본 연구는 광시성(广西省)을 사례로 중국의 아세안 국가에 대한 고등교 육 협력 정책을 분석하는 데 목적이 있다. 연구 결과, 광시성은 중국 중서 부와 해상 실크로드를 연결하는 관문이라는 지정학적인 위치를 적극 활용 해 아세안 국가를 대상으로 한 고등교육 협력을 강화하고 있다. 중국 중앙 정부는 국가 전략적으로 광시성에 해상 실크로드 전략 중 ‘민심상통’에 토 대가 되는 아세안과의 고등교육 협력 강화를 중점 과업으로 부여하고, 광 시성 지방정부는 지역이 가지는 지경학적 특성을 고려해 아세안 국가를 대상으로 고등교육 협력을 강화하고 있다. 구체적으로 보면, 광시성은 “유 학 광시”를 브랜드화해 아세안 국가 학생을 유치하고, 아세안 국가 장학금 을 신설해 지원을 확대하고 있다. 또한 중국과 아세안과의 교역 관계와 산 업 분업구조가 심화함에 따라 아세안을 대상으로 한 직업교육을 강화해 일대일로 구축에 필요한 기술 인력을 양성하고 있다. 즉, 광시성의 아세안 국가와의 고등교육 협력은 자국 고등교육의 국제화 수준을 제고하는 한편 중국과 아세안과의 산업 분업구조에서 필요한 산학 인재를 육성하는 전초 기지로 역할하고 있다. 나아가 아세안과의 ‘교육 공동체’ 구축을 강화하고 있어 ‘중국몽’의 토대가 되는 ‘교육 강국’, ‘인류운명공동체’ 구축을 뒷받침 하고 있다.

Despite the longevity and popularity of the Internal marketing (IM) in the service literature, its structure is yet unclear (Ballantyne, 2003; Huang & Rundle-Thiele, 2015; Qaisar & Muhamad, 2021; Tsai & Tang, 2008). The literature on Employee Engagement (EE) explains the employees’ emotional commitment and their psychological presence in their job and organization, but it lacks of a concurrence regarding its definition and its measurement (Kossyva et al., 2022). Despite the importance and dynamism of the Higher Education (HE) sector, there is only scant research data of IM and EE in HEIs (Tsarakhova & Kabanov, 2020; Vel et al., 2019; Vieira-dos Santos & Gonçalves, 2018; Yildiz & Kara, 2017).

4차 산업혁명은 이제껏 인류가 경험하지 못한 파급력으로 우리 삶 전반에 걸친 변혁을 요구하고 있다. 이 변혁의 물결을 잘 헤쳐나갈 수 있는 지혜와 통찰력이 더는 전통적인 교육 환경에서만 키워질 수 없다. 학습자 중심으로 학습자에게 필요한 교육을 맞춤형으로 제공하는 교육방식의 도입과 확산이 절실하다. 본 연구는 전통적인 교육방식의 변화가 4차 산업혁명과 코로나19로 인해 급격하게 이뤄졌다는 진단에서 출발한다. 디지털 혁신과 인터넷 기반의 확대로 인해 누구나 온라인을 통해 선진 지식과 기술을 습득할 수 있게 되었으며 21세기에 필수적인 협업, 소통, 비판적 사고, 창의력 등의 역량을 증진할 수 있는 시대가 왔다. 21세기의 핵심적인 역량으로 디지털 리터러시가 강조될 것이며 이것은 교수자와 학습자 모두에게 필요한 역량으로서 학습자 중심 원격교육의 효과적 운영과 학습을 위한 토대를 마련할 것이다. 필자는 선행연구를 통해 4차 산업혁명으로 인한 교육 패러다임의 변화와 이에 따른 디지털 리터러시의 시대적 요구를 도출하고, 디지털 리터러시의 배양이 4차 산업혁명 시대의 창의적 인재 육성을 위한 필수 요건임을 주장하며 디지털 리터러시 강화를 통해 학습자 중심의 고등교육을 활성화할 방안을 제시하고자 한다. 전통적 교육의 한계를 인식하고 디지털 기술 혁신이 가져온 문명의 이기를 교육에 접목하는 것은 선택사 항이 아니라 필수가 되었다. 이러한 교육 혁명은 첨단 기술의 융복합에 힘입어 새로운 가치들을 무한히 창출할 것이며 인류문명의 도약을 위한 기름진 토양을 제공할 것이다.

This essay analyzes the impact of COVID-19 in higher education based on national policies implemented during the current outbreak. Additionally, it enlists and discusses the proposed strategies developed to support higher education in a post-pandemic scenario based on educational and political perspectives.

This study investigated the effects of self and peer evaluations and learners’ involvement on the development of assessment criteria in higher education English literature classes. A total of 40 college students participated in the study, extracting five main criteria with 10 sub-standards to assess their group assignments and conduct self- and peer evaluation on their presentations. The results of the learners’ selfand peer assessments were compared with instructor’s assessments and their final grades using one-way ANOVA and correlation analysis. The study also examined the correlation among the assessment criteria to find which factors affected learning outcomes. The study concluded that their participation in the development of assessment criteria positively, affected their critical thinking ability and the selection of subjects for the group presentations. Logicality of writing also affected the outcomes of final assessments. The study concluded that self- and peer assessments can be highly effective in learning processes when learners actively participate in setting the assessment criteria.

This study is aimed at analyzing the research trends on the internationalization policy of Chinese higher education. Descriptively, it would respectively research the policy change and political reasons thereof, the change of internationalization policies of Chinese university, and the change of the researches on the topic, and uncover the relation between the policies and researches by retrieving the relevant research journals from the academic sources including CNKI, China’s largest academic article database. In order to collect as many articles as possible concerning the research topic, the keyword search in the database was adopted with words expressing the meaning of the topic. In conclusion, internationalization policy of higher education has become an important issue in higher education in China. With the change of the policies, researches focusing on internationalization policy of higher education have increased a lot and have made a new research area in China. After analyzing the research trends, it could be believed that the researches in this area would continue to increase in the future and scholars from the higher education field should pay attention to it.

이 연구는 한국 근현대고등교육의 형성 초기가 되는 시기의 흐름과 특성을 살펴보고, 과거 근현대교육의 식민성에 따른 고찰을 중심으로 미래 고등교육의 방향성을 교육사회학적 논의를 통해 제시하고자 한다. 이 논문에서 근현대교육은 일제 강점기, 미군정 시대의 교육적 식민성에 초점을 맞추었다. 미래 고등교육에 대한 교육사회학적 논의는 다음과 같다. 첫째, 일제 식민 통치하의 민족주의 교육이 우리의 언어와 문화를 지켜왔는지 살펴보는 것과 동시에, 식민지 교육의 잔재가 남아있는지 살펴보는 것, 이 시기의 교육사에 밝혀지지 않은 것은 무엇인지 연구해 보는 것도 고등교육의 미래를 위함이다. 둘째, 학습자들은 고등교육의 과정에서 대학의 사회화 기능 역할을 인지함과 동시에 특정 이데올로기 재생산, 상징적 폭력을 알아차리고 구분하는 것, 여러 분야에서 재생산되는 불평등함을 인지하는 것, 사회에 대한 관심과 다양한 관점의 존재, 더불어 자신의 생각을 지속적으로 발전시키는 행위에 그 가능성이 있다. 셋째, 평준화를 가장한 차별·역차별구조, 이분법적으로 구분하는 관행과 교육, 인종적·민족적·성적·지역적 불평등을 재생산하는지에 대한 여부를 고등교육과정을 통해 지속적으로 해체하고 배울 필요가 있다.

English has become an important language of science and scholarship due to the globalization and internationalization of higher education. As a result, there has been a rapid increase in English-mediated instruction (EMI) courses across English as a foreign language (EFL) countries. In an expansion of EMI courses, different reactions have arisen among professors between Korean and Nordic higher education contexts. Utilizing both literature search on EMI as well as insights from the researcher’s involvement in EMI projects, this article presents a comparative analysis of EMI between Korean and Nordic universities with the hope that it will contribute to more effective implementation of EMI within EFL universities such as the ones in Korea. The analysis demonstrates that although there are similar concerns about the expansion and implementation of EMI, the two contexts have fundamental differences, including the motivation for the introduction of EMI, linguistic environments, and philosophy of teaching and learning. These factors are intertwined and influence the implementation of EMI in each context. Therefore, in order to implement EMI more successfully in Korean universities, understanding the differences underlying the two contexts is required.

In branding literature, the customer based brand equity (CBBE) model developed by Kevin Lane Keller finds many applications. The CBBE model (Keller, 1993) involves six brand building blocks out of which the brand resonance block is considered to be the most valuable helping firms to reap a host of benefits like higher brand loyalty, greater price premiums and more efficient and effective marketing programs. This research focuses on the factors that influence brand resonance among past customers (alumni) with the objective of building competitive and innovative service strategies that would help in building strong educational brands. The proposed framework for brand resonance includes existing sub dimensions (behavioral loyalty, attitudinal attachment, sense of community and active engagement) along with two additional dimensions (sense of belonging and gratitude) and aims to identify the key drivers of brand resonance. Since brand resonance characterizes the bond shared by past consumers (alumni) with the brand (educational institute) identifying the significant sub dimensions would provide input while devising strategies to engage with past customers (alumni). The present study provides initial empirical evidence that behavioural loyalty and sense of community create feelings of gratitude which impacts brand resonance; alumni who do not have strong feelings of gratitude limit their interaction with their alma mater on all parameters. Since higher education is an experiential service, it is imperative to understand the construct of gratitude that creates brand resonance and use it to develop relationships and competitive service strategies. The ultimate objective of all marketing activity is to build strong and well differentiated brands that would stand the test of competitive forces over time. Building emotional relationships with alumni as past customers rather than maintaining transactional relationships would be possible only if alumni feel emotions of gratitude and sense of belonging with their alma mater.

Purpose Increasingly Higher Education Institutions (HEIs) are facing uncertainties and pressures with a strong emphasis to differentiate from competitors with a clear offering to multiple stakeholders (Amber et al., 2016; Anctil, 2008; Chapleo, 2010; Hemsley-Brown and Oplatka, 2006). Universities in particular are viewed as “businesses” operating in a competitive global marketplace where differentiation plays a key role in attracting students and funding (Walton, 2005; Bunzel, 2007). One subject area that seems to address some of the uncertainties and pressures is the topic of corporate branding. Corporate branding can alleviate universities from a complex set of multi-faceted features (Hemsley-Brown and Goonawardana, 2007) which include among others, accreditation, tuition fees, positions in league tables and status in the global marketplace, and reinforce an institution’s unique selling point to multiple stakeholders, such as students, academics and funders (Whisman, 2009; Chapleo, 2010). Thus, a strong corporate brand can support, for example, charging higher tuition fees, recruiting leading academics and attracting students from underrepresented groups (Chapleo, 2010; Croxford and Raffe, 2015). Despite a move towards “marketisation”, it is unclear whether corporate branding has allowed universities to develop authentic, convincing brand identities, which would help to alleviate these pressures as HE, unlike the private sector, has typically less resources to implement branding strategies and has a tendency to be internally focused, unsure what is important for their brand and stakeholders (Jevons, 2006). The limited studies in this area call for more research and understanding into the application of corporate branding in the context of higher education (Anctil, 2008; Chapleo, 2010; Hemsley-Brown and Oplatka, 2006). Dibb and Simkin (1993: 26) discuss the branding variance of intangibility in different services placing “education” at the extreme end of the continuum questioning: ‘what is the product, the institution, the course; the experience or the qualification?’ It could be these different specialisms may be the very source of differentiation that can ensure the success of a HE corporate brand. Although ‘higher education and branding go back a long way’ (Temple, 2006: 15) those branding studies that have been conducted in universities have had limited application in specialised areas (Hankinson, 2004; Chapleo, 2011) such as the sciences or teacher education, as opposed to a business school where most marketing research is generally undertaken. Balmer and Liao (2007:368) point to other ‘institutional settings’ such as the Department of Music, at the University of York, which warrant a study with students into their identification with a university’s corporate brand. This highlights the complexity and challenges of managing multiple sub-brands within a corporate brand (Spry, 2014; Chapleo, 2015) and presents a unique opportunity for the research proposed which will consider relationships between a university corporate brand and sub-brand. As corporate branding can be described as the process of framing the organisation’s identity, which is derived from its culture, values, strategy and tangible cues (Balmer, 2001) it is brand identity that is the ‘unit of analysis’ (Uggla, 2006:78) and the focus of this study. Specifically, corporate brand identity relates to ‘what the organisation is and what it seeks to be’ (Abratt and Kleyn, 2012: 1051). Similarly Steiner et al. (2013: 411) maintain that a university’s identity is ‘who we are’. Since Albert and Whetten’s (1995) study on organisational identity and the authors’ claim that it is an evolving, collective phenomenon, there has been an increasing interest in institutional identity. Indeed, the link between corporate brand identity and shared values amongst stakeholders has been extensively documented (Harris and de Chernatony, 2001; Balmer and Gray, 2003, Kay, 2006; Chapleo, 2010). These ‘ bundle of values…’ (Balmer and Gray, 2003: 981) give the organisation its uniqueness and ‘….a sense of individuality’ (Harris and de Chernatony, 2001: 442). Balmer (2001) maintains that the values of an organisation’s identity as can be both tangible and intangible. However, with increasing competition in the marketplace and the rapid progress of modern technology organisations are looking to differentiate the emotional, rather than functional characteristics of their brand (Harris and de Chernatony, 2001). Gutman and Miaoulis (2003:106) describe these emotional values as those ‘that underlie important goals of students ….’ which ‘deal with the end states of our existence or the ultimate goals that people wish to achieve in their lives’ (Durvasula et al., 2011: 33). Thus the corporate brand becomes ‘the interface between the organisation’s stakeholders and its identity’ (Abratt and Kleyn, 2012: 1053) and a transition occurs from university identity to image (Steiner et al., 2013). It is therefore an organisation’s “values” that should correspond with the emotional needs of both employees and external stakeholders (Chapleo, 2010; Harris and de Chernatony, 2001). However, Steiner et al (2013) maintain that university faculties may not see themselves as part of the university’s overall identity which Brookes (2003:139) argues is due to marketing concepts being ‘theoretically uncomfortable’ for most academics or even ‘insulting’ (Waeraas and Solbakk, 2008). Traditionall, centralised corporate branding has played a less visible role in HE which has allowed different departments to develop strong brand identities of their own, referred to as the ‘house of brand approach’ (Hemsley-Brown and Gonnawardana, 2007: 946). This approach is one of three key branding strategies outlined by Ollins (1995) and Aaker and Joachimsthaler (2000), which relate to the discipline of brand architecture and is one which puts distance between the corporate brand and the businesses and products such as the Virgin Group. The second approach is that of the branded house where a single Masterbrand unites the company and its businesses and products, such as the Virgin Group. Hemsley-Brown and Gonnawardana (2007: 945) refer to this approach as ‘corporatization’ in universities and is when branding practices change and departments are encouraged to align their identity with that of the university; hence they lose their individual branding. This particularly affects departments operating in niche markets and presents a difficult challenge for universities where understanding and expressing a single identity ‘may be too complex and fragmented’ (Waeraas and Solbakk, 2009: 459) as multiple identities and values held by staff may provide uniqueness to the university. Jevons (2006) cites the University of Cambridge in the UK where the identity of their colleges is much more distinct than the entire University. The endorsed brand strategy is when a company’s businesses and products are endorsed with the corporate brand (Aaker and Joachimsthaler, 2000) and a common identity such as Courtyard by Marriott. Sub-brands are also part of the brand architecture arena and similarly to endorsed brands can stretch across products and markets with an offering that is different and new (Uggla, 2006). While Ollins (1995) did not distinguish between sub-brands and endorsed brands, Hemsley-Brown and Gonnawardana (2007) refer to university faculties/schools/departments as sub-brands where the university simply provides brand endorsement to the sub-brands. However, several authors maintain the difference between sub-brands and endorsed brands is subtle (Devlin, 2003); in the latter case the Masterbrand plays a far less dominant role than that of the former which allows the Masterbrand to compete in markets than would otherwise be the case (Hsu et al, 2014). If the Masterbrand is more distant as in the endorsed approach, it acts as ‘a powerful cushion against contamination and risk' (Hsu et al, 2014). Devlin (2003) cites the key reason for putting distance between the corporate brand and businesses and products as being to maintain relationships and indicate distinctive competencies to different target markets. For example, and in the context of HE, w hile a University has key stakeholders, such as the Government, the general public and media it would seem worthy of consideration that the corporate brand might shape different images for these stakeholders while allowing different specialisms, particularly those with strong but different external influences, to nurture relationships with specific target markets (Muzellec and Lambkin, 2008). Although clear brand architecture models have been developed over time in the literature there appears to be a conflict of views and a lack of context-specific approaches. For example Chapleo (2015) found in his research that university departments often displayed qualities of sub-brands for specific target markets. However, there is no literature that has applied these different brand architecture approaches to the context of a university and more specifically a particular area of specialism. Indeed Chapleo (2015:159), who maintains that brand architecture is an approach 'with which universities struggle’, calls for more research into its applicability. Responding to the identified gaps in the body of knowledge this research, which provides a unique insight into an under-researched area, seeks to examine a university’s identity, related values and considers the development of an operational framework. The framework will investigate the complex nature of corporate brands in the context of HE in order to identify a coherent and effective brand architecture (Aaker and Joachimsthaler, 2000) which signals a differentiated offering? Although Spry (2014) responded to these gaps by qualitatively exploring perceptions of staff and students in a UK university and found significant relationships between the corporate brand and sub brand there is a need for a quantitative study that examines the suggested relationships further. The context is a university in the Republic of Ireland (RoI) focusing on a College of Nursing. The findings will offer internal university management advice on how best to investigate and potentially manage multiple sub-brands and ensure consistencies and coherencies with the corporate brand. Therefore the following objectives for this study have been developed: • To explore perceptions of corporate brand identity-image by students in both the context of a university and that of a university department • To examine the role that corporate brand identity plays in shaping perceptions of emotional and functional values • To conceptualise a framework that university practitioners can assimilate in order to develop appropriate brand architectures. Research Design Conceptual Framework and Hypotheses In keeping with objectives developed in the previous section, the following conceptual model has been developed. So as to gain a more detailed understanding of the relationships highlighted in figure 1, including the strength of the causal relationships and differences, the follow three hypotheses have been developed: H1: University corporate Identity will positively influence Emotional Values H2: College identity will positively influence Emotional Values H3: Emotional Value will positively influence Functional Values In addition, two further hypotheses have been developed to test if emotional values act as a mediator between Identity and Functional Values. This will measure the importance of Emotional Values as a key element of branding strategies to be considered by University management: H4: Emotional Values mediate a positive relationship between University Corporate Identity and Functional Values H5: Emotional Values mediate a positive relationship between College Identity and Functional Values Method All validated items of the variables in the conceptual framework were heavily influenced by the work of Lages and Fernandes (2005). A total of 165 questionnaires were collected from final year undergraduate students and Masters students, studying at the College of Nursing, in a University in the RoI. The majority of respondents were female (84%) and aged 22 – 30 (76%). One respondent was dropped from the study after data cleaning and as a result, data from 164 respondents was used to test the hypotheses. Hair et al. (2010) maintain that a minimum sample size for a model with five or fewer constructs is 100. This study uses Amos 23.0 to test the model and Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) will be employed to assess the model fit and test the hypotheses respectively. Further, this study follows the bootstrapping method developed by Preacher and Hayes (2008) to test the mediating role of Emotional Values. University and that of the College of Nursing in terms of values. Specifically, the questions posed to students will provide an understanding on how they view the University’s identity compared to that of the College of Nursing. This will also help us to understand how successful the university has been in implementing its corporate branding initiatives and whether or not the corporate brand values align with that of the School of Nursing. In other words, do College staff perform in a way that the University (identity) and the students (image) expect? More specifically, do the values of the University, and that of the College of Nursing align with those of the students or are they viewed as separate entities with different perceptions as a result? Therefore is there a gap between the communicated corporate HEI brand identity and understood image? Further, can any relationship be identified between the corporate brand identity and emotional and functional values? Specifically, we are interested to see if emotional values mediate a positive relationship between corporate brand identity and functional values. In addition, does this suggest a sub-culture (sub-brand) within the corporate brand? If this is the case is it possible that different specialisms may provide the very source of differentiation being sought by universities across the globe? It is proposed to develop and test a framework that can be applied to HE and other organisations where there may be different departments with different sub-cultures operating in different environments. HE institutions will be able to use the proposed framework as a mechanism to understand the interplay, relationships and identity-image of the corporate brand and sub- brands. This in turn will enable HEI’s to respond to findings and develop-refine HE branding strategies for future development to shape, direction, values, vision etc. and highlight the most appropriate brand architecture to develop. The framework will also offer corporate brands within and beyond the HE context on how to evaluate their corporate brand and ascertain whether a house of brands or branded house approach is suitable for long term development. Conclusion It is proposed that research will add to the limited studies in HE and corporate branding both in terms of context and furthering the concept of corporate brand identity and, in particular brand architecture where HE literature is virtually non-existent. This study will also contribute to educational branding theory through demonstrating an understanding of those values that are most important to students therefore advancing understanding the development of global ‘educational brands’. Future comparative studies could be conducted to assess the transfer potential of the proposed framework to national and international settings and make adaptations if required. This research forms part of a larger study and qualitative data has been collected from employees in the College of Nursing which would also support these findings. If time allows findings from this would also be presented at the conference.

This study explores sustainability education in textile and apparel (T&A) programs in U.S. higher education institutions. Specifically, the researchers study whether more courses with sustainability focus are offered in higher-ranked institutions and explore whether sustainability is taught more in specific T&A related subject fields. Content analysis was conducted for 3,200 courses found in online course catalogs or the course information sites of 69 institutions. Institutions were selected from the 2015 rankings of the top 50 fashion design and top 50 fashion merchandising schools in the US on www.fashion-schools.org. All cases were coded by two coders with a Cohen’s Kappa score of 97.5%, indicating good interrater reliability. Coded data were analyzed through descriptive statistics, correlation analysis, and t-tests. The findings show that sustainability is being integrated into the curricula and across courses of T&A programs in the U.S. Over half of the institution surveyed offered at least one sustainability embedded course. Higher ranked institutions provided more sustainability- related courses than power-ranked institutions. A natural match between the subject field and specific sustainability theme was observed (e.g., cultural diversity in history/culture and social psychology/education; recycle/reuse in textile science; sustainability in fashion design; social responsibility and ethics in industry/consumer). The need to introduce sustainability in courses holistically is discussed, whereby sustainability within the industry supply chain is examined in a connected way.

The purpose of the study is to investigate whether critical thinking skills can be fostered through a college English course. Approximately eighty female Korean students taking a basic freshman mandatory reading course participated in the study. The researcher taught them critical reading skills along with other reading comprehension skills and provided them with Korean local context in the given topic. The students critically read two units of the required textbook and attended presentations of high school students with minority cultural backgrounds. The students submitted four online reports about multiculturalism, and they were analyzed using a thematic analysis. The results revealed that even students with relatively low English proficiency could enhance their critical thinking skills by practicing critical reading. Also, additional information about local contexts not only compensated for a culturally limited text but also facilitated the development of critical thinking. The findings indicate that teaching critical thinking is feasible in an English language course despite limited environments. Yet, more studies are required to generalize the findings.

Introduction Shorter innovation cycles, the huge cost of R&D and dearth of resources compel firms to search for new innovation sources (Gassmann and Enkel 2004). Current research argues that firms need to open up their solid boundaries and seek valuable knowledge from external partners so that firms can extend the innovation function beyond their four walls (Chesbrough 2003). In this context past research has identified universities, or higher education institutions (HEIs) as an important source of innovation (e.g., Lambert 2003). Indeed, universities undertake a “third mission” in addition to their core mission of research and teaching, by focusing on “technology transfer” that engages in the process of the commercialization of science (Etzkowitz et al. 2000). Thus, firms can take huge advantages through the collaboration with universities. While relationships between firms have the risk of opportunism embedded in them, support provided by universities are hard to imitate by competitors due to the novelty and uniqueness in the ideas they provide their partner firms. Despite this important role that universities play, no systematic theoretical treatment has been attempted in academia. Ironically, university and industry links have been studied much less frequently and have been valued lesser than other sources (e.g., suppliers and customers) in terms of knowledge transfer for firm innovation (Hughes 2011). Extant research examines collaborations between universities and firms using simple descriptive analysis (e.g., Laursen and Salter 2004) and illustrates the relationship with anecdotal evidence (e.g., Cosh and Hughes 2010). Thus, extant literature provides little-to-no empirical evidence regarding firm performance, such as a firm’s innovation outcomes, when the firms are supported by universities. Our broad-based investigation makes several key contributions. First, our study is the first to demonstrate empirically what types of HEIs’ activities enhance a firm’s innovation outcomes. Because the two different types of HEI activities have different features, it helps us get a more precise understanding of which specific type of HEI-supported activity influences which firm innovation outcome. Second, our research finds that a firm’s absorptive capacity influences the relationship between HEI-supported activities and a firm’s innovation outcomes. This finding helps to identify how firm capability to absorb outside knowledge influences the relationship of HEIs’ involvement on a firm’s innovation outcomes. Conceptual Framework The most frequent form of a firm’s interaction with universities is people-based activities (Hughes 2011). Universities transfer knowledge through people-related activities such as conferences, special lectures, education programs, and social networks supporting firm innovation. Such people-based activities can influence firm innovation performance. People-based activities involve the activities conducting by firms to increase their business competitiveness. Since a firm’s employees are key to discovering new products and processes, special training programs provided by universities will help supplementing knowledge towards specific firm innovation outcomes. Additionally, other people-related activities such as placing university staff on a firm’s board of directors can also encourage exchange of knowledge and information resulting in cutting-edge new product and process innovation. Tether and Tajar (2008) found that firms that have participated in professional meetings or conferences held by HEIs have a better chance of surpassing their current innovation performance. A firm can improve its innovation performance by making human assets supported by its partners. As partners work together, this helps increasing work efficiency by improving communication, knowledge sharing, and their relative capacity to absorb knowledge for innovation. Research suggests that universities may have lower barriers to engagement with firms by removing bureaucracy, lowering transaction costs and speeding up reaction times (Mateos-Garcia and Sapsed 2011). Therefore, universities have an important role in transferring new knowledge through people-based activities, resulting in new products and processes for the firm. Thus, we hypothesize as follows: Hypothesis 1A (H1A). A firm’s people-based activities with HEIs are positively related to the introduction of new products in the firm. Hypothesis 1B (H1B). A firm’s people-based activities with HEIs are positively related to the introduction of new processes in the firm. Universities have a distinct role in affecting a firm’s innovation performance through problem-solving activities. Firms that acquire knowledge from universities improve their competitive position that helps firm acquire a competitive advantage over other firms that do not collaborate with universities (Gassmann and Enkel 2004). Universities provide problem-solving activities such as joint research, contract research, consulting services, informal advice and provision of access to specialized instrumentation, equipment or materials and of product prototyping. For example, in 2009, US firms sponsored more than $4 billion worth of university research (Kurman 2011), as a result of which U.S. universities own nearly one-quarter of new U.S. patents in the fields of nanotechnology and biotechnology. Thus, firms that collaborate with universities can achieve cutting-edge product and process innovation (Kurman 2011). Hosting workshops and performing joint research with universities are core problem-solving activities. For example, IBM, one of the most successful and established enterprises in the IT market, hosted 350 workshops per year and has had 50-100 ongoing research projects with universities, helping IBM to successfully launch new products into the market (Gassmann and Enkel 2004). Further, firms can also integrate partners (i.e., HEIs) to combine their different competencies to enrich their own innovation process (Gassmann and Enkel 2004). Based on the above, we hypothesize as follows:Hypothesis 2A (H2A). A firm’s problem-solving activities with HEIs are positively related to the introduction of new products. Hypothesis 2B (H2B). A firm’s problem-solving activities with HEIs are positively related to the introduction of new processes. Shorter time-to-market strategies, increasing R&D costs and a dearth of resources cause firms to search for new innovation strategies. This phenomenon is reinforced by a rapid churn in technology and customer demands. In this competitive environment, HEIs’ involvement is increasingly important for a firm’s innovation success because integrating external sources of knowledge from HEIs can result in major advantages for firms (Rappert et al. 1999). Further, people-based and problem-solving activities supported by HEIs do not replace a firm’s internal innovation activities and, as a result, the firm undertakes a great deal of its own innovation activities. Also, scholars argue that collaboration with other partners does not always provide better innovation performance because of the lack of a firm’s capability to processing valuable knowledge from the outside partners (Cohen and Levinthal 1990). This indicates that the mere acquisition and exploitation of knowledge from universities do not guarantee successful firm innovation outcomes. To create successful firm innovation, the firm should possess absorptive capacity, which is the learning capability to processing knowledge acquired from the HEIs into their internal work. Thus, firms can be expected to invest in their absorptive capacity in this situation (Tether and Tajar 2008). Further, Keller (1996) argues that successful R&D spillover (i.e., absorptive capacity) effects are dependent on the activities of human capital (i.e., people-based activities). Also, Cohen and Levinthal (1990) argue that firms can increase their absorptive capacity directly, as when they send personnel for advance technical training (i.e., people-based activities). Further, Kim (1998) argues that absorptive capacity is the major factor in developing problem-solving skills that allow a firm to create new knowledge that influences firm innovation performance. As such, absorptive capacity stresses the internal capability to acquire and assimilate outside knowledge into a firm while HEIs’ involvement is a resource that is created by external source enhancing a firm’s innovation outcomes. Therefore, identifying the role of absorptive capacity is a useful tool to explain the relationship of HEIs’ people-based activities and problem-solving activities on firm innovation performance. However, Nooteboom and colleagues (2007, pp. 1031) argue that “while there may be increasing returns in absorptive capacity, improving the general ability to understand and appreciate novelty value in collaboration, there are decreasing returns to knowledge in finding further novelty: the more one knows the further away one has to look for novelty.” This indicates that too much absorptive capacity in a firm negatively affects the impact of people-based activities on a firm’s innovation performance. While people attending conferences or lectures supported by universities may acquire novel knowledge that can influence a firm’s innovation performance, their activities may have negative impact on a firm’s innovation outcomes when a firm has greater absorptive capacity, due to diminishing impact of a firm’s absorptive capacity to create novel idea. Extant research suggests that the greater a firm’s absorptive capacity, the lesser the firm can find further novelty (Noteboom et al. 2007), which suggests that absorptive capacity makes firm innovation activities less efficient. Based on the above discussion, we hypothesize as follows:Hypothesis 3A (H3A). People-based activities with HEIs positively related to the introduction of new products and/or processes will become weaker at a higher level of absorptive capacity. Hypothesis 3B (H3B). People-based activities with HEIs positively related to new product radicalness will become weaker at a higher level of absorptive capacity. Hypothesis 4A (H4A). Problem-solving activities with HEIs positively related to the introduction of new products and/or processes will become stronger at a higher level of absorptive capacity. Hypothesis 4B (H4B). Problem-solving activities with HEIs positively related to new product radicalness will become stronger at a higher level of absorptive capacity. Methods We test the hypotheses presented across two studies. The purpose of Study 1 is to validate our prediction about how HEI activities affect firm innovation performance (H1A to H2B). Study 2 expands this initial research frame by validating the moderating effects of a firm’s absorptive capacity on firm innovation outcomes (H3A to H4B). Implications There is an argument to transfer knowledge from HEIs to firms due to the cultural differences between them (Lambert 2003). Nevertheless, universities are playing an increasingly strategic role in stimulating innovation in firms though the transfer of technology (Hughes 2011). Scholars have largely disregarded the more specific activities performed by HEIs such as people-based and problem-solving activities. Little attention has been paid to how people-based and problem-solving activities affect firm innovation performance. Further, firm innovation outcomes can be affected differently by some specific HEI activities because each activity supported by HEIs plays a different role in impacting certain types of firm innovation outcomes. Based on our results, problem-solving activities are related to new product innovation while people-based activities are related to new process innovation. Additionally, absorptive capacity had a negative moderating effect with people based activities and a positive moderating effect with problem solving activities on a firm’s innovation outcomes. This is important to theoretical and practical implications because a firm is able to know which activities are required to improve their new product or process innovation. This leads a firm to save huge costs to achieve successful innovation.

Students in higher education institutions come from different walks of lives, some with a wide experience from their daily work, personal, and lifelong learning activities. To better manage their lifelong learning (informal, non-formal and formal learning) activities, these students will benefit from putting together an e-portfolio that transcribes their learning experiences into a form that is both attractive and meaningful. A short online course titled “iGraphia” was designed and developed and made available as a pilot open online course to enable students to understand the nature and importance of an e-portfolio portfolios and who will be better able to connect informal and non-formal learning experiences with formal learning experiences by mapping and linking the various experiences as a set of learning journeys. This paper will report the design and development of the pilot course and on how the learning outcomes will be achieved by those who enroll.

This paper will compare two instruments for quality assurance on the internationalization of higher education institutions: The Internationalization Quality Review Process (IQRP) and the International Education Quality Assurance System (IEQAS). Methodologies adopted were ethnography, hermeneutical phenomenology and the cross-cultural comparative approach. Findings show that IQRP was more comprehensive than IEQAS. Three domains -- the nature of the quality assurance, procedural aspect and rewards and sanctions -- were selected, contrasted, compared and analyzed. During the analysis of sanctions, a discernable concept, equity was derived from the IEQAS and an in-depth analysis was undertaken to reveal and interpret the nature of the meaning.

Meskipun reduplikasi penting dalam tatabahasa Indonesia, namun hingga kini akademi lokal masih mengabaikan penyelidikan reduplikasi bahasa Indonesia. Pada buku teks tatabahasa Indonesia untuk perguruan tinggi, fenomena reduplikasi hanya dibahas secara sederhana dan singkat. Itulah sebabnya mahasiswa-mahasiswi lokal yang sedang mempelajari bahasa Indonesia tidak pandai menggunakan bentuk- bentuk linguistik yang diulang. Untuk memecahkan masalah tersebut, reduplikasi bahasa Indonesia akan diselidiki dan dideskripsikan dalam makalah ini. Fenomena linguistik ini juga akan dianalisis berdasarkan teori representasional yang disarankan oleh Raimy(2000). Sebagai tambahan, reduplikasi berima/berentak, satu dari tiga tipe reduplikasi bahasa Indonesia, akan ditelaah secara teliti, khususnya mengenai perubahan konsonan dan vokalnya. Dari kajian ini, dosen maupun pelajar dapat memperoleh pengetahuan komprehensif mengenai fenomena reduplikasi bahasa Indonesia.

The purpose of this study was to examine English lecturers’ readiness toward internet use in English teaching and learning at selected universities in Jambi, Sumatra, Indonesia. A questionnaire was used as a research instrument to sixty-five participants who were recruited through a variety of networking sources, but forty-seven participants completed and returned the questionnaires. Data were analyzed by using descriptive statistics, Pearson Product Moment Correlation, and a t-test. The major findings indicated that the English lecturers’ readiness toward Internet use for teaching and learning was at an average level. This study also found that there was a significant positive correlation between the lecturers’ background of internet use and the level of lecturers’ readiness toward Internet use. There was a positive correlation between lecturers’ knowledge readiness and attitude readiness. However, there were significant differences in the level of readiness between English lecturers at public institutions and private institutions. The findings of this study shed light on policy makers and leaders’ understanding of English lecturers’ readiness toward internet use in English teaching and learning in Indonesian higher education. Policy implications and future research are also discussed.

This study aims to examine the Bologna Process in the reform of European higher education over the past decade. The year 2010 saw the completion of the European Higher Education Area (EHEA) since the Bologna Process has been adopted, European higher education has expanded both quantitatively and qualitatively with full participation of European countries and the position of higher education in Europe elevated to a central position in the development and promotion of the competitiveness of European countries. While integration, quality assurance, lifelong learning and student mobility are considered to be its main achievements, the socioeconomic situation among the member countries hinders the Bologna Process from successful implementation. As a result, four questions in regards to the Bologna Process are asked. These are whether ‘soft-law governance’ is working, whether there is an ‘unchallenged consensus,’ whether a ‘brain-drain or brain circulation’ is occurring, and whether it is an example of ‘educational innovation.’ In conclusion, bottom-up governance and open coordination among various groups in higher education will create an agenda for a higher education motivating paradigm change toward student-based learning and education. As a result, the Bologna Process may be a ‘global teacher’ leading the change in higher education reform in European and non-European countries

본 연구의 목적은 교수개선의 개념과 강의평가의 기능에 대해 고찰하는 것이다. 오늘날 교수개선은 대학교육의 질과 관련ㄴ한 중요이슈로 다루어지고 있으며 강의 평가는 대학 수업의 질적 개선에 작용하는 제도로 인식되고 있다. 본 연구에서는 강의평가를 매개로 한 대학 내 교수 개선 방안을 제안하고자 한다. 이를 위해 문헌 분석을 통해 교수개선의 개념과 강의평가의 기능 그리고 Lindquist, Siegel과 Nelsen, Matney, Collie등의 교수개선의 이론적인 모형을 고찰하였다.