Building Capacity for Quality Assurance in Global Higher Education

Waller, R. E.; Lemoine, Pamela A.; Mense, Evan G.; Richardson, Michael

doi:10.20849/jed.v4i1.718

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…A curriculum based on 21st century skills supports project-based learning to familiarize students with new technologies as constructive media for synthesis and creation (Chu et al 2017). The transition from knowledge-to competencies-based teaching is also connected to preparing students for the demands of a VUCA world's jobs market being "confronted by global higher education" (Waller et al, 2019).…”

Section: Why Create Skills-based Curricula?mentioning

confidence: 99%

Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula

Yuliya¹,

Christina²

2021

Proceedings of the First GiLE4Youth International Conference : The Development of Competencies for Employability

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The onset of the coronavirus has catalyzed an acceleration in the adoption of digital teaching practices that have been trending in Higher Education for over a decade. The most obvious of these has been the abrupt switch to online training. Given the speed at which this transition from in-person instruction has taken place, many instructors' natural first inclination has been to maintain teaching styles as similar as possible to those employed in person, including the traditional lecture format. However, a growing body of research is confirming what instructors across the educational spectrum are observing: namely, that student behaviour, the psychological effect of the medium, participation levels, attention span and learning outcomes online can vary widely from those demonstrated in traditional classroom settings. It is becoming increasingly clear that conditions such as "Zoom fatigue" are very real, and that, if teaching is to be effective, different methodologies based on digital learning experiences should be added to educators' repertoires that take the particular challenges and new opportunities of the online environment into consideration. This paper will examine how some of these new online-based methodologies and digital tools are being developed and introduced at the University of Europe within the undergraduate students' Employability module to enhance the student online experience as well as learning outcomes. The module spans three semesters; here the authors will focus on implementations within the first semester, Employability I: English and the second semester, Employability II: Soft Skills to nurture relevant skills and to ensure that learning environments remain fit-for-purpose for the digital age.

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Section: Why Create Skills-based Curricula?mentioning

confidence: 99%

Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula

Yuliya¹,

Christina²

2021

Proceedings of the First GiLE4Youth International Conference : The Development of Competencies for Employability

View full text Add to dashboard Cite

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Section: Why Create Skills-based Curricula?mentioning

confidence: 99%

Proceedings of the first GiLE4Youth International Conference : The Development of Competencies for Employability

2021

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Many people still think that sounding like a native speaker together with correct grammar and perfect vocabulary are the main elements of successful international communication. There have been countless situations when people did not speak up because they feared that their noticeable accent features could be considered as a low level of expertise and that this could result into social, educational, and professional disadvantages or even discrimination. How is English mostly used by international communication partners and what information about them is available? Who is responsible for misunderstandings or communication breakdown?Based on secondary analysis of researchers in the areas of (business) English as a lingua franca and sociolinguistics, the relationship between accent and authenticity as well as identity and intelligibility will be clarified. Moreover, the Common European framework of reference for languages: Learning, teaching, assessment (CEFR, 2001) and the CEFR Companion Volume (2020) can be regarded as an ideal framework for educators and employers to increase employability by developing a (B)ELF mindset. This will not only raise awareness of a person's plurilingual and pluricultural repertoire, but also challenge certain attitudes, beliefs, and intercultural appropriateness. Despite the close relationship between language and culture and its huge impact on constructing ourself and the other, accent prejudice and linguistic racism have often been neglected and should be added to the map of diversity and inclusion, as they are crucial for our sense of belonging and wellbeing.

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“…They anchor learning and teaching processes and are of top priority for efficient results of university operation. And, as researchers affirm, quality assurance in global higher education has become top priority on the higher education policy agenda (Waller et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Higher Education Goals and University Ranking: Random Variables?

Bondarenko

2022

JED

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University mission determination is involved in higher education outcomes. Although educational goals are a backbone construct for any higher education institution, they are seldom addressed, underestimated, and are hardly considered for calibration in university ratings. The purpose of this exploratory study was to scrutinize universities’ strategic missions and trace any coincidences between them and the university’s academic success materialized as QS rank. Relying on the framework of a descriptive research the author applied the techniques of coding, thematic analysis, comparison, and interpretation. The main findings show that top group universities’ goals representing the liberal values are more focused on individual success and global pursuits than the goals of non-top universities considered. Educational goals of non-top universities are locally marked and have specifics of their own. Hence, strategic goals of universities across the globe may not necessarily coincide with the Anglo-Saxon core values that underpin the QS global university ranking system.

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Building Capacity for Quality Assurance in Global Higher Education

Cited by 4 publications

References 27 publications

Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula

Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula

Proceedings of the first GiLE4Youth International Conference : The Development of Competencies for Employability

Higher Education Goals and University Ranking: Random Variables?

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