Ethics in Higher Education Collection aims to help students, teachers and higher education administrators to stay well informed on ethical issues affecting university life, and to understand how to advocate for the respective interests of all interested parties, at the institutional, state, regional and international levels.From the empirical point of view the collection on ethics in education includes documents that explain what the newest forms of innovative education are, why didactic method is as important as the delivery of a good curriculum, and this collection could even give concrete insights on how to support by means of institutional efforts students to aspire to and plan for education.The main aim of the collection is to transcend the empirical layer of education in order to provide a careful normative description and ethical incentives for good education. But what does good education mean? Is it mastering of technology, developing disinterested knowledge, apply practical knowledge in context, or self-understanding and virtue? Inspired by the wisdom collected since early Antiquity to the current contexts, Globethics.net Library should help to manifest the highest level of academic integrity and reminds us that simply dealing with others honestly and fairly are universal values.

Recent Submissions

  • The learning management system: Variables that determine its use

    Annachiara Del Prete; Julio CABERO ALMENARA (Universidad de Guadalajara, 2019-10-01)
    Teachers consider the Virtual Learning Environment a technological tool with strong didactic potential. This perception is validated by the frequency of its use both in technical and didactic spheres, which frequently interweave with each other. The main assumption of our research is that those technical and pedagogical competences of the digital tools have promoted the use of the Virtual Learning Environment (AVA) in class causing a change of the methodology used as a result. The study is a non-experimental one but an ex post facto with non-probabilistic sampling. The survey was carried out on a population of 640 teachers of a professional technical higher education institution in Chile. The results showed that, in order to incorporate digital tools into their educational practice, teachers should emphasize the didactic domain of those device over the technical one. In conclusion, it has been highlighted that the teaching staff uses AVA mainly to accomplish administrative tasks to the detriment of the didactic use.
  • Establishment of an American Branch-Campus Model of Higher Education: Qatar’s Early Goals, Rationales, and Challenges

    Pamela Walsh (Athens Institute for Education and Research, 2019-11-01)
    This study presents original research findings of a qualitative study of Qatar’s international higher-education branch-campus model, which in 2016 hosted 11 international branch campuses, among the most of any country then. Few studies have examined the rationales, goals, and challenges of the branch-campus model from a host country’s perspective. This paper asks two central questions: 1) Why did Qatar partner with six North American universities to establish six international branch campuses between 2001and 2008 and 2) what were the challenges during the early years of operations from the Qatari and branch-campus leadership perspectives? This study’s primary data-collection method was face-to-face, open-ended interviews. I interviewed 18 participants in Qatar and recruited based on potential participants’ positions relative to the establishment, oversight, and governance of the six branch campuses. I also included executives and directors from the government of Qatar, Qatar Foundation, and leadership of the six branch campuses. I used extant documents, such as annual reports, strategic plans, government reports, speeches, and popular-media articles as additional data sources. Findings included rationales and goals related to pedagogy, sociocultural development, societal engagement, development of research capacity, and Qatar’s status as a leader and driver of change in the Arab Gulf region and beyond. Challenges included sociocultural issues, tensions between the international branch-campus leaderships and their home institutions, and conflicting expectations between the branch campuses and Qatar Foundation. These findings include in-depth and new insights into host-country goals and aspirations, and challenges experienced by U.S. and host-country partners, and how these challenges have been addressed.
  • Internationalization of the German Higher Education System New Player in the Market

    Mehmet Evrim Altin (Athens Institute for Education and Research, 2019-08-01)
    Rapid social, financial and political developments in the last three decades have caused some challenges for the future of Higher Education Institutions. Globalization or internationalization is one of the most important challenges in Higher Education Markets in the last two decades. Progressively, in 1996, German legislators put internalization at the center of their reforms. The purpose of this study is to examine the results of these reforms for German Higher Education Institutions in regards to their globalization strategies such as increasing diversity of the students, improving international competitiveness of the German Higher Education Institutions, taking an active role in international EU Projects, conducting cooperation with important international higher education institutions and increasing the brain-drain to German Higher Education Institutions. A qualitative research design was used to study this problem. A multiple unit case study was carried out with semi-structured interviews with 20 high level administrators of the German Higher Education Institutions in the State of North Rhine-Westphalia. The results show that the strategies have had positive results and there is a high interest in higher education studies in Germany today. Despite demographic change in Germany, the student numbers at German Higher Education Institutions are increasing and there is a huge demand from other countries, which have increased the number of private universities in Germany in the last two decades. International competition will be seen as a challenge in the long-term and international cooperation is the strategy to solve this challenge. In the short-term, the number of English Programs and diversity are both seen as some ongoing challenges for the German Higher Education Institutions
  • Education Agents as Competitiveness Enhancers of Australian Universities by Internationalisation Facilitation

    Anirban Sarkar; Áron Perényi (Cracow University of Economics, 2017-12-01)
    Objective: The objective of this article is to explore the role of education agents as drivers of competitiveness of Australian Universities by facilitating internationalisation. Research Design & Methods: The article presents an analysis of semi-structured interviews from two University international officers, an education officer with Victorian Government and an education agent. This set of primary data and a comprehensive literature review served as a stimulus for this investigation. Findings: It is evident that the agents play an extremely vital role in the internationalisation process and the four key themes, which are identified from the interviews are Market Knowledge, Network Facilitators, Financial Interest and Reliance and Trust factor. Implications & Recommendations: The article proposes several key concepts/themes, which could be used to frame future investigations into the role of education agents in the internationalisation of higher education. The higher education providers should not neglect the importance of the knowledge that the education agent may offer for recruiting international students or even to establish an offshore operation. Contribution & Value Added: The originality of this work lies in finding the various themes which are essential to be looked at by the higher education providers in order to further utilise the potential of education agents in the internationalisation process.
  • International Students’ Experiences at a Saudi University and Academic Leaders’ Perceptions Regarding Them

    Yousef Mubrik N. Almutairi (MDPI AG, 2020-09-01)
    This qualitative study addresses international students’ experiences at a Saudi university to gain insight into the challenges these students encounter during their studies. The study also explores academic leaders’ perceptions in supporting international students. The guiding theories behind this study include culture shock and socialization. I conducted interviews with 16 international students and 10 academic leaders at a university in the Kingdom of Saudi Arabia to gain an understanding of their perspectives. The findings were then analyzed for common trends. The interviews showed that some students experienced greater culture shock than others, including language barriers, when coming from non-Arab countries, and women faced more challenges than men. Meanwhile, the academic leaders and faculty in this study appeared to understand international students’ experiences. Despite the rise in international students attending Saudi universities on full scholarships, limited research has considered this unique student population. This study addresses this gap and discusses future directions. This paper discusses implications for higher-education personnel and international students. The paper recommends providing sufficient material to allow students to prepare for culture shock before coming to Saudi Arabia and making professors and personnel more available to students for support.
  • The grass is moving but there is no wind: Common worlding with elf/child relations

    Molloy Murphy, A (Taylor & Francis (Routledge), 2021-05-12)
    Drawing from the post-qualitative research in the dissertation, Animal Magic, Secret Spells, and Green Power: More-Than-Human Assemblages of Children’s Storytelling (Molloy Murphy, Animal magic, secret spells, and green power: More-than-human assemblages of children’s storytelling. https://doi.org/10.15760/etd.7318, 2020), this article mobilizes common worlding pedagogies (Taylor & Pacini-Ketchabaw, Pedagogy, Culture & Society, 23(4), 507–529, 2015) to research elf-child relations in an early childhood community. Informed in part by an assemblage of 1970s animated holiday specials, a cherished classroom book coauthored by an elf, (Fróði, What does it take to see an elf? The Elf Garden, 2018), and the popular commercial figure “Elf on a Shelf,” the 2–5 year-old child participants in this study practiced thinking and playing with elves using storytelling as a method of research and knowledge production. In this 12-week study, children’s elf figurations and stories offered a window into the complex and shifting more-than-human assemblages that constituted their everyday school life. The children’s relational encounters with elves were complexified at the nearby Children’s Arboretum where we discovered evidence of elves both living and dead. In the arboretum’s meadow, the children signaled the presence of elves to one another by saying, “the grass is moving but there is no wind.” These elusive and compelling figures came to be vital participants in the more-than-human socialities (Tsing, Anthropology and nature (pp. 27–42). Routledge, 2013) of our school community. Though entangled with Eurocentric/Euro-Western ideations in ways that deserve interrogation, the children’s process of attuning to elves generated new ways of “becoming witness” (Rose & van Dooren) to the land and its past/present inhabitants and envisioning just and caring relations with the more-than-human.
  • Peer review of teaching in Australian higher education: a systematic review

    Johnston, A; Baik, C; Chester, A (Taylor & Francis (Routledge), 2021-05-15)
    Over recent decades, peer review of teaching has become an important mechanism for improving the quality of teaching in higher education. While there is considerable international research on peer review of teaching outcomes, these are not widely reported within Australian universities. This paper reports on a systematic review of published studies examining peer review of teaching characteristics that contribute to teaching development in Australian higher education. Following a search of peer reviewed literature published over three decades, 19 studies were included in the qualitative synthesis. A thematic synthesis revealed teaching development outcomes gained through peer review of teaching span factors at organisational (N = 16), program (N = 13) and individual (N = 4) levels. Organisational factors included disciplinary context, program sustainability, collegiality and leadership. Program factors included framework, program design, basis of participation, observation, feedback and reflective practice. Factors at the individual level included prior experience and participants’ perceived development requirements. In addition to reporting on teaching development outcomes, some studies reported on enhanced student learning outcomes (N = 5). Improved reporting of program design in addition to validated tools to assess outcomes are required to better understand how peer review of teaching supports teaching development. The growth of peer review of teaching within Australian higher education presents an important opportunity to advance our understanding of practices influencing academic teaching development.
  • Interview with 3CR radio Tuesday 20 April

    Bone, E (2021-05-17)
    Interview with Genevieve Siggins of 3CR, talking about the rise of online teaching during COVID19 and the challenges faced by teaching academics and students.
  • As unis eye more 'Instagram-worthy' campuses, they shouldn't treat online teaching as a cheap and easy option.

    Bone, E (2021-05-17)
    The times they are a-changin’ for higher education. Or so say a growing number of commentators. They see COVID-19 disruptions as a tipping point for universities, accelerating sweeping changes across institutions. These include not just a shift to online teaching and learning, but also a greater focus on industry links and employability skills, and accompanying campus design upgrades. Many of these changes are arguably necessary in a world in which digital connectivity is the expected norm. It is crucial to understand what these changes involve for universities themselves, and what they mean for the next generation of students. For instance, online education, if done properly, isn’t necessarily cheaper or easier.
  • Wellbeing Literacy: The Necessary Ingredient in Positive Education

    Oades, L; Johnston, A (Juniper Publishers, 2021-05-15)
    Wellbeing can be viewed as a resource for life, resulting in individual skills and community assets. It is not surprising therefore, to see developing research presenting the benefits of integrating learning about wellbeing within educational contexts, with the potential outcome of building sustainable wellbeing literacy. Developing wellbeing knowledge is key to building core wellbeing literacy skills. This in turn can significantly impact employability post education, and therefore, life trajectory. Building and sustaining wellbeing through learning about wellbeing within educational contexts can provide timely, personalised, system-wide opportunities to build capacity in initiating, developing, contributing to and sustaining decision-making toward achieving successful wellbeing and life outcomes.
  • Creating a digital learning ecosystem to facilitate authentic place-based learning and international collaboration: a coastal case study

    Gregory, S; Warburton, S; Parkes, M; Bone, E; Greenfield, R; Williams, G; Russell, B (University of New England, 2021-05-17)
    Authentic, place-based experiential learning is essential for students of ecology, whilst an understanding of broader human impacts is necessary for effective conservation efforts. Creating future environmental leaders requires fostering such understanding whilst building transferable skills in collaboration, communication and cultural competence. Mobile technologies and collaborative digital tools can connect students across broad geographic locations, allowing them to share experiences and build a common understanding of global environmental challenges. Within this concise paper, we report on the initial stages and proposed next steps in building a learning ecosystem, consisting of a digital platform and embedded tools, to facilitate undergraduate learning in coastal ecology across universities in Australia, Hong Kong and South Africa. Using here a framework guided by design-based research (DBR), we discuss the design and development of these digital tools in context, and their proposed integration into upper undergraduate science curricula across locations.
  • Representation of People of Color in Critical Early Childhood Spaces: Issues and Possibilities

    Salazar Perez, M; Saavedra, C; Black, F; Axelrod, Y; Cheruvu, R; Rollins, E; Rabadi-Raol, A; Molloy Murphy, A (Columbia University, Teachers College, 2021-05-10)
    We came together for this dialogue concerned with the lack of representation and participation of people of color in our professional critical organizations such as the Critical Perspectives on Early Childhood Education (CPECE) AERA Special Interest Group and Reconceptualizing Early Childhood Education (RECE). We each approached this issue from our personal experiences as scholars and educators in the field of early childhood studies. Ayesha Rabadi-Raol and Angela Molloy Murphy have questioned the epistemologies dominantly present in both critical and mainstream early childhood scholarship, with most coming from white, male, western/global north positionalities. Michelle Salazar Pérez, Cinthya Saavedra, and Felicia Black wondered why we, as academics and practitioners of color, have chosen to seek out spaces other than CPECE and RECE to present our work. Finally, Ysaaca Axelrod and Ranita Cheruvu are concerned with issues that impact our participation at various levels (practitioner to academic), such as the regulatory demands of edTPA and access. Elizabeth Rollins then provides a reaction to our dialogue, calling for a shift and transformation in the whitewashing of early childhood studies.
  • No Happy Endings: Practicing Care in Troubled Times

    Molloy Murphy, A (University of Victoria Libraries, 2021-05-10)
    This article uses a multispecies inquiry to research the relations between human children and other-than-human animals, specifically, a piglet, in a home-based early childhood setting. The focus of this work is to activate critical posthumanism and common worlds scholarship to consider the ethics of relations of care in which the fate of the cared-for is uncertain. I draw on Puig de la Bellacasa’s theory of care to consider the implications of our school community’s care for the piglet, which was offered freely and in full awareness of uncertain consequences and precarious futures.
  • Evidence on educational strategies to address child labour in India and Bangladesh: Scoping paper summaries

    Samantroy, Ellina; Ali, AKM Masud; Venkateswarlu, Davuluri; Amin, Sajeda; Singh, Renu; Jha, Jyotsna (Knowledge Commons, 2021-01-01)
    The ILO estimates that India and Bangladesh are home to the majority of child labourers in South Asia. A new research initiative led by the UNICEF Office of Research–Innocenti, “Evidence on Educational Strategies to Address Child Labour in South Asia,” aims to identify effective educational strategies to address child labour in these two countries. Funded by the Foreign, Commonwealth and Development Office (FCDO), this research is part of the broader FCDO ‘Asia Regional Child Labour Programme,’ which will run through 2023. To kick-start the project, an inception workshop was held in New Delhi in November 2019 to explore current evidence and inform future direction for research on educational strategies with the potential for reducing child labour in India and Bangladesh. Papers submitted by workshop presenters addressed a variety of topics related to the child labour and education landscape in both countries. Taken together, these pieces represent a valuable contribution to take stock of the knowledge base on child labour and education patterns, as well as on educational strategies with the potential to address child labour in India and Bangladesh. The papers also represent an important starting point for practitioners and researchers looking to identify knowledge gaps and future research opportunities on this topic. While specific to India and Bangladesh, the papers can provide useful linkages to the broader South Asian or global contexts. This Compendium presents a curated selection of the workshop papers, updated to include the potential implications of COVID-19 for schooling and child labour.
  • Translating evidence into impact: Advancing global girls’ education

    Population Council (Knowledge Commons, 2021-05-25)
    Over the past two decades, the Population Council has advanced girls’ education through generation and use of evidence at global, national, and sub-national levels. Today, it continues to lead and shape agendas, as well as respond to the education community’s demand for rigorous research. Its new Evidence for Gender and Education Resource aims to drive better education results around the world by improving access to data and evidence on who’s doing what, what’s working where, and where girls’ needs are greatest.
  • "Child Marriage Across Cultural Contexts: A Comparative Analysis Between South Asia and Sub-Saharan Africa"

    Hussain, Farhana (Fordham Research Commons, 2020-05-16)
    Child marriage is a major social issue that occurs around the globe to this present day, particularly within South Asian and Sub-Saharan African nations. This paper discusses the underlying factors perpetuating child marriage that are shared in common between these two distinct regions. Through exploring such factors from two countries in each respective region as case studies, the paper also enlightens readers about current initiatives being undertaken to address child marriage and further suggests other social, economic, and policy oriented measures that can be taken to ensure young girls are protected from this ongoing practice within their communities and can continue being strong young women in their future.

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