Vietnamese Universities and Regional Accreditation in the United States

Vietnamese and other Southeast Asian universities view the importance of national accreditation secondary to international recognition. As a result, Southeast Asian regional accreditors are expanding their university networks and forming international standard education in Southeast Asia. However, the link between Asian and American accreditation has yet to be formed, even though America is the number one education destination for international students. Theresearchpaperthatthisproposalintends to put forth will evaluate the differences in Asian and American regional accreditation; it will highlight potential academic, institutional, and cultural issues that may arise when a Vietnamese university seeks American regional accreditation.

Higher education accreditation, quality assurance and their impact to teaching and learning enhancement

Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.

The Integration of Lafran Pane Thought in Material for Teaching History in Indonesian Student

This literature in other countries as they develop and revise their standards related to faculty adequacy review addresses five themes that inform the faculty standards in U.S. regional accreditation commissions: faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. This review of literature supports institutions’ responses to the standards of full time faculty adequacy and credentials in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. Keywords Faculty adequacy, faculty credentials, faculty standards, U.S. regional accreditation commissions, Vietnam accreditation References [1] Pew Research Center, Millennials: Confident, Connected, Open to Change, Pew Research Center, (2010), accessed from www.pewresearch.org/millennial on 23 November 2018.[2] Suneki, Sri, Dampak Globalisasi Terhadap Eksistensi Budaya Daerah, Journal Ilmiah Civic 2 (2012) 307-321.[3] Mubah, A. Safril, Revitalisasi Identitas Kultural Indonesia di Tengah Upaya Hegemoni Global, Global & Strategis, Edisi Khusus (2011) 251-260.[4] Surahman, Sigit, Dampak Globalisasi Media Terhadap Seni dan Budaya Indonesia, Jurnal Komunikasi 2 (2013) 29-38. [5] Hatikah, Tika et al, (2018). Sejarah Indonesia: Modul Pelatihan Implementasi Kurikulum 2013 SMA Tahun 2018, Direktorat Jenderal Pendidikan Dasar dan Menengah, Jakarta, 2018.[6] Gall, Meredith Damien, Walter R. Borg, and Joyce P. Gall, Educational Research: An Introduction, Longman Publishing, 2003.[7] McCawley, Paul F, Methods for Cunducting An Educational Needs Assessment: Guidelines for Cooperative Extension System Profesionals, University of Idaho, 2009.[8] Satria, Hariqo Wibawa, Lafran Pane: Jejak Hayat dan Pemikirannya, Lingkar, Jakarta, 2011. [9] Widodo, Suwarno, Implementasi Bela Negara Untuk Mewujudkan Nasionalisme, Jurnal Ilmiah CIVIS I (2011) 19.[10] Sapriya, Pendidikan IPS Konsep dan Pembelajaran, PT Remaja Rosdakarya, Bandung, 2009.[11] Zahro, Mustika et al, The Implementation Of The Character Education In History Teaching, Jurnal Historica 1 (2017) 5.[12] Purwandi, Lilik & Hasanuddin Ali, Indonesia 2020: The Urban Middle-Class Millenials, PT Alvara Strategi Indonesia, Jakarta, 2016.[13] Albena, Hranova, History Education and Civic Education, Journal Of Social Science Education 10 (2011) 35.[14] Whelan, Michael, Why the Studi of History Should Be the Core of Social Studies Education: The Social Studies Curriculum, State University of New York Press, New York, 2011.[15] Smith, Steve & Baylis, John, The Globalization of World Politics, 2nd edition, Oxford University Press, Oxford, 2001.[16] Sztompka, Sosiologi Perubahan Sosial, Prenada, Jakarta, 2004.[17] Smith, Anthony, D, Nationalisme Theori, Ideology, History, LP3LS, Jakarta, 2003.[18] Collingwood, R.C, The Principles Of History, Oxford University Press, New York, 2001[19] Hunt, Murtin, A Practical Guide To Teaching History In The Secondary School, Routledge, New York, 2013.

Policy analysis instruction in Belgium

Both academic and applied policy analysis are relatively young disciplines that have found their way into academic curricula of universities only towards the end of the previous century. This is surprising given that policy analytical models were disseminated in Belgium already in the late 1960s, as was the case in the Netherlands. While this sparked the policy analysis movement in the Dutch government and academia, policy analysis instruction in Belgium remained subsequently underdeveloped, and policy analytical knowledge was taught in a fragmented fashion. The concept of the policy cycle was for instance taught under general courses on political science, or as a section in a course on public administration. Other policy analytical knowledge appeared under public management courses, or substantive policy courses such as social policy, socio-economic policy, and urban planning. On the basis of document analysis (including the regional accreditation reports), the chapter seeks to explain the development of policy analysis instruction from a fragmented into a more autonomous discipline. Next to this, the chapter analyses two more questions: whether official professional training curricula have also come to embrace policy analytical knowledge, and whether divergences in policy analysis instruction across the language border reflect different practices in government