Search
Search Results
-
International Academic Mobility as a Capacity Building Factor in Higher Education
82-91Views:328International academic mobility means the teaching or research activity of higher educational instructors or researchers, which spans a couple of days or a few months, during which individual professional growth, the establishment of international cooperation and networks, personal relations and friendships may develop. It is also considered to be a fundamental necessity for building capacity and an outstanding supremacy, even if a country’s academic resources are modest. Thus it is crucial to gain information about its current and actual state, quality, standards, struggles and the direction it is heading towards. As a part of a bigger research study, we wanted to know how international academic mobility, used for capacity building, changes over time, and whether country-specific features and patterns could be traced. In this present study we made an attempt to uncover the international activity based on the academic mobility of the full-time instructors at two Hungarian higher educational institutions. One of them is a large university that plays a leading role in internationalization. The other is a dynamically developing regional knowledge center. We examined the instructors of two faculties from the first, and everybody from the regional knowledge center, since it is smaller in size. Altogether 210 instructors responded to our 60 questions in the survey. The surveys were processed in the SPSS statistical analysis program. Concerning the examined discussions, categories and proposed topics, our research was built upon two previously carried out investigations – a Hungarian and a Norwegian one. We found that in Hungary in the given time period (2012-2014), the instructors with the strongest international activity were: 1. the men; 2. those who held higher academic positions; 3. those who were married or were in a relationship; and 4. who were from the field of social science.
-
The Implementation of Music in Teaching Persian Heritage Speaking Students in International Schools: The Case of Persian Students in Dubai
Views:118It is widely acknowledged that music plays an important role in education as a powerful tool for identity formation. Within the educational sphere, there is limited empirical evidence to show how heritage language learners do engage with music as a resource for learning and to maintain linguistic knowledge. This research is a step towards achieving a deeper understanding of how Persian students residing in the United Arab Emirates connect with their mother tongue in the multicultural society of the country. The aim is to investigate whether integration of music into the Persian literature classroom of the International Baccalaureate Diploma Programme can enhance the students’ comprehension and cultural understanding among Persian students. Therefore, the study addresses three central questions: (1) Does using music in the classroom improve students’ understanding of classic Persian literature? (2) How does using music affect their motivation and emotional engagement if used in the classroom? (3) What impact does using music have on students staying connected to their heritage language and culture? This study was conducted in 2023 in the UAE and using a two-phase within-subject design. There were twelve IBDP students between 16 to 19 years old participating in the research answering questionnaires after reading ghazals by Rumi and again after listening to the musical adaptations of the same poems. A Google Form was used to analyse the data through descriptive statistics and thematic coding. Findings show that listening to music significantly improved understanding Persian poetry and detecting literary devices and comprehension was easier.
-
Educational Psychology
107-111Views:360Bibliography of the reviewed book: Santrock, J. W. (2018). Educational Psychology (6 Ed). McGraw-Hill Education.
-
Curricular and Extracurricular Learning among Students with Resilience Potential. Social Inequalities in Higher Education
37-42Views:328Does resilience potential in higher education mature into success or does it remain merely a promise of success due to rising social inequality? We studied curricular and extracurricular learning of students with outstanding academic achievement who entered higher education despite their disadvantage of social background (= students with resilience potential). A student survey database compiled in the research project “Higher Education for Social Cohesion – Cooperative Research and Development in a Cross-border Area” (HERD) (HURO/0901/253/2.2.2.) in 2012 was analyzed. Students of three Eastern Hungarian higher education institutions were surveyed (N = 1205). Students with resilience potential were identified in the intersection of two groups of variables: social background and input academic achievement. We have conducted a cluster analysis, which has resulted in the identification of students with resilience potential and other researched groups: drifters (low social background and low input academic achievement), beneficiaries (high social background and high academic achievement) and indifferent prodigals (high social background and low academic achievement). To sum up our results, the students with resilience potential only use higher education to fulfill curricular requirements, and hit a ceiling, compared to the beneficiaries, when it comes to the student year mining, meaningful extracurricular activities. Thus social inequalities crawl through these invisible channels into higher education and beyond.