The Fulbright-Hays Group Projects Abroad (GPA) Program offers institutional grants to support overseas experiences and curriculum development for educators. The study reported here focused on changes in the intercultural literacy of participants involved in a 4-week Fulbright-Hays GPA Program to Indonesia. Participants in this study included K-12 teachers from public schools and teacher education majors. Before and after traveling to Indonesia, eight participants completed a self-assessment of intercultural literacy, which measured competencies, understandings, attitudes, language proficiencies, participation, and identities deemed necessary for successful living and working in a cross-cultural environment. This article presents the results of the assessment survey, along with a discussion of changes in the intercultural literacy of participants in relation to the dimensions of language and participation. It also includes participants' comments on the value of overseas program activities.
A sample of higher education students in Canada and China was surveyed and interviewed to ascertain any changes in their educational expectations given their experiences with emergency remote teaching during the pandemic. In addition, the instructors of these students were interviewed to corroborate student feedback. The research suggested that students in Canada and China expressed expectations of increased flexibility and improved pedagogy. Whereas Canadian students were overtly demanding of the instructor and the educational system, Chinese students were comparatively subtle in their expectation that the post-pandemic level of support be maintained. The primary concern of the Chinese cohort was a relevant and value-added industry-prep education. This was in contrast with the Canadian sample, who wished to dictate with confidence, the format of their education for lifestyle convenience.
The global increase in demand for higher education has intensified competition and led to the marketisation of higher education. It is pertinent to manage service quality because students rely on the service encounter behavior (SEB) of employees when judging service encounters. This research gains insights into the SEB of student-employee in programme administration, which are influenced by situational definitions and situational roles (role expectations and role response), from a dyadic perspective. The critical incident technique is employed to elicit employees’ experiences in service encounters. The outcome of this research offers an SEB guide, identifying situational roles in a range of service encounters.
Researchers have been examining educational resources and content to enhance and support the learning experience. As technology continues to transform the way we learn and access information, digital learning materials have become increasingly popular in modern education. This study looked at how different kinds of digital learning materials affected science students’ learning achievement. The moderator variables used were grade level (kindergarten, primary, intermediate, and secondary), subject (biological sciences, general science, and physical sciences), and length of exposure (1 to 3 weeks, 4 to 6 weeks, and 10 to 12 weeks). A total of 14 studies were considered, involving 789 students from kindergarten through secondary school. We found a large corrected overall effect size (g <= 1.16) with a 95% confidence interval. Likewise, subgroup analyses revealed a very large effect size for the subject (g = 1.516,< p < .025) and length of exposure (g = 1.471, < p < .025), while a huge effect size for grade level (g = 2.241, < p < .025). It was also found that using digital learning materials and learning achievement in science have a significant positive correlation (τb = 0.51, < p < .05). This meta-analysis underscores the highly pursued benefit of using digital learning materials in improving students’ learning achievement. The study suggests that for digital learning materials to be more effective, they should be designed and used in a way that encourages students to interact with each other, include challenges but not as requirements, be of different types, be appealing, and support learning through multiple senses.
This paper proposes a resource-capability-based framework of quality management in Higher Education (HE) and empirically tests it against the experience of HE institutes in Pakistan. The paper posits that HE institutions face intensifying global education competition in a world of accelerated globalization, fast pace of technology development, and rapidly growing knowledge. To enhance quality and performance, they need to build higher-order dynamic capabilities of knowledge creation and transfer (KCT) undergirded by orchestrating three sets of resources they own or control: Staff, students, and facilities. The paper hypothesizes how HE institutions can orchestrate the resources to build up dynamic KCT capabilities to enhance quality and performance. To test the hypotheses, the paper collects first-hand data from teaching faculty and administrative staff members of all the public sector universities of Pakistan through a web-based survey. The paper uses SmartPLS version 3 to analyze the collected data and find evidence supporting the hypotheses.
