Journal of Studies in International Education (JSIE)’s Post

📚 Published! Journal of Studies in International Education v.28 n.5 (November 2024) We are on a new platform! 🌤️ The new account has posted the latest issue, you should be able to click though to it there and/or follow along from the link below. 🙏 → https://lnkd.in/d6YSeGYR

📣 Calling all University of Melbourne Education alumni A key benefit of being an alum of the University of Melbourne is access to events like this. Join us on 📅 November 19 as Professor Pasi Sahlberg presents Three Simple Strategies to Transform Our Schools. Following the presentation, connect with your fellow Education alum over meaningful conversation for an alumni reception. "Despite the wealth of educational research and a surge in data from schools, student outcomes have remained stagnant. The OECD, a leading authority on global education policy, has highlighted that in the past decade, learning outcomes in Western countries have seen little to no improvement, even with a nearly 20% increase in educational spending. This stark reality suggests that continuing the same approaches while expecting different results is futile." Pasi will offer three straightforward, research-supported strategies to enhance teaching and learning in all schools. Join the conversation. Register today: https://lnkd.in/gZ4eRVDz

For the past couple of months, I’ve been working as a student assistant on the research project Mobilizing Non-Western Narratives of Friendship, Conflict, and Cooperation, led by Yuri van Hoef. This project focuses on the decolonization of university education by introducing critical and non-western narratives to the curriculum of International Relations theories. Through focus groups, I was able to talk with students about their perspectives on how to redesign university curricula through a critical lens. I had the pleasure of writing about the project’s first results for the Erasmus Student Journal of History Studies, the History Collective. In the article, I discuss why it is important to decolonize the curriculum and how it can be done successfully. Sound interesting? You can read the article on the History Collective’s website: https://lnkd.in/e3biigzv 

Our next section highlight for today is on International Higher Education. Research in this section may focus on a wide range of topics including policy, organization, governance, faculty, students, and others within an international/comparative context. Led by Co-Chairs Ray Mitic and Chrystal A. George Mwangi, here’s a tip you should know. “ ‘I Am A Scholar’ knows no national boundaries. Let's expand this global discussion of higher education!” - Ray Mitic, Section Co-Chair

"Amongst the searing indictments of university education that extend from Allan Bloom, Undeclared's account of personal formation stands out. Luminous examples, scholarly depth, and penetrating wit answer here to democratic urgencies of wider educational need." — Paul Standish "Undeclared" is an imaginative tour of the contemporary university as it could be: a place to discover self-knowledge, meaning, and purpose. A paperback and #openaccess edition is available. Learn more here: https://bit.ly/3VY1mxq

Thank you to everyone at Higher Education Research and Development for including Mark Vicars and I in this special issue. The editors state "Arantes and Vicars (2024) put academic staff psychosocial wellbeing firmly at the centre of the discussion about digitally reshaped universities. Using a co-auto-ethnographic approach, the authors explore digital fatigue, ‘characterised as feeling overwhelmed and emotionally fatigued from excessive technology use’. They offer six ‘interruptions’, three by each author – written pieces combining narrative, reflection and analysis of how the two authors juggled multiple commitments and struggled to negotiate the boundaries between digital and physical realms. Challenges to work-life balance come both from automated software features which ensure staff are ‘monitored for each keystroke, ZOOM meeting and email’, and from self-imposed expectations that working long hours is necessary in academia. The ‘interruptions’ offer two contrasting perspectives. One author is deeply immersed in a constant buzz of teaching, early career research and family life. The other gradually retreats from the busy-ness, working through tasks in isolation, seeking silence and medical help. The two voices, though quite distinct, converge around the message that universities need to develop workload, wellness and promotion policies which take account of what it means to work in a postdigital environment, under constant pressure to remain connected." The article can be accessed and read in the link below, and offers a means to "pre-empt universities being reshaped – intentionally or inadvertently – by quiet quitting."

https://lnkd.in/derNuw4E The AHE conference is leading the development of assessment for learning in higher education

The fall Building Blocks for A New Academy newsletter is out now! This edition focuses on what deans can do (and are doing!) to support the humanities and make change at their colleges and universities: https://bit.ly/4beWNpa

How regional public institutions are rising above challenging times by leaning into their strengths is the theme of an infographic recently released by the Chronicle of Higher Education. Regional Public Universities: Navigating Challenges is a snapshot of findings from university administrators based on responses to a comprehensive national survey conducted by CHE with support from Academic Partnerships. Learn more, https://lnkd.in/g6vHEK5v