The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.
This book consists of seven chapters, each providing a different point of view on the topic of critical thinking, which is defined as the analysis of facts to form a judgment. Chapter One aims to develop a method for improving students’ critical thinking skills using cooperative learning. Chapter Two focuses on an education program designed to develop students’ creativity and critical thinking skills and the impact this program had on teachers in Portuguese public schools. Chapter Three discusses the methods of teaching critical thinking that are most suitable for the Russian educational community. Chapter Four analyzes the importance of critical thinking skills for fighting misinformation in the context of the COVID-19 pandemic, around which many unscientific rumors and conspiracy theories are propagated alongside truthful information. Chapter Five also concerns the COVID-19 pandemic, specifically in connection with the natural human bias towards optimism and how this bias distorts risk assessment in health-related decisions but also provides a sense of control and hope. Chapter Six discusses how teachers can leverage Donald Trump’s proclivity towards manipulative rhetoric, glaring fallacies, and conspiracy theories for teaching critical thinking skills, as well as the potential pitfalls of doing so. Finally, Chapter Seven aims to rethink Essential Learning Outcomes by examining what skills are valued by employers and proposes a strategy of cross-listing courses to facilitate skill acquisition across disciplines.
Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality
This IV ISA Forum of Sociology will be our first virtual Forum, with over 800 sessions, more than 3,000 papers and the participation of sociologists from 125 countries.
This Forum will be a unique opportunity to gather our research results and analyses of the extraordinary time we live and study, of its impact on individuals and societies and on four global challenges it has intensified: democracy, environment, inequalities and intersectionality.
During six days, hundreds of panels will explore the world in the pandemic and the world that may come out of it based on research grounded in the field and topics of the ISA Research Committees, Working and Thematic groups. Young researchers and experienced scholars from different regions of the world will expose their analyses of societies and sociology in the pandemic. Leading scholars from different continents will share their perspectives in the Forum’s Opening and Closing Plenaries: Michael Burawoy, Isabel Casimiro, Manuel Castells, Ashish Kothari, Rita Segato, Boaventura de Sousa Santos and Maristella Svampa. This Forum will also be an opportunity for our global community to pay tribute to three of our most distinguished colleagues to which special panels are dedicated: Immanuel Wallerstein, Erik Olin Wright and Marielle Franco.
The pandemic has stressed how deeply interdependent we have become and accentuated the need of a more global sociology. Epistemologies of the South and intersectional perspectives on democracy, ecology and social justice are more than alternative options for sociology in the 21st century. There are at its core and have deeply transformed it. Opening more spaces for our colleagues from the Global South has been a central goal in this Forum. We are particularly pleased to host semi-plenary sessions set up by the Brazilian Sociological Society with the Porto Alegre Local Organizing Committee, by the Latin American Sociological Association and by the Latin American Council of Social Sciences, and that the president of the Council for the Development of Social Science Research in Africa will join us in the closing session.
Sari Hanafi, President of the ISA Geoffrey Pleyers, President of the IV ISA Forum of Sociology
The book addresses one of the most relevant issues on the current social agenda – the building of an inclusive society. It covers income, gender and age equality, disability rights, immigrant and language minority rights, inclusive education, body positivity and animal rights. The book is based on up-to-date authentic texts (official documents, newspaper and magazine articles, public speeches) and contains a system of exercises aimed at enhancing communication skills, expanding vocabulary and developing analytical and critical thinking skills.
The book is targeted at graduate students of the foreign language faculties.
This book was created to: 1. Represent the ancient world as it was; diverse. 2. Provide open-access, accessible, and inclusive pedagogical methods and teaching activities about the ancient world for any educator to use. 3. Highlight the importance of student-centered and object-based/hands-on teaching. 4. Showcase the possibility of a transparent, respectful, and collaborative peer-review process.
The textbook How to Write a Research Article is intended for early-career researchers who are planning to publish their articles in international peer-reviewed journals. They will learn about the conventions of research writing in English and prepare their drafts for publication through a set of guided activities. The textbook also contains strategies and checklists, appendices, supplementary materials, references to useful resources, and answer keys. The textbook is meant for collaborative use in class, but it can be also used independently.
Humanity is going through one of the most important information revolutions, after the emergence of speech and writing – the revolution of Arti- ficial Intelligence. It was foreseen by Lev Vygotsky and artistically described by Andy Clark and Michel Serres. This revolution brings with it an extremely rapid and radical extension of the human mind. The report examines necessary implications of this extension for education systems. Neglection of these impli- cations cause dramatic decrease of effectiveness of learning and teaching as we see clearly in the Coronavirus epidemy. A key example of mathematics educa- tion is considered. Today it is oriented on pen-and-paper computational skills and memorizing geometrical theorems. This cause losing motivation to educa- tion of millions of kids. Using existing environments of computer-based algebra and dynamic geometry an extended human can develop computational thinking along with rigor reasoning, pre-adaptivity and interest to math. Priorities in math education including assessment should be shifted from accuracy and speed of hand calculations to sensitivity to feedback self-evaluation and ability to improve your work.
This book explores the ongoing transformation processes in various education systems, including those in Asia. Drawing on research, policy and practice in a diverse range of contexts to illuminate the process of system transformation and improvement, it provides a rich comparative basis for considering large-scale reform and offers contemporary reflections and insights into the process of school and system improvement. The book features informed critique, as well as descriptions, analyses and assessments of system reform in all its facets. Accordingly, it offers unique perspectives on the change processes, and reveals how numerous countries in Asia and elsewhere are tackling the challenge of transforming their schools and education systems.
The pocket data book contains main indicators characterizing trends in the development of general, secondary vocational, higher education as well as vocational training and additional education in the Russian Federation. It also covers key education indicators for the OECD countries. The data book includes information of the Federal State Statistics Service, the Ministry of Education of the Russian Federation, the Ministry of Science and Higher Education of the Russian Federation, the Federal Treasury, the Organisation for Economic Co-operation and Development (OECD), as well as results of own methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge.
The manual introduces students to the main types of tourism and tourist acivities, types of tourist companies, hotels and restaurants, functions of the tourism and hospitality industry personnel through the inclusion of special terminology in professional communication and the stimulation of various types of speech activity.
This is a study of teachers' responses to the push towards greater technology use in a Russian Higher Education context viewed through the Russian notion of perezhivanie and, taken more broadly, of why and how the teachers make decisions and act the way they do. Unlike earlier work in the teacher development field, where predominantly cognition served thinking and decision making processes, here the focus is on a unity of emotion, cognition, and context in the notion of perezhivanie. I define perezhivanie as a given psychological phenomenon of ‘cognitive and emotional reciprocal processing of previous and new experience’ (Golombek & Doran, 2014:104). Perezhivanie is close to reflection, but more related to the teacher’s feelings, and this study is motivated by the possible developmental potential of perezhivanie. Using audio data from two in-depth qualitative interviews with each of ten university language teachers about their experience with technology, I first explored contextual complexities the participants identified, and then the participants’ perezhivanie related to these complexities. I analysed the data, using techniques of thematic textual analysis and structural analysis of the narrative parts of the participants’ accounts. The findings show that the teachers responded to complexities of technology integration in various ways. A broad pattern emerged, however, when teachers were prevented from fulfilling their motives, due to the complexities that appeared. The teachers initially experienced frustration, denial, and various other emotions. After that, they passed through a stage of acceptance, and started to engage with the problem more cognitively, and this induced sense-making and, therefore, moving forward. My second finding has brought to the surface that perezhivanie, following Vasilyuk (1991), exists in three forms, which are perezhivanie-experiencing, perezhivanie-apprehension, and perezhivanie-reflection, and I discuss how these forms of perezhivanie work across the above described periods of difficulty. Finally, the thesis discusses how perezhivanie is complex and has a multileveled structure, but with clear potential for understanding teacher development.
Corporate Learning for the Digital World. Edited by Valery Katkalo, Martin Moehrle, Dmitry Volkov. — Moscow: Sberbank Corporate University, 2019, 252 p., incl. illustrations, tables. This book is the first reference dictionary on corporate learning in the Digital Age and unique among international specialized literature. The purpose of this reference dictionary is to establish a unified conceptual field for advanced corporate learning technologies and to help organize the conceptual and practical knowledge of those involved in development and implementation of the learning solutions that are relevant for this new age and economy. Our publication includes 58 dictionary entries and appendixes on more than 285 basic terms that describe specific aspects of corporate learning necessary for successful operation in the digital world. This reference dictionary is intended for managers and specialists working in the field of corporate learning and talent development, corporate universities and training centers, providers of learning solutions, management, faculty of universities and business schools, and, in general, anyone interested in modern learning technologies.
In the twenty-first century, universities worldwide have found themselves thrust into a great "brain race" as nations, both developed and developing, seek to enhance their place in the global knowledge economy. As the concept of the de-localized university—one that has radically expanded, perhaps even beyond national borders—grows, competing nations have begun reshaping aspects of their national systems to accommodate global standards and metrics.
In Professorial Pathways, Martin J. Finkelstein and Glen A. Jones consider how academic careers vary in countries that are fundamentally different in their organization and dynamics. Building on 25 years of scholarship, the book confronts major questions: What can we learn from the experience of other nations as they seek to balance the seemingly contradictory imperatives of expanding access and ensuring global competitiveness? What are the implications of this rapidly changing policy environment for the health of the academic professions on which university teaching and scholarship depends? And how can we advance the comparative study of higher education and, in particular, of the academic profession?
The volume brings together detailed case studies of the latest—and ever-changing—educational developments in ten countries across Europe (France, Germany, United Kingdom, Russia), Asia (China, India, Japan), North America (United States, Canada), and South America (Brazil). Essays written by respected scholars in the field identify the major structural features of national higher education systems and academic markets that directly shape academic work and careers. Professorial Pathways will be of interest to anyone who toils in the vineyards of comparative and international higher education.
The coursebook is aimed at systematization and generalization of students ' knowledge in the field of English grammar. It consists of 14 chapters, including theoretical information on the main grammatical topics and training exercises.
This coursebook designed for 1-2 year students of the academic bachelor level of English language proficiency at level A1–B1 (Elementary – Intermediate), students in areas of training 01.03.01 Mathematics, 01.03.02 "Applied mathematics and Informatics", 09.03.04 Software engineering, 38.03.01 "Economics", 38.03.02 "Management of business", 38.03.05 "Business-Informatics", 40.03.01 "Jurisprudence", 45.03.01 "Philology", 45.03.03 "Fundamental and applied linguistics", the level of higher education – bachelor's degree (qualification: academic/applied BA).
The invitation to serve as Minister of Education and lead a bold and significant reform of an education system never comes with an instruction manual. Leading such an opportunity effectively, requires access to the best knowledge about how to make change happen. In this book, Ministers of Education and system level leaders in ten countries share what they learned in the process of advancing audacious reforms aimed at transforming public education so schools would better prepare students with the necessary skills to participate civically and economically in a rapidly changing world. A product of the Global Education Innovation Initiative, a practice-research consortium of leaders and institutions that advance knowledge to support the transformation of public education systems to augment their relevancy, the book is anchored in the proposition that successful educational change requires the appropriate combination of knowledge based on practice with knowledge based on research. The contributors to this volume embody the best qualities of reflective practitioners who can make visible what they have learned from their practice. In sharing with what they have learned with others, they demonstrate also the generosity and commitment of those who understand that we all share responsibility for the education of the entirety of the world’s children. In this book, the reader will find discerning and intimate accounts of what it is like to transform the largest organization in society, so it does a better job educating all children. The themes that resonate in their accounts across systems as diverse as Australia, Brazil, Colombia, India, Mexico, Peru, Poland, Portugal, Russia and Singapore are fascinating, surprising and valuable to those who hope to leave a legacy as Ministers of Education. Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. His research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. Over more than three decades he has advised Ministers of Education and other leaders of education institutions in Africa, Asia, the Americas, Europe and the Middle East.
A course book in academic English for pre-service teachers
The student's book is based on the CLIL approach to teaching and teaches case study solving skills via English language learning. Such an approach creates positive environment for students to master new knowledges and skills.
This study measured the impact of using TED Talks in a pre-service Business English course on university students’ listening, reading, writing, and speaking skills. The pretest-posttest comparative method with experimental-control groups was used. For the experimental group TED talks were integrated into the course, while for the control group listening and reading texts on the same topic were used. The findings revealed a statistically significant improvement in the experimental group for listening, reading, writing and speaking scores over the control group. In addition, we observed that integrating TED talks in the ESP course improved the students’ spontaneous self-reported learning experience.
This paper set out to reassess the effects of economic and social determinants of the probability of formal vocational training in India. Applying the four-level cross-classified logistic model to the 2011–2012 National Sample Survey data, the paper identified the association between formal training and ‘good jobs’ in large urban electrified firms that offer permanent employment and regular monthly salary to their skilled occupation workers. Nevertheless, India remains a country of severe training poverty. This study confirms that the traditional mindset of the society does contribute to the training poverty; however, this impact is much limited to the household level and religious groups, such as Christians, which are systematically excluded from formal training as compared to Hindus, Sikhs and Buddhists. In contrast, the lower castes and deprived social backgrounds do not affect, as predicted by previous studies. Moreover, it is shown that unskilled males from the rural area of India were less likely to receive formal training as compared to educated single women
Note-taking is a commonly applied pedagogical strategy across all areas of education. In higher education specifically, there has been an increasing push to get students involved in collaborative note-taking in order to increase their engagement with the contents and to inspire deeper and more meaningful learning. However, there is a lack of clarity as to whether collaborative note-taking positively influences student performance. For this reason, the present study (n = 189) compares the learning performances of students in a collaborative note-taking condition to those of students in an individual note-taking condition. The students were compared in regards to their retention of information and their performance on academic writing. The study found that students from the collaborative note-taking group performed better on measures of retention, while the individual notetaking group performed better on measures of academic writing. These results suggest that while the collaborative processes of group notetaking lead students to retain more information, these processes do not lead to better performance in academic writing. The present study fills a gap in the research by showing how the effectiveness of collaborative note-taking might depend on the learning context or on the desired result of the class.
Viewing a textbook as a tool of construction of framework for interpretation of social environment, we focus on the content of Russian school books for children of migrants. Within the framework of the theories of intergroup ideologies and Stereotype content model, we evaluate the character of representation of different cultures and their representatives in various social contexts The results show that the receiving population occupies “high warmth and high efficacy”, while migrants occupy “high warmth and low efficacy” quadrant, and a difference in the representation of migrants: children are included in communication with the receiving population, whereas adults are isolated.
This research explores the interrelations of higher education and welfare state models in the USSR of the 1960-1980s and Russia of the 2000-2020s. We first address the extent to which the provision of higher education aligns with the key imperatives of welfare redistribution: eligibility, state-market balance, and equality. Second, we schematize the values – instrumental, positional, intrinsic – of higher education that influenced well-being in the Soviet Union and Russia. We argue that the provision of higher education in these two state regimes complies with the political economy of two welfare models, suggesting a continuity across socialist and corporatist traditions. In the USSR, higher education was a part of a hybrid comprehensive-corporatist welfare model. Formally a universal right, it can be conceptualized as a state asset and a privilege attached to the class, entailing high intrinsic value. Higher education provision in Russia aligns with the conservative pattern while preserving traits of the socialist past and liberal transition. State commitment in the provision of public higher education and moderate marketization frame the hybrid nature of higher education as a social right and commodity with high instrumental and positional values.
This study aims to increase language learning (L2) output by incorporating a digital storytelling chatbot system (known as a “storybot”) that focused interactions on a narrative. This study also sought to investigate student perceptions of these storybot interactions and improve on poor perception rates from previous studies.
This one-sample exploratory study was of student-storybot participation rates and student perceptions towards a storybot activity designed to increase L2 output. A combination of storybot participation analytics and survey analysis of student perception was carried out.
The use of storybots in the L2 class resulted in mixed participation rates. Students read nine times more than they wrote, indicating a high degree of reading comprehension necessary for storybot interaction. Survey results revealed that students believed storybots helped them meet their L2 goals, were relevant to their L2 and were easy to navigate.
Interactions were through text messaging so no impact on speech or pronunciation could be observed. Further, the context was within a single university class in South Korea, restricting the generalization of findings to outside regions or with younger learners. Finally, while storybots proved to be valuable reading comprehension activities, the next step in this line of chatbot research should incorporate more writing prompts.
Storybots revealed explicit benefits to reading comprehension, as measured by cohesion between storybot delivered comprehension questions and student responses. Moreover, storybots can be used as examples for students in their own story creation, classroom forms to collect relevant student information regarding learning objectives and platforms for class quizzes.
Storybots scaffold students through conversations, which abide by socio-pragmatic norms, providing models for L2 learners to incorporate in real-world text-based communication. Additionally, a wide range of idiomatic expressions is contextualized in comprehensible interactions that students can learn from the storybot then practice with friends.
This study contributes to the growing research on the use of chatbots for second L2 and offers specific insight into the use of narrative storybots as a means to increase L2 output and potentially benefit L2 reading comprehension.
The use of e-learning personalization allows learners to control their learning by choosing which content to process and how to process it. In order to explain the processes that occur when students use e-learning personalization, this study looks at how it interacts with two other variables: sequencing and fading, a scaffolding technique where element interactivity is increased while instructional support is decreased as learners gain knowledge of the topic; and germane load, which is reflective of a reduction of negative aspects of cognitive load, resulting in higher levels of information transfer. Using survey analysis of university students in South Korea (n = 2268), results showed that sequencing and fading partially mediated the relationship between e-learning personalization and germane load, suggesting that student self-scaffolding is partially responsible for the relationship. This study differs from existing research, as it shifts sequencing and fading from an instructor-only perspective to a learner-focused activity. Based on these findings, system-provided e-learning personalization should be used to encourage learners to self-scaffold content according to individual learning needs.
This research investigates how learning groups affect student learning from two perspectives: first, the amount of group work students do, and second, the role that they take within the group. It is not clear from the current research how a student’s role in collaborative learning affects his/her development of critical thinking and the construction of knowledge. The present study looks into whether the positive relationships found between collaboration and germane cognitive load are affected by a learner’s role within the group. Using cognitive load theory, this study analyzed survey responses from a group of university students (n = 1399) who engaged in collaborative study groups when taking online classes in South Korea. While it was found that the amount of collaboration a student engaged in positively affected levels of germane load and that their level of contribution negatively moderated that relationship. In other words, while more group work is beneficial, students who contribute less to the group have greater gains from higher levels of collaboration than students who take a more active role.
В данной статье представлен анализ и общая таксономия межгрупповых идеологий, а также представлен список их индикаторов. Эта таксономия связана с восемью идеологиями, которые первоначально были изложены в ранних работах. Эти идеологии были созданы на основе трех измерений межкультурных отношений: сохранение культуры; социальное участие; и относительная власть. Предлагаемая здесь таксономия межгрупповых идеологий следует этим трем измерениям, которые связаны с двумя проблемами: (i) отношение к культурному многообразию; и (ii) формы инклюзии этнокультурных групп в более широкое общество (включая вопрос о групповой иерархии). Можно оценить, как эти проблемы решаются, используя четыре индикатора: (1) приветствие различий, (2) статус групп, (3) возможности для социальной интеракции и (4) способ обеспечения единства общества. Ориентация на эти индикаторы позволяет понять, какие межгрупповые идеологии, охватывающие межкультурные установки и межгрупповые отношения, существуют в странах, и описать их.