturally diverse classes. All these individuals are actors exposed to new and shifting cultural experiences expected to impact their motivation and engagement. Two broad perspectives emerging from the literature were used to organize the chapter: a perspective of adaptation representing research grounded in unilateral, bilateral or reciprocal conceptualizations, and a perspective of transformation, capturing experiential learning research leading to personal and academic development. The analysis highlights how motivation is a critical, yet under-examined construct. This leads to numerous suggestions for future research including: addressing the neglected role of agency in research on international students' sociocultural adaptation and the lack of research on successful processes of adaptation; examining the confounding issue of socialization into new cultural-educational environments and level of proficiency in the medium of instruction, which impacts on engagement; and scrutinizing the posited link between deep-level motivated engagement in cultural transitions and the emergence of transformative experiences. A case is made for research on individuals' engagement and motivation in cultural transitions to be conceptually and methodologically stronger and broader, moving from studies of single groups of individuals in need of adaptation, to investigations of the co-regulated, reciprocal adaptations of actors and agents operating in complex sociocultural contexts where power dynamics related to knowledge and language affect participation and engagement with cultural 'others'.

Details

Transitions Across Schools and Cultures
Type: Book
ISBN: 978-1-78190-292-9

Abstract

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On the Horizon, vol. 26 no. 2
Type: Research Article
ISSN: 1074-8121

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Book part
Publication date: 6 January 2016

Marcelo Parreira do Amaral and Hans-Georg Kotthoff

The chapter discusses Comparative and International Education (CIE) in Germany and reviews some recent developments that are seen to impact the field in important ways…

Abstract

The chapter discusses Comparative and International Education (CIE) in Germany and reviews some recent developments that are seen to impact the field in important ways. The current state of CIE in Germany is characterized by three major developments. First, there are visible signs of intensified interest in comparative knowledge – both from policy and academic circles – as illustrated by external indicators such as publications, activities in academic-professional societies, etc. Second, there is an increasing diversification of CIE, with intercultural, international and development education attracting much attention. Finally, since the early 2000s, there has been growing significance and reception of large-scale international comparative assessment studies. The essay discusses these current developments in turn and poses questions as to their relevance and potential impact for CIE in Germany.

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Article
Publication date: 1 February 2016

Anne Uukkivi

The purpose of this paper is to discuss the personal factors for both the students and the lecturers that support intercultural communication in library and information…

Abstract

Purpose

The purpose of this paper is to discuss the personal factors for both the students and the lecturers that support intercultural communication in library and information science (LIS) e-learning. Research was conducted to explore the factors supporting intercultural communication in LIS e-learning.

Design/methodology/approach

Using case study, the opinion of students of two LIS curricula about the factors that support intercultural communication in e-learning has been determined. The data have been collected using e-interviews and document analysis. Document analysis and constant comparative analysis method were used for analysing collected data.

Findings

Intercultural communication in the e-learning of LIS curriculum was supported by pedagogical, personal, cultural and technological factors. In this paper, the personal factors are emphasised. These factors are the supporting characteristics of the students and lecturers, their motivation, similarities between co-students and the competence of the students.

Practical implications

Results of the research project are necessary to improve the curricula and to plan and conduct learning process. The results explain possibilities for supporting the students in international e-learning.

Originality/value

The results of the present study concerning the personal factors and their respective support differed – when compared to previous studies – in the following aspects: LIS students brought forward the characteristics that support intercultural communication in e-learning, were willing to gain extra knowledge and skills and considered information literacy and knowledge about written communication important but, at the same time, less-often mentioned the problems emerging from lags.

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Library Review, vol. 65 no. 1/2
Type: Research Article
ISSN: 0024-2535

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Book part
Publication date: 3 September 2021

Abstract

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Teaching and Learning in Higher Education: The Context of Being, Interculturality and New Knowledge Systems
Type: Book
ISBN: 978-1-80043-007-5

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Book part
Publication date: 7 December 2009

Jan M. Westrick and Shirley J. Miske

Dramatic economic, political, and societal changes at local, national, and global levels, along with commitments to achieve Education for All (EFA) and Millennium…

Abstract

Dramatic economic, political, and societal changes at local, national, and global levels, along with commitments to achieve Education for All (EFA) and Millennium Development Goals (UNESCO, 2000), are prompting national education leaders around the world to restructure and reenvision their education systems (OECD, 2008; Olson, 2008). Decentralization is one of the key structural changes governments are using to promote greater efficiency and to increase local participation in education related to decision making, finances, and accountability in schools. As the Ministry of Education (MOE) of the Sultanate of Oman makes the shift to a decentralized structure, it recognizes that its school administrators require new leadership skills in order to make the necessary changes. Implementing decentralization requires a shift in principals' work and thus their professional identity. “By building the leadership capacity of principals as leaders at the school level, (Oman's) MOE officials hope to strengthen the principals' ability to implement school reforms for the 21st century” (Seward International, Inc., 2008, p. 6).

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Educational Leadership: Global Contexts and International Comparisons
Type: Book
ISBN: 978-1-84950-645-8

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Book part
Publication date: 16 August 2016

Iddah Aoko Otieno and Tom Otieno

Institutions of higher education are increasingly facing a myriad of challenges emanating from a fast changing higher educational landscape. One strategy colleges and

Abstract

Institutions of higher education are increasingly facing a myriad of challenges emanating from a fast changing higher educational landscape. One strategy colleges and universities adopt as they pursue their missions in a progressively competitive global environment is to form strategic partnerships with other colleges and universities locally and globally. This chapter examines a partnership, anchored in faculty exchange, between an American metropolitan community college, and a public university in the Republic of Kenya, East Africa. The issues discussed include the rationale for the formation of a partnership between a two-year institution and a doctoral-granting institution in spite of their differing missions, the partnership formalization process, types of activities undertaken in each country, program outcomes, and program management and challenges. The chapter concludes with some recommendations that would be useful to anyone considering starting a cross-border faculty exchange program, especially at an institution where infrastructure for internationalization activities is limited.

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University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

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Article
Publication date: 2 October 2007

John Collard

Established educational leadership discourse has been dominated by Anglo‐American perspectives oblivious to the cultural diversity that characterizes the contemporary…

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Abstract

Purpose

Established educational leadership discourse has been dominated by Anglo‐American perspectives oblivious to the cultural diversity that characterizes the contemporary world. It has frequently privileged mono‐cultural, mainstream values which have meant indigenous and ethnic groups have suffered alienation, exclusion and disadvantage. Western‐led educational interventions in developing nations also frequently fail to acknowledge the rich cultural traditions of recipient societies and theories and practice are rarely appropriately scrutinized for “cultural fit”. The purpose of this paper is to construct a theory for leadership in intercultural contexts.

Design/methodology/approach

The article reviews how monocultural assumptions of colonial and national leadership cultures in the past were frequently inappropriate for the diverse populations they were intended to serve. The global era has witnessed the emergence of cross‐cultural theory and research paradigms to combat cultural blindness and develop cultural sensitivities. While applauding these developments, the epistemological assumptions that underlie such research are questioned. A case for more nuanced theory, which acknowledges complex interactions between agents from different cultures, is developed. This includes a call for more dynamic research tools based upon constructivist and phenomenological premises.

Findings

Cross‐cultural research has generated territorial maps that promote insight and mutual understandings. However, it relies upon essentialist stereotypes that mask the existence of complex sub‐cultures and dynamic forces of change within national cultures. Case study research which taps the subjective understandings of cultural actors is cited to reveal a more complex process of interaction between cultural agents.

Research limitations/implications

This is a theoretical exploration, not an empirical report. It is limited by the scarcity of existing research in a fledgling field.

Practical implications

The article encourages researchers to move from observationally based, stereotypical portraits to more nuanced concepts of cultures as complex, multi‐layered and changing phenomena. It establishes the epistemological foundations for future research in inter‐cultural contexts.

Originality/value

The paper develops new directions for future theory and research.

Details

Journal of Educational Administration, vol. 45 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 April 1996

Philip R. Harris and Robert T. Moran

Examines characteristics of successful organizations in the year 2000, and contributions of European leaders to the process. Compares different competencies of business…

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3612

Abstract

Examines characteristics of successful organizations in the year 2000, and contributions of European leaders to the process. Compares different competencies of business leaders who merely travel abroad with those who settle there as expatriates for a time. Considers the environmental forces and other factors which require organizations to be globally transformed if they are to survive and prosper in the next century. The change demands alteration of mindsets on people in multicultural societies, on the nature of work, the worker, and the management process itself. Emphasizes the importance of international and intercultural education in leadership development. Confirms that executive training and promotion reward those who are futuristic with both multicultural and technological skills. Proposes ten key concepts of global leadership, communication, culture, and synergy.

Details

European Business Review, vol. 96 no. 2
Type: Research Article
ISSN: 0955-534X

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Book part
Publication date: 22 August 2014

Chanita Rukspollmuang

This essay examines the field of comparative and international education (CIE) and its implications for the policy and practice of teacher education and the teaching…

Abstract

This essay examines the field of comparative and international education (CIE) and its implications for the policy and practice of teacher education and the teaching profession in Asia. Initially, it explores the state and problems in offering CIE in higher education institutions as well as research activities in the field. Afterwards, the contribution of CIE in terms of teacher education policy and practices as well as the development of teaching profession are discussed. The conclusion considers implications for CIE-relevant research and its impact on teacher education and professional development.

Details

Annual Review of Comparative and International Education 2014
Type: Book
ISBN: 978-1-78350-453-4

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