The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning…
The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience.
In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement.
The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence.
The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias.
The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students.
In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.
This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who…
This chapter reports on the findings from an Australian study exploring how best to facilitate the success of students from low socioeconomic status (SES) backgrounds who are studying at regional universities. Interviews with 69 successful students from low SES backgrounds and with 26 stakeholders experienced in supporting these students were carried out across six regional universities. The chapter focuses on one of the key findings to emerge from the study – the criticality of the technology use in facilitating the success of these particular equity group students. The ways in which the use of technology enables flexibility and facilitates connectedness for students are foregrounded as research-based strategies for improving practice within universities.
The purpose of this paper is to examine the accounting education systems in three countries – Australia, Japan and Sri Lanka – to inform the development and testing (by…
The purpose of this paper is to examine the accounting education systems in three countries – Australia, Japan and Sri Lanka – to inform the development and testing (by application) of a Global Model of Accounting Education.
An action research methodology is applied with a case study and model development approach.
The case studies reveal variations in accounting education systems, which exist across the three countries examined in this research. Key differences (some significant and others nuanced) were found between accounting education systems and include: entry requirements to professional programs; accreditation processes; and benchmark discipline standards. These differences are provided for in the questions that underpin the model developed and applied as a key part of the research.
This model is presented as a tool to assist interested parties in any country to take initial steps to identify their own unique system of accounting education. It may also be of particular use in those countries in the early stages of developing an accounting education system. This understanding of accounting education systems enhances the opportunity for global convergence of accounting education.
The model, informed by the case studies, is an original contribution to the literature and discussions around global convergence in accounting education. The model is designed for practical application and the value is that it provides an important starting point for considering issues of importance in the development of a system of accounting education, and/or, better understanding the similarities and differences across existing systems.
The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy…
The chapters in this book focus on student experiences in higher education (HE) and how these experiences shape their future as contributors to the knowledge economy, which is being gradually replaced by natural resources. The chapter authors in this volumes stress on the value of mentorship program with a focus toward mentoring those who are neglected and underprivileged. Programs that help students with visual or audio impairment has been discussed along with bridge programs, which might help in imparting an inclusive and equitable HE with accessibility to all. Case studies from Ghana to South Africa, Glasgow, and Australia are discussed to increase motivation and willingness among educators and students to apply new skills and foster new teaching experiences that can help shape effective learning outcomes for students.
In the vision of pervasive computing, numerous heterogeneous devices, various information services, and users performing daily activities are physically co‐located in a environment. How can we coordinate the services and devices to assist a particular user in receiving a particular service so as to maximize the user’s satisfaction? To solve this human‐centered coordination issue, we propose an agent‐based service coordination framework for pervasive computing. It is called location‐aware middle agent framework. The middle agent takes account of the user location in cognitive way (based on location‐ontology), and determines best‐matched services for the user. Based on this coordination framework, we have developed a multi‐agent architecture for pervasive computing, called CONSORTS (Coordination System of Real‐world Transaction Services). In this paper, we first outline some requirements of the human‐centered service coordination in pervasive computing. Secondly, we describe location‐aware middle agent framework to fill the requirements. Lastly, we outline CONSORTS, an prototype of location‐aware middle agent framework, and two applications of CONSORTS, location‐aware information assistance services in a museum and wireless‐LAN based location systems on FIPA agent Networks.
Policymakers worldwide have proposed a new contract – the ‘social impact bond’ (SIB) – which they claim can allay the underperformance afflicting not-for-profits, by tying…
Policymakers worldwide have proposed a new contract – the ‘social impact bond’ (SIB) – which they claim can allay the underperformance afflicting not-for-profits, by tying the private returns of (social) investors to the success of social programs. We investigate experimentally how SIBs perform in a first-best world, where investors are rational and able to obtain hard information on not-for-profits’ performance. Using a principal-agent multitasking framework, we compare SIBs to inputs-based contracts (IBs) and performance-based contracts (PBs). IBs are based on a piece-rate mechanism, PBs on a non-binding bonus mechanism, and SIBs on a mechanism that, due to the presence of an investor, offers full enforceability. Although SIBs can perfectly enforce good behaviour, they also require the principal (i.e., government) to relinquish control over the agent’s (i.e., not-for-profit’s) payoff to a self-regarding investor, which prevents the principal and agent from being reciprocal. In spite of these drawbacks, in our experiment SIBs outperformed IBs and PBs. We therefore conclude that, at least in our laboratory test-bed, SIBs can allay the underperformance of not-for-profits.
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