Education Commons^™

How Generation Z College Students Prefer To Learn: A Comparison Of U.S. And Brazil Students, Corey Seemiller, Meghan Grace, Paula Dal Bo Campagnolo, Isa Mara Da Rosa Alves, Gustavo Severo De Borba

Journal of Educational Research and Practice

The purpose of this study was to engage in a comparative analysis of Generation Z college students in the United States and Brazil regarding characteristics, motivations, interpersonal styles, learning styles, and learning methods. Quantitative data in both countries were collected and analyzed to formulate comparative findings. Themes that emerged include learning that makes a difference, achievement orientation, logic-based learning, intrapersonal and interpersonal learning, applied and hands-on experiences, learning through words, recognition, and lacking vision, inspiration, and creativity. More similarities than differences were found across themes in both populations.

Behind Quality, There Is Equality: An Analysis Of Scientific Capital Accumulation In Social-Democratic Welfare Regimes, Olivier Bégin-Caouette

Comparative and International Education / Éducation Comparée et Internationale

ABSTRACT

Trade-offs between quality and equality are at the forefront of multiple debates in higher education, and one conceptual tool to approach societies’ adjustment in resolving these trade-offs is the welfare regime typology. Relying on the theory of academic capitalism and using research production as a proxy for quality in higher education, this study analyses how social-democratic welfare regimes resolve the trade-off between comparatively high levels of academic research production, access to higher education and equal citizens’ living conditions. Interviews with 56 system actors suggest that equality is perceived to contribute to academic freedom, public investments in research and the …

Blogging In A Study Abroad Class To Promote Active Learning And Student Engagement, Ann Marie Francis

Journal of Global Initiatives: Policy, Pedagogy, Perspective

Blogs have become a popular tool to improve learning and enhance student engagement. The process of creating information when writing a blog and reflecting on others’ ideas when commenting work together to help students engage in reflective learning. While there have been studies considering the value of blogging in traditional and online classes, this paper explores the benefits of incorporating blogs in a study abroad class. Outlining the experiences from teaching two study abroad literature classes, the paper summarizes the program design, details creating blog assignments, explores the benefits and challenges unique to study abroad students and blogging, and examines …

Full Issue - Jgi V.14, N.1

Journal of Global Initiatives: Policy, Pedagogy, Perspective

Full issue of Journal of Global Initiatives volume 14, number 1 - Special Issue: The Impact of Communication Technologies on Study Abroad.

The Effects Of Writing Proficiency On Cognitive Skills Development Among International Students, Christie Curtis

Journal of Global Education and Research

Utilizing data from the 2012 University of California Undergraduate Experience Survey (UCUES), the following question was addressed: What are the direct and indirect effects of writing proficiency on cognitive development among international students? Because many international students have chosen to study in the United States to improve their academic achievement, the higher education community has needed greater understanding of those factors which contribute significantly to the success and satisfaction of international students. Writing proficiency is one such factor, and the findings of this research study have suggested the importance of providing support and designing programs for improved writing skills.

Learning About Diversity Issues: Examining The Relationship Between University Initiatives And Faculty Practices In Preparing Global-Ready Students, Sarah R. Gordon, Mike Yough, Emily A. Finney, Andrea Haken, Susan Mathew

Educational Considerations

The general public, as well as scholars, employers, and college students themselves, expect universities to provide students with an education that prepares them to work in a diverse and international society. In response, many institutions have created mandatory diversity-related curriculum and/or courses. However, little to no research has been undertaken to empirically investigate the effect of these courses or the experiences of faculty whose responsibility it is to provide diverse learning experiences. The purpose of this qualitative study is to examine the pedagogy faculty employ in teaching about diversity issues at an institution that has a course requirement embedded in …