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Добірка наукової літератури з теми "Students, Foreign Education (Higher) Australia"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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Статті в журналах з теми "Students, Foreign Education (Higher) Australia"

1

Skyba, Yurii, and Lebedynets Hanna. "Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience." International Scientific Journal of Universities and Leadership, no. 8 (November 20, 2019): 108–18. http://dx.doi.org/10.31874/2520-6702-2019-8-2-108-118.

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Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist. The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.
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2

Long, Kyle, and Carly O’Connell. "Public Discourse and Public Policy on Foreign Interference in Higher Education." Journal of Comparative & International Higher Education 14, no. 5 (December 9, 2022): 15–42. http://dx.doi.org/10.32674/jcihe.v14i5.4650.

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In recent years, news media have increased reporting about alleged foreign interference in universities worldwide. A flurry of new policies has followed. This article reviews discourse and policy on foreign interference in higher education in select countries. It identifies the alleged perpetrators and victims, the victims’ concerns and responses, and the voices shaping the narrative about foreign interference. We combine the concepts of sharp power and right-wing authoritarianism to inform a discourse analysis and comparative policy analysis of a data set of 161 news articles and related media sources spanning a 30-month period of 2019-2021. Our findings highlight how government actors within the United States and Australia drive the international English-language discourse about Chinese foreign interference in a polarized media environment. We observe well-founded fears of China’s exploitation of international students and research collaborations to the detriment of national security. At the same time, a resurgent worldwide authoritarian movement is also exploiting these concerns to augment long-standing assaults on higher education. Our study helps to bridge the gap between the primarily positive framing of the internationalization of higher education in scholarly discourse and the negative focus on foreign interference in higher education in the media, government, and other public discourse. It also serves as an important introduction to this phenomenon and call to action for scholars of the internationalization of higher education to conduct further research and actively engage in the broader discourse around this topic.
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3

Astarita, Claudia, and Allan Patience. "Chinese students’ access to media information in Australia and France: a comparative perspective." Media International Australia 175, no. 1 (February 19, 2020): 65–78. http://dx.doi.org/10.1177/1329878x20905695.

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The ongoing growth of China’s economy and the premium attached to quality education within its culture has seen students from China become one of the largest groups of international students enrolling in schools and institutes of higher education around the developed world. Given the rising numbers of these students in overseas higher education institutions, their experiences in their host countries deserve more nuanced research. Little is known about what sources of information they rely on; whether, as students coming from a country with non-transparent access to information, their views and media habits are challenged, transformed or consolidated during their overseas experience; and whether they consider overseas media as a trustworthy source to expand their knowledge on China or an instrument of Western propaganda. Drawing from research conducted in Melbourne in 2016/2017, this article explores why Chinese international students in an Australian university, despite the impact of their international experience, prefer Chinese media sources, especially when looking for information about China. This contrasts with Chinese students enrolled in a university in France. Where does the broad scepticism about the reliability of non-Chinese media in reporting Chinese news come from? What do students mean when they refer to an ‘alleged incapacity of foreign media to understand what is good for China?’ In our conclusion, we propose some possible ways to address the perceived biases and offer some ideas to foreign media on how to better engage Chinese international students’ communities.
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4

Seminikhyna, N. "BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 165–79. http://dx.doi.org/10.33989/2226-4051.2020.22.222018.

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Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.
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5

Apasova, М. V., I. Y. Kulagina, and E. V. Apasova. "Conditions for the adaptation of foreign students to universities." Современная зарубежная психология 9, no. 4 (2020): 129–37. http://dx.doi.org/10.17759/jmfp.2020090412.

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The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.
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6

Kelton, Maryanne, and Verity Kingsmill. "Simulations for the Discipline Specific and Professional Education of Foreign Policy Graduates." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 66–81. http://dx.doi.org/10.53761/1.13.5.7.

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Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher education institutions teaching foreign policy courses in generalist degrees to create innovative solutions to enable student experience of professional foreign policy practice. In this article we analyse our Australian foreign policy dual strategy teaching initiative where we deploy in-person simulations enabling students to develop both their discipline specific foreign policy knowledge and gain insights in, and experience with, professional competencies and non-technical skills. Student, industry, and staff participant feedback demonstrates the benefits of the simulations for both discipline specific learning and professional skills development.
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7

Jiang, Zhigang, Siva Chandrasekaran, Gang Zhao, Jing Liu, and Yanan Wang. "Teaching towards Design-Based Learning in Manufacturing Technology Course: Sino–Australia Joint Undergraduate Program." Sustainability 12, no. 9 (April 25, 2020): 3522. http://dx.doi.org/10.3390/su12093522.

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The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.
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8

Kuzmenko, Taras, Tetiana Tsoi, Iuliana Goncharenko, Liudmyla Zhvania, and Nataliia Kvitko. "Social communications of students in the modern intercultural space." LAPLAGE EM REVISTA 7, Extra-C (June 19, 2021): 303–14. http://dx.doi.org/10.24115/s2446-622020217extra-c1015p.303-314.

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The aim of this article is to study the influence of social communications on the formation of relations between students in the intercultural space on the example of the State Higher Educational Institution "Vasyl Stefanyk Precarpathian National University" and Kyiv University named after Borys Hrinchenko. Methods: analysis, synthesis, abstraction, modeling, description, observation, comparison, tabular and graphical representation, questionnaires and generalizations. Results: It is determined that countries such as Australia, Canada, Great Britain, New Zealand, France and the Netherlands have the highest rates of attracting foreign students to study in higher education institutions. The most international universities in the world are the University of Hong Kong, ETH Zurich, Chinese University of Hong Kong, University of Oxford and Imperial College London, which occupy the first five positions in the World University Rankings 2021. It was found that most often social communication between students belonging to different socio-cultural groups occurs using social media.
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Trilokekar, Roopa Desai. "IMAGINE: Canada as a leader in international education. How can Canada benefit from the Australian experience?" Canadian Journal of Higher Education 43, no. 2 (August 31, 2013): 1–26. http://dx.doi.org/10.47678/cjhe.v43i2.2103.

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Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international education strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case.
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10

Vorontsova, A., and Y. Malyshenko. "PECULIARITIES OF FORMATION OF FACTORS OF INCREASING COMPETITIVENESS IN THE INTERNATIONAL MARKET OF EDUCATIONAL SERVICES." Vìsnik Sumsʹkogo deržavnogo unìversitetu 2022, no. 1 (2022): 129–36. http://dx.doi.org/10.21272/1817-9215.2022.1-14.

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This work is devoted to the study of factors that shape the competitiveness of higher education institutions in the international market of educational services. To this end, the work considers the areas of state participation, which provide incentives for the export of educational services that have not only financial but also reputational and innovative benefits. In addition, it is noted that specialized organizations that operate in many countries and are involved in attracting foreign students to their country (for example, national agencies, academic services, educational foundations, international exchange centers, etc.) and educational TNCs (as DAAD, British Council, CIMO, EduFrance 35, IDP Education Australia, etc.) play an important role. International organizations (such as the Council of Europe, UNESCO, the World Bank, the OECD, etc.) also form an information and advisory field for the international market of educational services, public authorities - regulatory. Increasing competition in the international market of educational services encourages the identification of factors that affect the competitiveness of educational institutions and their competitive advantages. These include the following: stability of financial and economic situation and flexible pricing policy, development of international relations and its advertising activities, the formation of a positive image, the availability of innovative educational programs using information technology, geographical location, specifics of public and private funding, teaching quality and training, etc. However, it is necessary not only to have them, but also to use them correctly, depending on the specifics of each educational institution. In addition, rankings are considered an effective tool for ensuring the quality of higher education. In the course of this work the top institutions of higher education according to QS World University Ranking, Academic Ranking of World Universities, Times Higher Education World University Ranking are analyzed. This revealed that American higher education institutions have the greatest competitive advantages in the international market of educational services and accumulate a large percentage of foreign students.
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Дисертації з теми "Students, Foreign Education (Higher) Australia"

1

Kiley, Margaret. "Expectations and experiences of Indonesian postgraduate students studying in Australia : a longitudinal study /." Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phk478.pdf.

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2

Kumar, Margaret Kamla Wati Singh. "The discursive representation of international undergraduate students a case study of a higher education institutional site." [Adelaide : M. Kumar,], 2004. http://arrow.unisa.edu.au:8081/1959.8/24983.

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This dissertation addresses the discursive representation of international undergraduate students from the areas of South East Asia and Africa. The central question is: how are international students discursively represented in an Australian university setting? The study considers the university's teaching and learning practices and cultures as well as wider matters of policy. The study draws on postcolonial theory particularly on selected aspects of the work of Edward Said, Homi Bhabha and Gayatri Spivak and in so doing demonstrates the usefulness of postcolonial theory for exploring issues associated with international students in universities.
thesis (PhDEducation)--University of South Australia, 2004.
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3

Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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4

Ruddy, Anne-Maree. "Internationalisation : case studies of two Australian and United States universities /." Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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5

Delahunty, Susan. "Portraits of Middle Eastern Gulf female students in Australian universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/585.

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This research explores the experiences and insights of ten Middle Eastern Gulf women as they cross international borders to study in Australian universities. The literature indicates that international students in Australia establish their identity within the context of their overseas existence. This is particularly important as Muslims may feel they are being placed in a precarious situation due to, more often than not, terrorism being linked to Islam. Also, when Muslim women wear Islamic or traditional attire, the general public tends to look upon them with curiosity. With this in mind, the complex and changed contexts faced by ten Middle Eastern Gulf female post-graduate students are investigated using qualitative research methods. Utilising a grounded theory approach to interpret data and identify themes from two online questionnaires and personal interviews, individual portraits are created to illuminate their experiences. The research findings reveal new knowledge indicating that education is a structured mechanism for the participants, resulting in the creation of a new hybrid self as a key instrument for survival. This enables them to better understand cultural contexts and barriers arising from class, tradition, religion and learning. The participants indicate that a two-way agreement between educators and learners is paramount to a smooth transition into the Australian education system and a positive return to their home communities.
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6

Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs." Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.

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Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle. The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.
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Fiocco, Maria. "'Glonacal' contexts : internationalisation policy in the Australian higher education sector and the development of pathway programs /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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Snider, Paul D. "Exploring the relationships between individualism and collectivism and attitudes towards counselling among ethnic Chinese, Australian, and American university students /." Access via Murdoch University Digital Theses Project, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040430.140708.

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Rivers, Gary James. "University selection in Singapore : a case study of students' past and intended decision-making." University of Western Australia. Graduate School of Management, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0072.

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This research focussed Singaporean student decision-making when choosing an institution for university studies. It is contended that if a university does not understand the dimensions of how prospective students make decisions when choosing an institution it cannot meaningfully offer representation to these potential customers. Fittingly, this thesis drew on past research from buyer behaviour and college choice studies. Adapting an established model of consumer decision-making (Engel, Blackwell and Miniard, 1990), the study investigated the degree of compliance with the Extended Problem Solving concept (Howard, 1963), including what factors determined and influenced choices, and whether students learn from past decisions. To this end, an exploratory / descriptive study used mixed methods (Creswell, 1994) to map out the dimensions of student decision-making within an Australian University and Singaporean Association case. Results indicated students? decision-making was closely aligned to simple models and their decision-making steps could be best described as (1) having a need, (2) searching and gathering information, (3) evaluating alternatives, (4) making choice/s, and (5) accepting an offer and enrolling in a university program. Further, respondents did not necessarily engage in extensive searching and gathering activities, as theorised, demonstrated limited learning and had few discernible influences on their choices. The implications for the University-Association case included the need to guide students through their decision-making processes by providing relevant data on which they could make informed choices, relative to career and income advancement. For those indicating that they would choose an institution for postgraduate studies, ensure undergraduate post-choice regret is minimised and offer more choices of management programs so that respondents would consider continuing their studies with the same institution. The study contended that, despite delimits and limitations, contributions to both theory and practise had been made and concluded with several ideas for future research, including proposing two alternative hypotheses.
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10

Chen, Chia-Hung. "Word-of-mouth information gathering : an exploratory study of Asian international students searching for Australian higher education services." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16275/.

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Word-of-mouth communication (WOMC) has been recognized as a powerful marketing communication medium that many consider beyond marketers' control and yet is a reliable, creditable, trustworthy information-gathering tool, especially in credence-based services (CBS). To date, the various types of WOMC messages have not yet been adequately studied in the context of CBS. Using the individual face-toface convergence interview (CI) technique as the primary data collection method of exploratory research, this study attempts to fill this gap by describing the types, the characteristics, and the significance of WOMC messages involved in a CBS information gathering process (e.g. selection of an Australian higher education service). Marketers in the higher education sector feel WOMC advertising is unfamiliar and less manageable, but powerful in practice, especially in recruiting overseas Asian students. This study took the strengths of computer-assisted qualitative data analysis software (CAQDAS), N*Vivo 2, to manage qualitative transcriptions and enhance the data analysis process in organizing, linking, coding categorizing, organizing, summarizing behaviour patterns in order to explore the insightful findings and answer research questions. The study summarizes participants' motivation items and the specific information gathering steps as the foundation to discover the three types of WOMC messages (service information gathering, subjective personal experience, and personal advice) the characteristics of WOMC messages and the significance of WOMC messages in the CBS information gathering process. In theoretical terms, the findings on the role of types of WOMC messages have extended Beltramini model in the information gathering stage. In terms of the management implications, this research advances the current understanding of the types of WOMC messages, insightful WOMC characteristics and significances in behaviour patterns in the CBS information gathering process. As a result, university marketers are able to effectively cultivate various types of WOMC messages in promotion campaigns.
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Книги з теми "Students, Foreign Education (Higher) Australia"

1

G, Jarret F., ed. Educating overseas students in Australia: Who benefits? Sydney: Allen & Unwin, 1990.

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2

Gunawardena, Harshi. International students at university: Understanding the student experience. New York: P. Lang, 2012.

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3

Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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5

Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.

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6

Fazio, Teresa De. Studying in Australia: A guide for international students. St. Leonards, NSW: Allen & Unwin, 1999.

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7

Smart, Don. A comprehensive bibliography: Export of education services and Australia full-fee policy for overseas students. [Murdoch, W.A: Asia Research Centre, Murdoch University, 1992.

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Smart, Don. Medium-term market opportunities for Australian education: A survey of Hong Kong. [Nedlands, W.A.]: Asia Research Centre on Social, Political and Economic Change, Murdoch University, Western Australia, 1993.

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9

Throsby, C. D. Trade and aid in Australian post-secondary education. [Canberra, A.C.T.]: Development Studies Centre, Australian National University, 1985.

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Smart, Don. Enhancing Australia's recruitment of international students: A survey of Taiwan. Western Australia: Asia Research Centre on Social, Political, and Economic Change, Murdoch University, 1995.

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Частини книг з теми "Students, Foreign Education (Higher) Australia"

1

Kinnaird, Bob. "Australia: Foreign Students Exploited as Temporary Workers." In Understanding Higher Education Internationalization, 235–38. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_51.

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O’Malley, Brendan. "Australia: Schools are the New Battleground for Foreign Students." In Understanding Higher Education Internationalization, 239–42. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_52.

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Nguyen, Tran, and Donna Hartz. "International Students in Australia, Employability and Cultural Competence." In Cultural Competence and the Higher Education Sector, 331–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5362-2_18.

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Siddins, Eileen. "Exploring Visual Art Students’ Wellbeing: A Multi-level Research Approach." In Mental Health and Higher Education in Australia, 125–49. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_8.

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Udah, Hyacinth, and Abraham Francis. "COVID-19 and Mental Health and Well-Being of Higher Education International Students." In Mental Health and Higher Education in Australia, 303–20. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_18.

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Susler, Ozlem, and Alperhan Babacan. "Promoting the Mental Wellbeing of Law Students Through the Curriculum and Communities of Practice." In Mental Health and Higher Education in Australia, 175–90. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_11.

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Peel, Raquel, and Natalie Ward. "The Impact of Relationship Issues on the Mental Health of Students in Higher Education." In Mental Health and Higher Education in Australia, 241–56. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_14.

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Adams, Tony, Melissa Banks, and Alan Olsen. "International Education in Australia: From Aid to Trade to Internationalization." In International Students and Global Mobility in Higher Education, 107–28. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230117143_6.

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Kaybiyaynen, Alla A., Svetlana E. Matveeva, Rozalina V. Shagieva, Liudmila Dulalaeva, and Tatiana N. Nikitina. "Activity-Based Methods in Training Foreign Students." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 706–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93904-5_70.

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Mitchell, Kaz. "How Perfectionism, Procrastination and Parenting Styles Impact Students Mental Health and How Mindfulness and Self-Compassion May be the Antidote." In Mental Health and Higher Education in Australia, 191–208. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3_12.

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Тези доповідей конференцій з теми "Students, Foreign Education (Higher) Australia"

1

Crump, Vanessa, and Julie Sparks. "Game of phones: Integrating mobile technology into science and engineering classrooms." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7971.

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Mobile technologies are ubiquitous in the lives of our students. Rather than seeing the presence of these devices in the classroom as a hindrance or a distraction, educators should embrace the opportunities for greater student engagement, collaboration and useful feedback. This paper reports some uses of mobile technologies in classrooms at UTS Insearch and the responses of science and engineering students. We hope that our reflections will be a useful guide to other educators and suggest simple ways to integrate flipped learning and gamification into undergraduate classrooms. UTS Insearch has a blended learning approach to learning and teaching where students learn through seamless integration of technology-enhanced strategies and face-to-face activities. We focus on our experiences using learning tools, such as Kahoot! and Mentimeter, to demonstrate practical applications of gamification in science and engineering classrooms. The teaching style used in Australian universities incorporating student-centred flipped learning is foreign to many students, especially those from Non-English Speaking Backgrounds, but data from surveys and reflections allow us to conclude that a majority of students value the use of emerging technologies in learning and that they assist with motivation, formative assessment, collaborative learning and student engagement.
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Nicolini, Rosella. "Women and foreign students in teams: the key players." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9102.

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The aim of this proposal is to present a teaching experiment that has been in use since the academic year 2012–2013. The experiment concerns the introduction of a norm to direct the self-assessment of individual participation in the making of group reports. The presence of this norm can limit potential free-riding or conflicts inside each team. Statistical results from more than 400 students who participated in this experiment confirm that this norm was effective in reducing misleading individual behavior. In addition, this effect turns out to be associated with the presence of women and/or students from abroad in each group.
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Kaari, Pia, and Anna Ollanketo. "Integrating foreign higher education institution (HEI) students to Finnish working life." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8089.

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Morais, Nídia Salomé, Joana Martins, and Miguel Midões. "HIGHER EDUCATION STUDENTS' PERCEPTION TOWARDS THE PORTUGUESE AND FOREIGN MEDIA SECTOR." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1022.

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Liu, Yang, Ying Ma, and Hui Zhang. "A Study on Students' Satisfaction of Chinese - Foreign Cooperative Higher Education." In 3rd Annual International Conference on Management, Economics and Social Development (ICMESD 17). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmesd-17.2017.44.

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Dorofeeva, E. "TYPES OF STUDENTS’ SELF-STUDY ACTIVITY IN FOREIGN LANGUAGE CLASSES IN HIGHER SCHOOL." In SOCIOINT 2020- 7th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.46529/socioint.2020117.

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"Is Improving Service Quality in Higher Education Satisfies Students? An Answer from Australia." In June 19-21, 2019 Lisbon (Portugal). Excellence in Research & Innovation, 2019. http://dx.doi.org/10.17758/eirai5.ea06191010.

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Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.

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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
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Sultanova, Khilola J. "Development of Foreign Language Competence of Students at Technical Universities." In 2022 2nd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2022. http://dx.doi.org/10.1109/tele55498.2022.9801022.

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Chalmers, Denise. "Why recognising and rewarding excellent teaching in universities matters for students." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7981.

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There is greater focus on the quality of higher education teaching and how we reward and recognize excellent teaching. There are questions from governments about the quality of teaching and a desire to identify excellence. In Australia and beyond, higher education institutions have been working towards clarifying their criteria and expectations of what constitutes excellent teaching. They are reviewing their policies and practices to enable their excellent teachers to access development and support so they might be rewarded through promotion. An inceasing number of universities and higher education institutions are now promoting their excellent teachers through to professor level. This is important not just for the academics and teachers themselves, but for the quality of education that students receive.
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Звіти організацій з теми "Students, Foreign Education (Higher) Australia"

1

Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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Анотація:
This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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2

Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Анотація:
Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Zinonos, Natalya O., Elena V. Vihrova, and Andrey V. Pikilnyak. Prospects of Using the Augmented Reality for Training Foreign Students at the Preparatory Departments of Universities in Ukraine. CEUR-WS.org, November 2018. http://dx.doi.org/10.31812/123456789/2657.

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Анотація:
The purpose of the study is to highlight the potential and the prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities. Objectives of the study: to determine the peculiarities of the virtualization of the training of foreign students at the preparatory departments of universities, as well as the possibilities of using the technology of complementary reality in the teaching of mathematics. Object of research: a virtually oriented educational environment of foreign students at the preparatory departments of universities. Subject of research: virtualization of learning with the augmented reality of mathematical education of foreign students at the preparatory departments of universities. Used research methods: theoretical – analysis of scientific and methodological literature; empirical-study, observation of the educational process. Results of the research: on the basis of the analysis of scientific publications, the notion of virtualization of education and the virtually oriented educational environment of foreign students at the preparatory departments of higher educational institutions is described. The main conclusions and recommendations: 1) the article outlines the possibilities and prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities; 2) the considering the various targets of mobile applications, which are used in solving mathematical problems, as well as analysis of the characteristics of various practical achievements of using the augmented reality in the mathematical preparation for foreign students at the preparatory departments of universities, it is planned to devote a separate work.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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Анотація:
The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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Анотація:
The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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Анотація:
The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, and Andrii V. Iatsyshyn. Cloud services application ways for preparation of future PhD. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3248.

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Анотація:
Currently, it is important in Ukraine to harmonize cloud technologies application with European and world scientific initiatives. Need to modernize preparation of future PhDs is caused by challenges of new information, globalized society and digital transformation of all spheres of life, including education and science. The research was aimed to determine features of cloud services application in preparation of future PhDs. Concepts of “cloud computing”, “cloud technologies”, “cloud learning technologies”, “cloud services”, “cloud oriented environment” were analyzed. Experience of cloud technologies and their services application in educational and scientific space in researches of foreign and Ukrainian students was considered. Ukrainian experience in preparation of future PhD of various specialties with cloud services application was analyzed. It was emphasized that approaches improving to preparation of future PhDs based on cloud services application would increase their level of digital competence. It is recommended to include a separate course or module of specific discipline on work with cloud technologies and services during preparation of future PhDs. It is important to improve disciplines and tools content to support education process. It can be learning of disciplines using cloud technologies or services by future PhD’s. Also, cloud services application to support scientific and scientific-organizational activities will increase level of organization and implementation of scientific research. It is important to create cloud-oriented environment for preparation of future PhDs in higher education and research institutions. Making cloud-oriented educational and scientific environment should be based on principles of open education. It is recommended to use cloud-based platforms and services (G Suite for Education; Microsoft Office 365; specialized SaaS (CoCalc or other)).
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