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This article aims to provide a timely examination of and reflection on the impact of COVID-19 on the neo-liberal paradigm that has been prevalent in international higher…
This article aims to provide a timely examination of and reflection on the impact of COVID-19 on the neo-liberal paradigm that has been prevalent in international higher education (HE) for two decades since the late 1990s.
Methodologically, this paper deploys conceptual mapping as an analytical tool to explore and examine the global news updates that provide timely (i.e. early 2020) record of the fast-moving pandemic.
It unfolds four pairs of contradictions occurring in the Western universities during the pandemic outbreak, i.e. HE as cross-border services vs border control, the state's shrinking public funding vs universities under financial threat, increased reliance on foreign students' tuition fee vs decreased international enrolment and the user-pays philosophy vs the rising force of user says.
It is argued that the pending crises facing Western universities are not merely financial issues; they reveal the shortcomings that are inherent in business model of HE driven by economic globalisation but triggered by coronavirus pandemic to erupt. The pandemic should be temporary, but its spill-over effects may alter the overarching landscape of the international HE relations, which is part and parcel of the changing geopolitical order featured as de-globalisation.
The paper has practical implications for acting on international HE in the time of coronavirus pandemic. They mainly consider four aspects: (1) travel distance as new determinant of study abroad, (2) the renewed significance of a state's role in policymaking and financial undertaking, (3) shortcomings in market mechanism and (4) East Asia as an emerging regional hub of study abroad.
This paper is expected to leverage three lessons learned from the upending situation. First, it is conceptually misleading to define international HE as a form of market-led “transnational service” and cross-border tradeable product undermining a state's control. Second, a state's supervising model needs to be reviewed, to embrace the renewed relationship between a state and universities in the new context of global pandemic. Third, the global landscape of international HE may be altered.
This conceptual paper provides a timely critique of the neo-liberal paradigm in HE and shedding light on the changing global landscape of international HE along with the changing geopolitical relations reshuffled by COVID-19 and its spill-over effects.
This chapter reflects on our recent research into China’s soft power in international education, using Confucius Institutes as a case study. It first reveals how we have…
This chapter reflects on our recent research into China’s soft power in international education, using Confucius Institutes as a case study. It first reveals how we have framed our research in the related field and the methodological issues concerned. It will then analyze the theories and concepts that have been taken as the lenses through which China’s soft power ideas and strategies were compared and contrasted with the theories and/or practices prevalent in the West, while highlighting their implication for the fear of the “China threat.” Finally, we will conclude with the potential areas of further research in the related area of study in the years to come. It is hoped that this chapter will contribute to the development of research in international and comparative education that helps readers to explore in-depth the causality, implication and complication of the “China threat” in the global arena.
Student participation has been an important issue for information literacy (IL) teachings. The purpose of this paper is to promote active student participation in IL…
Student participation has been an important issue for information literacy (IL) teachings. The purpose of this paper is to promote active student participation in IL courses with Rain Classroom, an intelligent teaching tool.
Using mixed method research, the paper presents a practical case study of the author’s experiences with Rain Classroom to improve teaching and learning of IL.
The study shows that Rain Classroom helps implement problem-based learning, promote student participation in class interaction and optimize learning experience, which facilitates a shift of the IL course from passive to active learning.
It is known that university public courses have large class sizes (more than 50 students per class), and, therefore, class interaction is difficult to organize. So this is a big issue for the researchers to study.
The proposed Rain Classroom is a free teaching tool and can be used in other academic libraries to enhance active student participation in IL lessons.
The paper includes implications for improving interaction in large-size conference or trainings using Rain Classroom.
The existing literature has not traced the reports on using the Rain Classroom to enhance student participation in IL courses in academic libraries. This paper intends to fill this gap and share practical methods and experiences, deepening the application research of Rain Classroom.