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موجز عن البحث:
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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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موجز عن المشاركة:
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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.
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