Modern realities requires new and innovative approaches in organization of university educational process. Academic mobility is one of these innovative approaches, equipping students with the new comprehension of global educational and modern world in general, which is characterized by free movement of people and ides. Virtual mobility is one of the forms of academic mobility, which cannot substitute the physical one, but can enhance organization of digital educational formats, open for joint of work of students from geographically remoted countries and universities. Virtual mobility was born on the cross-section of several initiatives – development of electronic tools in education, digital formats of education and international cooperation in high education. The article summarizes the experience of the Students' Mobility Capacity Building in Higher Education in Ukraine and Serbia (MILETUS) project, co-funded by the Erasmus+ Program of European Union and implemented in 2019-19, as well as other similar initiatives. The results and outcomes of these projects confirm that mobility is very relevant element of today's education, which enriches educational experience and provides global competence, while in the current pandemic realities virtual mobility is a valuable alternative to the physical one.
This book offers a refreshing interdisciplinary perspective on an under-researched migrant minority: the French in London. Through a blended ethnographic lens, it provides insights into the complex lived experience of cross-Channel mobility and settlement processes in on-land and on-line settings.
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Purpose The purpose of this paper is to review mobility-oriented criteria that inform the on-the-move use of digital technology. It addresses aspects of mobile technology-enhancement learning and the perceived differences between mobile lecturers and mobile learners in a higher education (HE) context in an Architectural Technology domain.
Design/methodology/approach A review of literature comprising journal and peer-reviewed conference papers, books and e-articles published between 2009 and 2016 was conducted. The review was supplemented by the administration among facilitating lecturers (n=3) and a cohort of undergraduate students (n=14) of custom-designed survey questionnaires, comprising open-ended and closed items. Qualitative analysis via ATLAS.ti of literature sources and questionnaire-based feedback led to a theoretically grounded codebook enhanced by empirically based items.
Findings Qualitative analysis of literature sources and respondent feedback produced guidelines for mobility in HE environments and led to a set of 32 criteria grouped pragmatically in six themes, namely: mobile technology; stakeholder outlook; effectiveness; facilitation; capability and interactivity. Furthermore, perceived differences between mobile lecturers and mobile students emerged and informed institutional decisions regarding mobility in educational contexts.
Research limitations/implications The study was limited in the following ways: although the all facilitating lecturers (3) and the enroled cohort of students (14) was selected, this sample is small. The institutional comprises several campuses, faculties and departments covering a wide spectrum of domains. However, the study was purposively and conveniently limited to a single innovative and blended, undergraduate Architectural Technology programme. Face-to-face interviews were not feasible limiting primary data collection to online survey questionnaires; and finally, the study was not longitudinal but designed to be based on a "slice in time" context.
Practical implications Strategic, tactical, and operational stakeholders such as institutional leadership; administrators; courseware designers; lecturers; and students benefit from this study.
Originality/value This study contributes to the body of knowledge by speaking to capabilities of mobile technology in a digital milieu. It guides practical mobility considerations in HE environments and supports competitive advantage decision-making. The paper establishes awareness of mobility differences between mobile lecturers and mobile students thus highlighting concepts associated with the ad hoc use of mobile technology among HE stakeholders.
This study attempts to reconcile previous findings that show both positive and negative outcomes associated with blended workgroups (i.e., workgroups consisting of both temporary and standard workers). Specifically, we conceptualize temporary and standard work as part of a naturally occurring status hierarchy in organizations and propose that blended workgroups have opposing effects on employees depending on employees' perceptions of their potential for upward mobility in that organization. We combine research on the blended workforce with theorizing from social identity and self-categorization theories to propose that when employees perceive the potential for upward mobility to be high, the proportion of temporary workers in the group will be negatively related to employee attitudes and behaviors, and the relationship will be positive when perceived mobility is low. Furthermore, we hypothesize that this relationship will be mediated by the valence of employees' perceptions of their workgroup's prototype. We test our hypotheses on a sample of 124 temporary and standard research scientists in an Australian organization. The results show that workgroup composition and perceived mobility jointly influence workgroup identification and organization-based self-esteem, mediated by the valence of workgroup prototype; however, workgroup composition and perceived mobility directly influence organizational citizenship behavior unmediated by prototype valence.
The predominance of the nuclear family in England since the fourteenth century and the concomitant theory that English children normatively lived with their families of origin at least until adolescence has been an article of belief almost unquestioned in late-medieval English historiography over the past forty years. Studies of late-medieval childhood have, in fact, rarely analyzed the lived situations of medieval children, instead primarily addressing the literary or prescriptive representations of childhood or children's (mostly upper-class boys') education. This paper throws such assumptions and approaches into question. I analyze accounts of the situations of both boys and girls aged under thirteen, from a wide range of social backgrounds, embedded in the records of church courts and Chancery and Papal Petitions in the period 1350–1500. I argue that a range of factors—most notably death of a parent and illegitimate birth—rendered children liable to be shifted from household to household, often outside their nuclear family altogether. These situations may not have been rare; analysis of records of Inquisitions Post Mortem shows that in nearly twenty percent of a large sample of late-medieval English families, at least one parent died before the eldest child of the couple was thirteen. Furthermore, death of a father, or illegitimacy where the parents were either clerics or servants, could send children into a great range of non-nuclear family situations—short-term wardships with strangers, underage marriages, a variety of boarding arrangements. Hence, though our sources do not allow a rigorous statistical study of the numbers of late-medieval English children living outside (or between) nuclear families, they enable us better to appreciate the mobility of children outside the nuclear family and bring into view the great range of household situations in which they lived.
Virtual Exchange (VE) ist ein Sammelbegriff für eine Vielzahl von Ansätzen und Methoden der Online-Lehre, bei denen Studierende im Rahmen ihrer regulären Ausbildung über längere Zeit mit Partnerinnen und Partnern verschiedener kultureller Hintergründe virtuell kooperieren und interagieren. Dieser Beitrag diskutiert die Unterschiede zwischen VE und den verwandten Konzepten Virtual Mobility (VM) und Blended Mobility (BM). Im Anschluss daran werden die wesentlichen VE-Lernergebnisse für Lehrende und Studierende skizziert. Den Abschluss bildet ein Vorschlag, wie Hochschulen VE in ihren Internationalisierungsprogrammen berücksichtigen und dessen Akzeptanz unter Lehrenden fördern können. Die These lautet dabei, dass VE weder mit physischen Mobilitätsprogrammen konkurriert noch einen "Notbehelf" darstellt, der nur in Zeiten von Pandemie und internationalen Reisebeschränkungen relevant ist. Vielmehr ist VE als Vorbereitung auf eine physische Mobilität oder als Ergänzung dazu zu betrachten, die das hoch schuleigene Angebot an internationalen Lernerfahrungen für Studierende erweitert.
Edu.net- Front Cover -- Edu.net -- Title Page -- Copyright Page -- Contents -- Acknowledgements -- Abbreviations -- Chapter 1: Networks, globalisation and policy mobility -- Reading the book -- Notes -- Chapter 2: Network ethnography and 'following policy' -- Introduction -- Policy networks and policy mobilities -- Globalising networks and ethnography -- Policy networks and mobilities in Ghana -- Rich people's politics -- A moving form -- Money, commitment, pipelines and networks -- Networks and local clusters -- Notes -- Chapter 3: Following people, the life, the biography -- Network capital -- Connecting, cooperating, sharing and combining -- Policy stories and a discursive ensemble -- Discussion -- Notes -- Chapter 4: Following things: the mobilisation of global forms -- What 'things' and how to catch them -- Contextualising 'things' -- Grand narratives and little stories -- A multibillion-dollar global market -- A scoping exercise -- Blended learning on the move: SPARK Schools -- Conclusion -- Notes -- Chapter 5: Following money -- Pearson plc -- The need for affordable solutions to global challenges in education -- The Pearson Affordable Learning Fund (PALF) -- A global portfolio -- Building up the ecosystem -- Bridge International Academies -- A tale of cumulative advantage -- Novastar Ventures -- Conclusion: investment beyond investment -- Notes -- Chapter 6: Following the plot, the story, the narrative -- Introduction -- Researching the wheres of policy -- Circuits of knowledge and capital -- Conference talk -- Rewarding innovation -- Building an ecosystem -- Experts of truth -- Notes -- Chapter 7: Following reform -- Increased reflexivity and porosity of policymaking locales -- Transnationalisation of policy discourses, debates and dialogues, and cosmopolitanisation of policy actors and action -- Network ethnography -- Notes
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Families play a central role in the study of social mobility—they are units of analysis for measuring social class as well as settings that shape the intergenerational transmission of resources. The American family has undergone important changes since the mid-twentieth century. Divorce, nonmarital childbearing, and cohabitation increased dramatically. The rise in divorce and cohabitation made the family a less stable unit of socialization and led to a proliferation of step and blended family arrangements with complex configurations of residential and biological ties. As a result of these changes, less than half of children spend their entire childhood in an intact, two-biological parent household, and families are no longer defined solely by shared residence or biology. The instability and complexity of family life requires stratification scholars to rethink how they measure origin and destination class and to consider how parents in nontraditional families transmit class-specific resources to the next generation.
Families play a central role in the study of social mobility-they are units of analysis for measuring social class as well as settings that shape the intergenerational transmission of resources. The American family has undergone important changes since the mid-twentieth century. Divorce, nonmarital childbearing, and cohabitation increased dramatically. The rise in divorce and cohabitation made the family a less stable unit of socialization and led to a proliferation of step and blended family arrangements with complex configurations of residential and biological ties. As a result of these changes, less than half of children spend their entire childhood in an intact, two-biological parent household, and families are no longer defined solely by shared residence or biology. The instability and complexity of family life requires stratification scholars to rethink how they measure origin and destination class and to consider how parents in nontraditional families transmit class-specific resources to the next generation. [Reprinted by permission of Sage Publications Inc., copyright The American Academy of Political and Social Science.]
Tensions between academic and professional staff are still experienced in universities of technology. The article focuses on the mobility and shifting boundaries which appear to be developing in regard to this working relationship at one South African university of technology. The mixed-methods exploratory research involved data gathered in 2018 and in 2021 from both academic and professional staff. The data included findings from staff whose work spans both roles and those who have moved from one role to the other. Findings indicate that professional staff are often drawn into performing teaching and research functions, and yet experience barriers which impede their academic progress. The article argues for more overt recognition and facilitation of this blending of roles, which would seem to be particularly appropriate for universities of technology. No current literature exists on this phenomenon in South African Universities of Technology and this article hopes to fill this gap and initiate this conversation.
Virtual Exchange (VE) is an umbrella term which refers to the numerous online learning initiatives and methodologies which engage learners in sustained online collaborative learning and interaction with partners from different cultural backgrounds as part of their study programmes. This article reviews the differences between VE and the activities of Virtual Mobility and Blended Mobility. Following that, the main learning outcomes for teachers and students engaged in VE are outlined. The article concludes by proposing how universities can consider the activity within their internationalisation programmes and how they can support its take up among teaching staff. It is argued that VE is not in competition with physical mobility programmes, nor is it an 'emergency tool' to be considered only in times of pandemics and limited international travel. Instead, VE should be considered as a preparation for or complement to physical mobility which serves to enhance the range of international learning experiences which an institution offers its students.
The connection of research and teaching, the internationalization of curricula, and the digitalization of teaching are central objectives of current university policy. The paper presents the course format of the Q-Kollegs at Humboldt-Universität zu Berlin, in which these three objectives are linked together and translated into concrete didactic action. Together with students from a partner university abroad, students form an international student research team. They work together with a blended mobility approach, both in-person during a short stay at the partner university, and digitally over the distance. Lecturers from both universities plan the project together in a researchbased learning format, and accompany the students in their research process. Based on interviews with lecturers and a written survey of students, the article presents challenges of this teaching format and shows didactic design possibilities: regarding the support of the student research process, the collaboration within the international team, as well as the associated use of digital media.
The presented article examines the problem of students' readiness to distance learning from the point of view of developing their mobility, as a priority characteristic of a modern specialist. The relevance of the problem is due to the processes of informatization of education as a modern trend in the development of education and the rapid introduction of distance learning in connection with the COVID-19 pandemic. In this context, mobility is a significant quality of a specialist's personality, which is manifested in readiness for various spatial movements and adaptation to different situations. The article presents the results of an empirical study of students of specialty 016 Special education, based on the results of an online survey. The results of the study showed the predominance of positive attitude of students to distance learning, the main advantages of which are convenience, time savings and the ability to get an education at home. The main disadvantage, in addition to poor-quality internet connection, is the lack of live communication, which is also the main need of students. Despite the positive assessment of distance learning, students do not consider it as high-quality and do not want to teach children with special educational needs remotely. In order to form students' readiness towards distance learning and remote work, it is advisable to define the formation of mobility as the quality of a specialist in the process of professional training, since distance or blended learning is a modern form of education and has a significant potential for further development.
Thin films of the organic semiconductor Ph-BTBT-10 and blends of this material with polystyrene have been deposited by a solution shearing technique at low (1 mm s−1) and high (10 mm s−1) coating velocities and implemented in organic field-effect transistors. Combined X-ray diffraction and electrical characterisation studies prove that the films coated at low speed are significantly anisotropic. The highest mobility is found along the coating direction, which corresponds to the crystallographic a-axis. In contrast, at high coating speed the films are crystallographically less ordered but with better thin film homogeneity and exhibit isotropic electrical characteristics. Best mobilities are found in films prepared at high coating speeds with the blended semiconductor. This work demonstrates the interplay between the crystal packing and thin film morphology and uniformity and their impact on the device performance. ; The authors also thank the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 811284 (UHMob), the Spanish Ministry project GENESIS PID2019-111682RB-I00, the "Severo Ochoa" Programme for Centers of Excellence in R&D (FUNFUTURE, CEX2019-000917-S), the Generalitat de Catalunya (2017-SGR-918) and the Austrian Science Fund (FWF): [P30222]. A. T. thanks his enrolment in the Materials Science PhD program of Universitat Autònoma de Barcelona and acknowledges FPU fellowship from the Spanish Ministry. We thank the synchrotron Elettra, Trieste for provision of synchrotron radiation and Luisa Barba for her support to use the beamline XRD1. G.S. acknowledges postdoctoral fellowship support from the Belgian National Fund for Scientific Research (FNRS). We acknowledge support of the publication fee from the CSIC Open Access Publication Support Initiative through its Unit of Information Resources for Research (URICI). ; Peer reviewed
TEZ13193 ; Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2017. ; Kaynakça (s. 146-154) var. ; XIV, 160 s. :_res. (bzs. rnk.), tablo ;_29 cm. ; Yabancı dil öğreniminde, kültüre yönelik yeni yaklaşımlar onu yerli konuşmacı normlarıyla değil, kültürlerarası konuşmacı normlarıyla tanımlar. Kültürlerarası konuşmacı, kendisinden kültürel veya dilsel olarak farklı diğer insanlarla etkili ve uygun biçimde iletişim kurabilen kimse olarak tanımlanır (Byram, 1997; Fantini, 2006). Yabancı dildeki yeterlik, etkili ve uygun iletişimin yalnızca bir tarafını temsil eder. Diğer tarafta, (dünya ve genel iletişim süreçlerine yönelik) bilgi, (keşfetme ve iletişim kurmaya, yorumlama ve ilişkilendirmeye yönelik) beceriler, (açıklık, merak ve empati gibi) tutumlar ve (kritik kültürel farkındalık ve eleştirel öz-farkındalık ve yansıtma gibi) farkındalıklar yer alır. Bu bileşenlerin uygun kompozisyonu ve birlikte yönlendirilmesi kültürlerarası iletişimsel yeterlik (KİY) olarak tanımlanan fenomeni oluşturmaktadır. KİY'i tanımlayan ve kavramsallaştıran çeşitli çalışmalar ve modeller bulunmaktadır. Bu modellerden bazıları bileşenleri tanımlarken, bazıları KİY'in çeşitli boyutların kombinasyonuyla nasıl birlikte yönlendirildiğini göstermektedir. Başka bir grup model de onun nasıl geliştiğini açıklar. Bu modellerin ortak noktası yüz yüze gerçek zamanlı etkileşimin kaçınılmazlığı ve kişinin etkileşime girdiği toplumun üyeleri tarafından belirlenen kültürel olarak kabul edilmiş davranışlara uyum sağlaması ve onlara entegrasyonudur. Bir diğer ortak nokta, tolerans, farklılıkların kabulü, bireysellik, ve diğer kültürlere açıklık gibi tutumsal davranışların KİY için gereklilik olarak kabul edilmesidir. İlk bakışta bu gerekçeler makul görünmektedir, ancak KİY'e yönelik sosyopolitik ve sosyokültürel varsayımlarına dayanan bazı sınırlamalar mevcuttur. Bu çalışma bu sınırlamaların üstesinden gelmeyi amaçlamaktadır. İlk olarak, bu çalışma tüm kültürlerarası etkileşimin yüz yüze çevrelerde gerçekleşmeyebileceğini ve coğrafi olarak dağınık ve kültürel olarak çeşitli şeklinde (CODKOÇ) tanımlanan bazı öğrencilerin yüz yüze gerçek zamanlı etkileşim için fırsatları olmayabileceğini varsaymaktadır. Dahası, bazı modellerde sınıf, saha çalışması (öğrenci hareketliliği gerektirir), ve bağımsız öğrenme olarak tanımlanan öğrenim yerleri bu grup öğrenciler için mevcut olmayabilir. İkincisi, bu öğrenciler yerel kültürel bakış açılarından dolayı kültürel repertuvarlarında gerekli görülen bazı tutumlara sahip olmayabilirler. Üçüncüsü, bu öğrenciler için ilk iki varsayımla ilişkili olarak KİY'in tanımı ve kavramsallaştırılması ile kazanım ölçütleri önceki modellerinkinden farklı olabilir. Bu varsayımlara dayanarak, bu çalışma coğrafi olarak dağınık ve kültürel olarak çeşitli şeklinde tanımlanan öğrenciler için KİY'i Delphi tekniği ile yeniden tanımlayıp kavramsallaştırarak kültürlerarası perspektiften yeni bir çerçeve oluşturmayı amaçlamaktadır. Ayrıca KİY ilerlemesini izlemek isteyen öğretmenler ve öğrenciler için güvenilir bir öz değerlendirme envanteri sağlayarak KİY'in kazanım ölçütlerini tanımlamayı amaçlamaktadır. Daha sonraki bir aşamada, çalışma, teleişbirliği ve KİY ile ilgili önceki çalışmalarda önerilen etkinlikleri geliştirilen çerçeveye uyarlayarak, bu öğrencilerin dil öğrenimi ve kültürlerarası farkındalık için Moodle platformunda iş birliği içinde bulunduğu bir harmanlanmış öğrenme programı sunmaktadır. Çalışma, veri toplamak için Delphi tekniği, faktör analizi ve deney-öncesi tasarımı kullanmaktadır ve hem nitel hem nicel yöntemlerle veri analizini gerçekleştirmektedir. Çalışma coğrafi olarak dağınık ve kültürel olarak çeşitli olan öğrencilere yönelik KİY'in tanımlanması, kavramsallaştırılması ve geliştirilmesi için çerçeveler sunmaktadır. ; In foreign language learning, new approaches to culture do not define it with the native speaker norms anymore, but with the standards of the intercultural speaker. The intercultural speaker is defined as the person who can communicate effectively and appropriately with other people that are culturally or linguistically different from himself (Byram, 1997; Fantini, 2006). Competence in a foreign language represents only one side of the effective and appropriate communication. On the other hand, there is knowledge (of the world; of general communication process; of other cultures), skills (of discovery and interaction; of interpretation and relation), attitudes (of openness; curiosity; empathy) and awareness (critical cultural awareness; critical self-awareness and reflections) in addition to the language competence. An appropriate composition and co-orientation of those components create the phenomenon defined as intercultural communicative competence (ICC).Various studies and models define and conceptualize ICC. Some of those models define the components, while others show how ICC is co-oriented by the combination of varied dimensions. Another group of models depicts how it is developed. A common ground for those models is the inevitability of the face-to-face real time interaction and adaptability and integration of culturally accepted behaviors as judged by the members of the community with whom one is interacting. Another common ground is the acceptance of certain attitudinal behaviors such as tolerance, acceptance of differences, individuality, and openness to other cultures as requisites for ICC. These reasons seem to be sensible at first sight. However, they have limitations based on their sociopolitical and sociocultural presuppositions for ICC. This study aims to overcome those limitations. First, the study assumes that not all intercultural interaction would necessarily take place in face-to-face environments, and some students that are defined as geographically dispersed and culturally diverse (GDCDSs) might not have those opportunities to experience face-to-face real time interactions. What is more, the locations of learnings that are defined as a classroom, fieldwork (requires student mobility), and independent learning in some models might not be available for those GDCDSs. Secondly, those students because of their local cultural perspectives might not have some requisite attitudes ready in their cultural repertoire. Thirdly, for those students, definition, and conceptualization of ICC and its attainment criteria might be different from previous models in relations to the first two assumptions. Based on these assumptions this study aims at building a new ICC framework from an intercultural perspective through a Delphi study by re-defining and re-conceptualizing ICC for GDCDSs. It also aims at defining attainment criteria of ICC by providing a reliable self-assessment inventory for teachers and students who wish to track ICC progress. At a later stage, by adapting activities suggested in previous studies of telecollaboration and ICC to the framework developed, the study offers a blended learning program in Moodle platform in which GDCDSs collaborate for language learning and intercultural awareness. The study uses The Delphi Technique, factor analysis, and pre-experimental design to collect data, and both qualitative and quantitative methods are used for the analysis. The study offers frameworks for definition, conceptualization and development of ICC for GDCDSs.
