American higher education in the 1960's.

Mode of access: Internet.

Oregon State System of Higher Education bulletin.

Supersedes the Bulletin series of individual institutions.

Big Data Development: A Tool for Interpreting Institutional Impact

Thesis (Master's)--University of Washington, 2016-06

Network structures: Working differently and changing expectations

There is a growing need for innovative methods of dealing with complex, social problems. New types of collaborative efforts have emerged as a result of the inability of more traditional bureaucratic hierarchical arrangements such as departmental program, to resolve these problems. Network structures are one such arrangement that Is at the forefront of this movement. Although collaboration through network structures establishes an innovative response to dealing with social issues, there remains an expectation that outcomes and processes are based on traditional ways of working. It is necessary for practitioners and policy makers alike to begin to understand the realities of what can be expected from network structures in order to maximize the benefits of these unique mechanisms.

Desperately seeking the global subject: international education, citizenship and cosmopolitanism

This article takes the case of international education and Australian state schools to argue that the economic, political and cultural changes associated with globalisation do not automatically give rise to globally oriented and supra-territorial forms of subjectivity. The tendency of educational institutions such as schools to privilege narrowly instrumental cultural capital perpetuates and sustains normative national, cultural and ethnic identities. In the absence of concerted efforts on the part of educational institutions to sponsor new forms of global subjectivity, flows and exchanges like those that constitute international education are more likely to produce a neo-liberal variant of global subjectivity.

The judicious utilization of new technologies through authentic learning in higher education: A case study

Though technology holds significant promise for enhanced teaching and learning it is unlikely to meet this promise without a principled approach to course design. There is burgeoning discourse about the use of technological tools and models in higher education, but much of the discussion is fixed upon distance learning or technology based courses. This paper will develop and propose a balanced model for effective teaching and learning for “on campus” higher education, with particular emphasis on the opportunities for revitalisation available through the judicious utilisation of new technologies. It will explore the opportunities available for the creation of more authentic learning environments through the principled design. Finally it will demonstrate with a case study how these have come together enabling the creation of an effective and authentic learning environment for one pre-service teacher education course at the University of Queensland.

English language education in policy studies

Content-based instruction (CBI) is increasingly important in curriculum development for second-language acquisition (SLA), as language and non-language departments in universities are finding the integration of core-content as part of the second language curriculum to be beneficial. With this in mind, this paper describes the English program at Nanzan University’s Faculty of Policy Studies and examines the synergy presently being developed between core-content and English language instruction there. Specifically, this paper seeks to shed light on how instructors can reflect on the meaning of language instruction at higher education through an illustration of our activities.

Ambivalent 'selves': Japanese women's diasporic experiences in Australian higher education

In an age of globalisation and internationalisation, how women learn to represent themselves in terms of their cultural, social and gender identities in the wider world is significant. A group of 17 Japanese women studying in postgraduate courses in three Australian universities were interviewed for part of this longitudinal project, and their case studies are presented in this paper to portray the women's lived experiences and interpret how higher education overseas affects their reconstruction of their 'selves' and traditional Japanese femininity. I set my analytic framework through a discussion of the forceful globalisation of higher education and discourses of identity and 'self', and then analyse the present status of Japanese women in contemporary Japan. I then provide excerpts of the women's narratives which indicate ambivalent 'selves' in transition. Two possibilities have arisen from their narratives to illuminate this ambivalence - one possibility is that women's positive experiences in Australia and their increased and diverse exposure to and experience of other cultures may influence cultural change such as the transformation of constructs of women at home, and challenge existing identity and femininity discourses in Japan. The second possibility is that negative aspects of their 'diasporic experiences' can also articulate other complex identity politics, such as Japanese women's 'double marginalisation' which means being both a woman and a member of an ethnic minority group, conflicts between the homogenisation of 'Asian women' and representations of 'new Japanese women', and their sense of belongingness to their original culture. These contradictory phenomena of identity formations within Japanese women have the potential to shift the debate and challenge current essentialist views of hegemonic homogenisation of regional identities.