Now showing items 6-13 of 13

  • Motivating all our students? 

    Carter, Janet; Bouvier, Dennis; Cardell-Oliver, Rachel; Hamilton, Margaret; Kurkovsky, Stanislav; Markham, Stefanie (ACM https://doi.org/10.1145/2078856.2078858, 2011-06-27)
    CARTER, J., BOUVIER, D., CARDELL-OLIVER, R., HAMILTON, M., KURKOVSKY, S., MARKHAM, S., MCCLUNG, O.W., MCDERMOTT, R., RIEDESEL, C., SHI, J. and WHITE, S. 2011. Motivating all our students? In Proceedings of the 16th innovation and technology in computer science education annual conference: working group reports (ITiCSE-WGR '11), 27 - 29 June 2011, Darmstadt, Germany. New York: ACM [online], pages 1-18. Available from: https://doi.org/10.1145/2078856.2078858.
    Academics expend a large amount of time and effort to sustain and enhance the motivation of undergraduate students. Typically based on a desire to ensure that all students achieve their full potential, approaches are based ...
  • The nature and processes of internationalisation at a French Grand Ecole de Management. 

    Bryant, Michael (Robert Gordon University Department of Management, 2013-03)
    Globalisation has changed the higher education landscape dramatically in the past 20 years, especially for business schools. Accordingly, universities have had to adopt different internationalisation strategies in order ...
  • Reflecting on the relationship between standardized admissions, academic expectations and diverse student cohorts in postgraduate taught business and management programmes. 

    Turner, Yvonne (Oxford Brookes University http://dx.doi.org/10.3794/ijme.61.177, 2007)
    TURNER, Y., 2007. Reflecting on the relationship between standardized admissions, academic expectations and diverse student cohorts in postgraduate taught business and management programmes. In: International Journal of Management Education, 6 (1), pp. 7-13.
    This paper discusses the relationship between admissions approaches which rely exclusively upon standard academic criteria to select students for Business and Management programmes and classroom diversity. It draws on ...
  • "So how was it for you?": evaluating the transnational education experience, five years on. 

    Turner, Yvonne (Common Ground http://ijl.cgpublisher.com/product/pub.30/prod.587, 2005)
    TURNER, Y., 2005. “So how was it for you?”: evaluating the transnational education experience, five years on. International Journal of Learning, 12 (3), pp. 249-258.
    This paper explores the experiences of a group of Chinese people who graduated with UK Business degrees in the late 1990s. It presents data about their perceptions of the influence of their studies on their ensuing lives ...
  • Student concerns regarding transition into higher education CS. 

    Siegel, Angela A.; Zarb, Mark (ACM https://doi.org/10.1145/2899415.2909581, 2016-07-11)
    SIEGEL, A.A. and ZARB, M. 2016. Student concerns regarding transition into higher education CS. In Proceedings of the 21st ACM innovation and technology in computer science education 2016 conference (ITiCSE 2016), 8 - 13 July 2016, Arequipa, Peru. New York: ACM [online], pages 23-28. Available from: https://doi.org/10.1145/2899415.2909581.
    This paper discusses a study where 249 students from 18 secondary schools around Scotland who were on the verge of applying to study Computing Science at a higher education institution were surveyed on their concerns about ...
  • Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. 

    Turner, Yvonne (Oxford Brookes University http://dx.doi.org/10.3794/ijme.51.131, 2006)
    TURNER, Y., 2006. Students from mainland China and critical thinking in postgraduate Business and Management degrees: teasing out tensions of culture, style and substance. In: International Journal of Management Education, 5 (1), pp. 3-11.
    This paper explores the discourse of critical thinking within Higher Education (HE) practice and evaluates the experiences and achievements of mainland Chinese students within that context. It sets out to discuss teaching ...
  • Swinging open or slamming shut? The implications of China’s open-door policy for women, educational choice and work. 

    Turner, Yvonne (Taylor & Francis http://dx.doi.org/10.1080/13639080500522986, 2006)
    TURNER, Y., 2006. Swinging open or slamming shut? The implications of China’s open-door policy for women, educational choice and work. Journal of Education and Work, 19 (1), pp. 47-65.
    This paper explores the link between international tertiary education and evolving attitudes about women and work in China. The paper reviews literature about gender and education in China, commenting on the late-twentieth-century ...
  • Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalized’ faculty. 

    Robson, Sue; Turner, Yvonne (Taylor & Francis http://dx.doi.org/10.1080/13562510601102115, 2007)
    ROBSON, S. and TURNER, Y., 2007. Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalized’ faculty. Teaching in Higher Education, 12 (1), pp. 41-54.
    This paper reports on a study that took place in a faculty of humanities and social sciences at a UK university. The institution had recently undergone a radical restructure and the vision for the future presented by the ...