Inside the Teaching Machine: Rhetoric and the Globalization of the U.S. Research University (review)

2009 ◽  
Vol 50 (1) ◽  
pp. 179-180
Author(s):  
Christopher G. Robbins
Keyword(s):  
Research University ◽  
Teaching Machine ◽  
The U.S

Post-Bipolar World: Peaceful Coexistence or Chaos?

2016 ◽  
Vol 60 (1) ◽  
pp. 17-29
Author(s):  
A. Lukin
Keyword(s):  
Soviet Union ◽  
International Relations ◽  
Research University ◽  
Armed Conflicts ◽  
Modern World ◽  
The West ◽  
The Third ◽  
The Soviet Union ◽  
The World ◽  
The U.S

The article explores characteristics of the international relations bipolar system, changes occurred after its collapse and the future of post-bipolar world, focusing on the role of non-Western actors in it. On one hand, the bipolar system provided stability of international relations, but on the other – lead to competition between the U.S. and the USSR for the influence on the third countries, which sometimes resulted in armed conflicts in the third states. The collapse of the Soviet Union convinced the West both in the universality of its development model and the necessity to spread it all over the world. Now it is clear that the “democratism” ideology failed politically and culturally. The Western model has neither become a panacea for eliminating disparities between countries on different stages of development, nor the only example of successful and strong governance. New power centers, such as Russia, China, India and Brazil, have been successfully developing after the collapse of the Soviet Union. Their influence has been growing along with that of the West, and even though they did not necessarily directly confront it, they never shared all its values, yet never actively imposed their positions on the rest of the world. Regional powers (Nigeria, Venezuela, etc.) are also playing a more significant role in the emerging system, although sometimes they may join the alliances with more powerful countries to achieve their goals (as Vietnam does with the U.S. in its conflict with China). Russia’s reluctance to follow the West in its development created the first serious alternative to the existing unipolar world model and its values, so naturally and widely accepted by the Western actors. Whereas China with its rapid economic development is also posing a challenge to the ideology of "democratism" proving that the economic welfare is achievable outside the Western political model. As for Russia, its role in the modern world is still not defined. The Russian Federation wants to become an independent power unit and a center of the Eurasian integration. However, it is not clear whether it has resources of all kinds to implement this idea, – moreover, its economic dependence on the West is still too strong to insist on further confrontation. Instead, Russia (as well as its partners in the Eurasian Economic Union) could use Eurasian integration platforms to act as an "ambassador" of Asia in Europe and that of Europe in Asia. Acknowledgements. The article has been supported by the grant of the Faculty of World Economy and International Affairs, National Research University Higher School of Economics in 2016.

Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction

2020 ◽  
pp. 307-327
Author(s):  
Hyunsil Park ◽  
Robert A. Filback ◽  
Jenifer Crawford
Keyword(s):  
Higher Education ◽  
International Students ◽  
Research University ◽  
Active Participation ◽  
International Graduate Students ◽  
International Graduate ◽  
Education Environment ◽  
Speakers Of Other Languages ◽  
Master Of Arts ◽  
The U.S

This research-based chapter explores East Asian international graduate students' challenges in the U.S. higher education environment and identifies how technology-enhanced instructional practices can increase their active participation in the classroom. The classroom-based intervention study was conducted in a Master of Arts program in Teaching English to Speakers of Other Languages (TESOL) at a research university in the Western U.S. The participants were 56 students in this TESOL program. The three types of technology (Padlet, Plickers, and Poll Everywhere) were selected based on criteria including ease of implementation and positive influences on students' participation and learning in class. The data were collected through a pre- and post-survey and three weeks of classroom observation. The resulting qualitative observational and survey data revealed consequences of the technology enhancements in instruction in terms of changes in students' active participation in class, insights produced into critical cultural understandings, and relationships to learning outcomes.

Cultural Implications of E-learning Access (& Divides)

2010 ◽  
pp. 78-91 ◽  
Author(s):  
Pauline Hope Cheong ◽  
Judith N. Martin
Keyword(s):  
Intercultural Communication ◽  
Research University ◽  
Student Assessment ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Cultural Implications ◽  
E Learning ◽  
Successes And Challenges ◽  
The U.S

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, the authors discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.

Cultural Implications of E-Learning Access (and Divides)

2012 ◽  
pp. 82-100
Author(s):  
Pauline Hope Cheong ◽  
Judith N. Martin
Keyword(s):  
Intercultural Communication ◽  
Research University ◽  
Student Assessment ◽  
Online Course ◽  
Pedagogical Strategies ◽  
Cultural Implications ◽  
E Learning ◽  
Successes And Challenges ◽  
The U.S

This chapter presents a case study of developing and teaching an intercultural communication (IC) course online, within the context of a department in a large research University in the U.S. In so doing, we discuss a broadened and recursive model of cultural access and divides in E-learning. Expanding on Van Dijk’s (2005) framework, the authors present several ways in which their IC course attempts to address multiple pathways of E-learning access, including motivational, material, skills and usage access. They describe both the successes and challenges of meeting the goals of e-learning access with specific examples of the content, activities, assignments, pedagogical strategies, and student assessment in this online course. Finally, they identify challenges of this e-learning at the micro and macro level context—in the course, university writ large and in the communication discipline.

The NAI Profile: An Interview With Dr. Steven C. Currall

2020 ◽  
Vol 21 (2) ◽  
pp. 195-202
Author(s):  
Steven C. Currall ◽  
Kimberly A. Macuare
Keyword(s):  
Higher Education ◽  
Organizational Behavior ◽  
Research University ◽  
First Century ◽  
Thought Leader ◽  
Twenty First Century ◽  
The U.S

Dr. Steven C. Currall, international innovation thought leader, experienced higher education leader, and scholar of organizational behavior and management, recently sat down for an in- terview with Technology & Innovation to discuss his new role as leader of a fast-rising research university, the innovation gap in the U.S., and the twenty-first century university.

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