Search results

Much of the literature on higher education transnational, international and cross-border partnerships emphasize the partnerships’ strategic importance to the institutions, the administrative complexities of negotiating in a different language or culture or both, and more often than not, financial gains. Other scholars discuss the importance of developing global citizens. Surprisingly, there seems to be a paucity of research on the role of faculty in cross-border and transnational partnerships. This chapter, through description of one transnational program and the literature, offers reflections that contribute to a much-needed research agenda that faculty are the keystone to forming sustainable, profitable, and strategic partnerships.

Two of the most important trends in higher education have been the emergence of online learning and efforts to internationalise the curriculum and student body. While most universities embraced both these trends, insufficient attention has been paid to how the two approaches might be mutually supportive. Online education offers the opportunity to bring together students living in different countries in common courses and programmes, but cross-border enrolments remain low and new models and approaches are needed to build educational offerings that bring students and faculty from different countries together in sustained educational engagement online. This paper highlights a case study of an innovative blended double degree business masters’ program between Royal Roads University (RRU) in Canada and the Management Center Innsbruck (MCI) in Austria that allows mid-career, blended learning students to build international competencies and networks while continuing to work full-time. Through this double degree program, students can complete a Master of Global Management (MGM) at RRU and an MBA at MCI in approximately 24 months. Mid-career students have traditionally had limited opportunities to participate in an international education due to work and family constraints, but the pairing of two blended programmes creates an opportunity for these students to engage in a rich cross-cultural learning community. The paper highlights the challenges of integrating online learning into internationalisation strategies and explains how double degree programmes such as the RRU-MCI collaboration provide advantages that help overcome the challenges associated with online programmes that enrol students from different countries.

Many universities international activities have increased enormously in volume, scope, and complexity in recent years (Altbach & Knight, 2007; Altbach, 2015) with education providers seeking more innovative ways to provide education across boundaries. Joint doctoral degrees are one example of such an initiative, focusing on international collaboration between institutions. Joint doctorates can provide richer and more rewarding learning experiences for PhD students, supervisors and collaborating institutions. However, all the parties involved also need to be aware of the potential challenges and considerations that underpin effective outcomes, as well as the key differences between joint degree doctorates and doctorates with more traditional approaches. It has been pointed out that the literature on joint degree programmes is ‘thin’ providing limited information for institutional leaders (and other parties involved in their setting up and conduct) who may be contemplating joint degree initiatives (Michael & Balraj, 2003). This chapter draws on a unique case study of a joint doctoral programme that operates across continents and academic cultures to illustrate the challenges and considerations that should be borne in mind prior to entering into joint doctoral arrangements. Various ways in which the associated challenges may be overcome are also suggested in order to support effective outcomes for all the parties involved.

Library-related and resource access issues confronting students enrolled in an interinstitutional joint master’s degree program in public health are addressed in this chapter. It details a cross-institutional collaborative effort to identify and provide research resources to interinstitutional joint degree students and faculty and analyzes the program through the lens of literature on collaboration in higher education and in library instruction. Reports on findings from qualitative feedback and quantitative card sort analysis data were gathered to inform development of content for, and organization of, a library research guide. Bureaucratic structures and policies often affect library services to students and faculty in interinstitutional joint degree programs. Therefore, more salient information about library policies, services, and resources was needed in order for the affected libraries to coordinate instruction, collections, and services to best support such programs. One of the limitations of the case study was that limited qualitative and quantitative feedback was received. Also there was no prior formal needs assessment. Nevertheless, the chapter provides insight to challenges facing libraries and librarians supporting interinstitutional joint degree programs. It also points to administrative opportunities to create rich library collaborations. Existing literature does not adequately address obstacles of in-person interinstitutional joint degree programs. The contribution of this chapter is that it identifies the complications of access, library policies, and administrative procedure that will need to be address by two or more libraries that want to support joint degree programs at the college or university level.

This chapter updates earlier research that analyzed mergers, collaborations, and similar trends in LIS education, and provides a more comprehensive current summary of those trends. Three distinct patterns are beginning to emerge in both organizational structure and collaboration: changes in the nature of LIS program partnerships within parent educational institutions; the impact on LIS education by prominent academic associations that are not reliant on ALA accreditation recognition; and the growth in the number and type of academic offerings in LIS schools themselves. Among some notable changes are the establishment of the Consortium of iSchools Asia Pacific (CiSAP), continued growth in the iSchool caucus and its increasing international membership. Additionally the number of dual degree master’s programs in which LIS departments partner is on the rise, as is the number of degrees now being offered at LIS schools (both at the undergraduate and graduate levels) that are not “traditional” MLS degrees. Inter-institutional collaborative MLIS programs are also emergent, evident in such programs as the Web-based Information Science Education (WISE) consortium. The data presented here seem to suggest that the face of LIS education continues to change as the 21st century gets underway.

Purpose – This study analyzed individual factors of race and dual eligibility on emergency room (ER) utilization of older adult Medicare patients treated by RHCs in CMS Region 4.

Methodology/approach – A prospective, longitudinal design was employed to analyze health disparities that potentially exist among RHC Medicare beneficiary patients (+65) in terms of ER use. The years of investigation were 2010 through 2012, using mixed multilevel, binary logistic regression.

Findings – This study found that dual eligible RHC patients utilized ER services at higher rates than nondual eligible, Medicare only RHC patients at: 77%, 80%, and 66%, in 2010, 2011, and 2012, respectively; and above the White reference group, Black RHC Medicare patients utilized ER services at higher rates of: 18%, 20%, and 34%, in 2010, 2011, and 2012, respectively.

Research limitations/implications – Regarding limitations, cohort data observations within the window of 3 years were only analyzed; regarding generalizability, in different CMS regions, results will likely vary; and linking other variables together in the study was limited by the accessible data. Future research should consider these limitations, and attempt to refine. The findings support that dual Medicare and Medicaid eligibility, as a proxy measure of socioeconomic status, and race continue to influence higher rates of ER utilization in CMS Region 4.

Originality/value – In terms of ER utilization disparities, persistently, as recent as 2012, Black, dual eligible RHC Medicare beneficiary patients age 65 years and over may be twice as likely to utilize ER services for care than their counterparts in the Southeastern United States.

This chapter presents a case of the adoption of the Bologna Process (BP) outside the boundaries of the European Higher Education Area (EHEA) – in Cameroon. The adoption of the BP lines of action has triggered higher education (HE) reforms in Cameroon including reforms to enhance graduate employability. In Cameroon, graduate employability is promoted through ‘professionalisation’ of degree programmes – which seeks to prepare students with employment-ready skills and competences capable of adapting to the fast and highly competitive global economy either as job seekers or job creators. With the use of policy documents, existing literature and interviews with policymakers and university officials, this chapter examines the framing of employability from the perspective of social justice and neoliberal discourses. The analysis highlights the idea that while the overall goal is to promote social justice by enhancing the employability skills of all graduates to gain employment through a diverse set of employability pathways, some of the pathways are dominated by neoliberal ideologists discussed in this chapter via mode of governance, commodifying training and commodifying access. The different focuses and operationalisation of social justice and neoliberalism reveal tension as social justice emphasises training for all while neoliberalism emphasises training only for those students with the purchasing power.

Over the last few decades, internationalization has become one of the major aspects of many universities’ development agenda. Such internationalization initiatives as study abroad and dual degree programs create greater academic mobility; however, they frequently present a risk of potential brain drain. Brain drain is commonly defined as the emigration of well-educated and skilled individuals from their home to another country, with less developed countries suffering from this phenomenon to a greater extent. Higher education institutions and national governments across the world have been trying to retain these individuals through improving the system of higher education, and increasing job advancement and research opportunities. This chapter examines the phenomenon of brain drain as well as its current trends and implications in the higher education sector. It pays particular attention to the case of Russia with its increased emigration of highly educated and skilled professionals over the last two decades, while also drawing on examples from other countries’ policies and practices. The chapter explores different programs and initiatives introduced on institutional and governmental levels to address the issue of brain drain in the context of internationalization of higher education.

In order to advance the micro-foundations of institutional theory, we explore how individuals within organizations experience and respond to competing institutional logics. Starting with the premises that these responses are driven by the individuals’ degree of adherence to each competing logic (whether novice, familiar, or identified), and that individuals may resort to five types of responses (ignorance, compliance, resistance, combination or, compartmentalization), we develop a comprehensive model that predicts which response organizational members are likely to activate as they face two competing logics. Our model contributes to an emergent political theory of institutional change by predicting what role organizational members are likely to play in the organizational battles for logics dominance or in organizational attempts at crafting hybrid configurations.