Unemployment and private returns to higher education in Argentina (1974-2002)

Resumen: El trabajo analiza la evolución de los retornos privados a la educación superior en Argentina durante el período 1974–2002 y cómo éstos se vieron afectados por el desempleo. La conclusión es que los retornos a la educación son mayores si se los corrige teniendo en cuenta el desempleo para cada nivel educativo, ya que a mayor nivel, menor tasa de desempleo. Al evaluar invertir en educación no se debería considerar simplemente el diferencial de ingresos sino también la mayor probabilidad de tener un trabajo. Esto es relevante en un país como Argentina que pasó de tener tasas de desempleo cercanas a 5% en la década del ochenta a tener tasas de dos dígitos a fines del siglo XX y comienzos del XXI.

Review of the environmental and organisational implications of cloud computing in higher and further education

The review of the environmental and organisational implications of cloud computing in higher and further education was commissioned by Jisc as part of its green ICT programme.

FleSSR project: Sustainable business models for community cloud infrastructure in the UK higher education sector

Cloud-based infrastructure essentially comprises two offerings, cloud-based compute and cloud-based storage. These are perhaps best typified for most people by the two main components of the Amazon Web Services (AWS)1 public cloud offer, the Elastic Compute Cloud (EC2)2 and the Simple Storage Service (S3)3, though, of course, there are many other related services offered by Amazon and many other providers of similar public cloud infrastructure across the Internet.

Student research into the use of technology in higher and further education

Jisc conducted a study into the use of technology in higher and further education to mark the launch of the Jisc Digital Festival.

Learning in a Digital Age: Extending higher education opportunities for lifelong learning

Learning in a Digital Age is one in a series of Effective Practice guides. It demonstrates, through a range of case studies, how institutions are using technology to attract and retain diverse groups of learners, offer professional development opportunities for their staff, and enhance engagement and collaboration with employers and other organisations with a stake in effective lifelong learning.

Improving bilingual higher education: Training university professors in content and language integrated learning

With increasing international mobility, higher education must cater to the varying linguistic and cultural needs of students. Successful delivery of courses through English as the vehicular language is essential to encourage international enrollment. However, this cannot be achieved without preparing university professors in the many intricacies delivering their subjects in English may pose. This paper aims to: share preliminary data concerning Content and Language Integrated Learning (CLIL) at Laureate Network Universities worldwide as few studies have been conducted at the tertiary level, reflect upon data regarding student and teacher satisfaction with CLIL at the Universidad Europea de Madrid (UEM), and to propose improvements in English-taught subjects.

Evaluating the development of virtual learning environments in higher and further education

Urquhart, C., Spink, S., Thomas, R., Yeoman, A., Durbin, J., Turner, J., Fenton, R. & Armstrong, C. (2004). Evaluating the development of virtual learning environments in higher and further education. In J. Cook (Ed.), Blue skies and pragmatism: learning technologies for the next decade. Research proceedings of the 11th Association for Learning Technology conference (ALT-C 2004), 14-16 September 2004, University of Exeter, Devon, England (pp. 157-169). Oxford: Association for Learning Technology Sponsorship: JISC

A survey of teaching and assessment methods employed in UK higher education programmes for HCI course

A survey of teaching and assessment methods employed in UK Higher Education programmes for Human-Computer Interaction (HCI) courses was conducted in April 2003. The findings from this survey are presented, and conclusions drawn.

Creating a suitable and successful solution for the integration of podcasting and vidcasting in a higher education e-learning environment

A small research project is currently taking place within a department of the University of Greenwich. The project involves using current technology (Apple’s xServe, iPhones, iPod touch, Podcast Producer application and some 3rd party capture software) with the intention to provide a solution for quick and simple podcasting. This paper also aims to investigate the use of podcasting to help promote and extend the e-learning provision within the school. In short this project aims to justify the use of podcasting as a teaching and learning tool to help enhance student learning while identifying the most appropriate manner to integrate podcasting within an e-learning environment.

Celtic languages in European Higher Education: CRAMLAP - Celtic, Regional and Minority Languages Abroad Project

The Celtic, Regional and Minority Languages Abroad
Project (CRAMLAP) is funded by the European Commission
to research the provision and pedagogy of regional
and minority languages outside their national borders in
Europe. The teaching of Celtic languages across Europe
was the focus in year one (2003-2004). This article summarizes
the qualitative data received in response to
questionnaires sent to institutions across Europe offering
Celtic Studies. Responses indicated that Celtic Studies
are quite widely available across Europe. The languages
are taught in comparative linguistics, linguistics and English
departments, with few dedicated Celtic departments
or sections outside the Celtic countries. Irish is supported
abroad by Irish government grant aid which will
become more widely available in the immediate future.
Many of the teachers have considerable experience, but
limited pedagogic training. The lack of suitable teaching
resources is the most commonly expressed concern.

Predictors of attitudes toward inclusion of students with special educational needs in future education professionals

One of the main pillars in the development of inclusive schools is the initial teacher training. Before determining if it is necessary to make changes (and of what type) in training programs or curriculum guides related to the attention to diversity and inclusive education, the attitudes of future education professionals in this area should be analyzed. This includes the identification of the relevant predictors of inclusive attitudes. The research reported in this article pursued this objective, doing so with a quantitative survey methodology based on the use of cross-sectional structured data collection and statistical analyses related to the quality of the attitude questionnaire (factor analysis and Cronbach's alpha), descriptive statistics, correlations, hypothesis tests for difference of means, and regression analysis in order to predict attitudes towards inclusion in education. Firstly, the results show that the participants held very positive attitudes toward the inclusion of students with special educational needs. Particularly, older respondents, those with a longer training and, to a lesser extent, women and those who had been in touch with disabled people stood out within this attitude. Secondly, it is evidenced that self-transcendence values ​and, more weakly, contact, function as robust predictors of attitudes of future practitioners towards the inclusion of students with special needs. Some applications for the initial professionalization of educators are suggested in the discussion.