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مجال التميز |
تميز دراسي و بحثي |
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البحوث المنشورة |
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البحث (1): |
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عنوان البحث: |
The Post-2015 Education and Development Agenda |
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رابط إلى البحث: |
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تاريخ النشر: |
19/12/2013 |
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موجز عن البحث: |
Following the United Nations Millennium Declaration in 2000, eight MDGs were adopted, to be achieved by 2015. Although only one goal is directly related to education – that of attaining universal primary education – the other goals may be achieved through education. Additionally, six education goals were set out, with UNESCO leading a consensus, and outlined in the EFA framework that includes issues of access, equity and learning outcomes. These goals (MDGs and EFA) overlap in many aspects and varying interpretations have been ascribed to them by international organisations and government bodies. As the deadline for achieving the goals approaches, much discussion and consultation work is being carried out across the globe, including in the sphere of education (World We Want n.d.). Students meeting at a postgraduate conference under the auspices of the BAICE and the United Kingdom Forum for International Education and Training (UKFIET), hosted by the Centre for International Education at the University of Sussex, made a contribution to these discussions. This article summarises both the presentations and the ensuing discussions at the conference with regard to the post-2015 education agenda, focusing on student responses to nine key areas. |
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المؤتمرات العلمية: |
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المؤتمر (1): |
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عنوان المؤتمر: |
BERA Annual Conference |
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تاريخ الإنعقاد: |
03/09/2013 |
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بلد ومكان الإنعقاد: |
Brighton, UK |
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طبيعة المشاركة: |
Oral Presentation |
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عنوان المشاركة: |
The influence of institutional culture on an English as foreign language (EFL) programme in Saudi Arabia |
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موجز عن المشاركة: |
Institutional cultures is regarded as one the factors that influence students’ learning experiences (Jones et al 2005 , Kezar 2006 , Gibbs and Dunbar-Goddett 2007 ). It refers to the different positions that an educational institution assumes in the field of higher education. These positions are expressed through different rules and practices that an intuition applies in order to communicate, legitimise and maintain a position among other educational providers in the field of higher education (Tierney 1988 , McDonough 1997 ). The relationship between the field and the institution can be described in a way that the field sets the rules and practices that influence differently different institutions. At the same time, some institutions have a certain degree of autonomy to modify these rules and practices according to their status (Mills 2008 ). Thus, in order to understand the institutional cultures of an institution, it is imperative to locate the institution within a field (Ashwin 2009). This paper discusses the impact of the institutional culture of a Saudi University for Health Sciences on the different policies and practices (i.e. (1) the orientation day; (2) the provision of the preparatory programme; (3) and the recruitment of EFL instructors) that the university enacts in relation to the EFL programme in the university. |
