Unpacking academic requirements: international students in Management and Education disciplines

This paper reports the findings of a qualitative case study that explores how international students in different disciplines struggle to interpret their disciplinary requirements. The study shows the emergence of five main forms of unpacking academic expectations that individual students in the study employed. It will be argued that these international students appear to be active and capable of drawing on various strategies and problem‐solving skills in order to take control of their academic life and enable them to participate in the academic practices of their discipline. The students' experiences also indicate that the interaction and dialogue they establish with their lecturers plays a significant role in their success in the course.     

‘Responsibility in mobility’: international students and social responsibility

Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship.     

如何可获得SAT高分

Probably the most important thing to remember is that practice tests are your best friends. There's really no substitute for taking just a few hours out of a weekend to sit down and go through an entire practice test under realistic testing conditions.     

Promoting the Purchase of Textbooks in the Vietnamese Higher Education Sector

Higher education textbooks sales account for a significant portion of the overall book market. This study makes an important contribution to the extant literature by examining students’ purchase of original textbooks in a developing market, Vietnam. Notably, it seeks to investigate why students do not purchase original textbooks as well as the difference in purchase behavior between different groups of students. The findings reveal that some key obstacles to students’ purchase behavior include high prices, insufficient availability, low perceived value, and the emergence of pirated textbooks. Another notable finding is that senior students who are female tend to purchase more textbooks. In light of these findings, marketing strategies are suggested for publishers, bookstores and universities who aim to promote the sales and consumption of original textbooks.     

ACADEMIC EXCHANGES: EXPERIENCE AND TRENDS

The coincidence that much of Eastern Europe is democratizing at the same time that much of Western Europe is moving towards greater integration gives the universities in both regions the chance to profit from both phenomena and to train their graduates in ways that will enable them to contribute to their further development. One of the best forms of preparation is student mobility. A listing of the perceived priorities and aims of student mobility is followed by a brief statement of the engagement of the Technical University of Budapest (TUB) in mobility and exchange activities.     

An Empirical Study of Geahigan's Inquiry Model in Learning Art at Senior Secondary School Level

The philosophical foundation for teaching art criticism in schools has been dominated by formalist and expressionist aesthetics, while from a practical point of view it has been influenced by art criticism models that emphasise observation and linguistic practices. Instead of asking students to observe an artwork and make verbal or written statements, George Geahigan proposed an inquiry‐based art criticism learning model that engages students in personal response, research, and aesthetic concept and perceptual skill acquisition activities. Using inquiry‐based art criticism as a foundation for curriculum development and connecting the model to authentic situations in schools, the present study investigated the effectiveness of the model on student learning. Fifteen secondary school teachers were invited to participate. Eight teachers taught the experimental group (n=85) with inquiry‐based curriculum plans and the other seven teachers taught the control group (n=82) with their own school curriculum plans. Students of both groups were asked to write an art criticism essay before and after the implementation of the curriculum plans. The results demonstrated that the overall improvement of the experimental group after one academic year was significantly greater than that of the control group. This article reports on the theoretical framework, methodology and results of the study. It was found that the inquiry‐based approach was a successful strategy in improving students’ skills in analysing, judging and using aesthetic and contextual knowledge in art criticism writing. The discussion focuses on the improvements that were made in the art criticism essays of the experimental group.