This paper reports on one segment of a research project which investigates what faculty members perceive to be acting as barriers in their attempts to integrate [information and communication] technology into their teaching at a laptop university. A web-based questionnaire was used to collect information from 69/288 (24%) faculty members from a small U.A.E. university. From the data gathered, patterns and associations emerged from which the researcher is able provide recommendations as to what type of interventions and programs could be provided to increase current levels of teaching with technology.

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As access to a university education has increased globally, there have also been increases in the number of universities that use English as a medium of instruction (EMI) and in the number of non‐English‐speaking students studying in English‐speaking countries. Correspondingly, the English language proficiency of students studying in EMI environments is becoming increasingly significant. Using a large sample of 953 undergraduate students at an EMI university in the United Arab Emirates (UAE), this paper examines the predictive validity of the International English Language Testing System (IELTS) as it pertains to the academic success of students as determined by grade point average and addresses implications and appropriateness of further language support. Results indicate that IELTS scores are a meaningful predictor of academic success, especially in the EMI environment that exists in the UAE. Lower than the IELTS guidelines, an IELTS 6.0 seems to be a key benchmark that predicts academic success. It may be that this more moderate English proficiency score is a better fit for non‐English‐speaking countries, but that further language support embedded into degree programmes is necessary except at the highest proficiency levels, and that a bilingual option should be considered at the lowest proficiency levels.

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Purpose -The purpose of this paper is to add to knowledge on the environment of self-initiated expatriates and the importance of family in determining expatriate retention. It seeks to explore the role of family in an environment vastly different to that of previous research, one where expatriates are outnumbering citizens four to one. Further, the paper aims to explore familial adjustment differences that emerge amongst the different demographic segments within this expatriate majority environment. Design/methodology/approach -The analysis is based on survey data obtained from 364 self-initiated expatriates. Beyond a thorough demographic analysis providing additional background, data to test hypotheses were analyzed using SPSS and, where suitable, independent samples t-test or one-way ANOVA. Findings -Evidence was found of what can be described as an environment easing expatriate adjustment as well as questioning the impact of many of the problems previously identified in literature on expatriates. Findings show an environment where some of the stressors associated with living abroad have been mitigated and family has more or less become a motivation to stay rather than to leave. In addition, the demographic analysis of expatriate faculty adds to knowledge about the globalization of higher education. Practical implications -Definitions of what constitutes a hardship posting for expatriates may need to be revisited, taking into account national demographic characteristics. Current thinking on the expatriate family should also consider different settings where family may actually be a motivation to remain. Originality/value -This paper provides a new perspective, as previous literature suggested family to be almost exclusively a reason for expatriate difficulties. Further, little focus has been made on countries where expatriates represent a large share or the majority of the population such as in several of the Arabian Gulf countries.

Assessing the effectiveness of an assessment program is essential and can be accomplished through analysing the quality of closing the loop actions and through gathering faculty feedback. In this article we present closing the loop data from over 3 years of learning assessment reporting and from findings garnered through a faculty survey. Results indicated that moving from deciding on closing the loop actions to actually taking meaningful actions remains a challenge and that faculty members are aware of this challenge. We use these findings, along with findings and recommendations found in the existing literature, to suggest assessment program improvements and demonstrate the effectiveness of this method of metaassessment.

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Aim/PurposeWithin higher education, graduating students who are able to solve illstructured, complex, open-ended, and collaborative, workplace problems is recognized as paramount. Because of this, there is a need to assess this skill across the curriculum.Impact on Society Students must be prepared to solve workplace problems to meet the needs of 21 st century employment. Future ResearchFurther research should be conducted with this assessment instrument, or one similar, outside of this fairly unique UAE-based context.Effective Assessment of Workplace Problem-Solving in Higher Education 2