Use of online courses in bricks-and-mortar colleges and universities has increased substantially, as have the number of traditional and non-traditional students seeking to take courses online. 1 The course materials online students are expected
Barbara Robertson and Mark J. Flowers
Student perspectives on the risks of fast-track degree completion
Laura Louise Sarauw and Simon Ryberg Madsen
image of the unforeseen and yet underexposed implications of the recent Danish Study Progress Reform (2014) and the economic incentives that were expected to provide a ‘tailwind’ for the process of completing university students’ degrees. According to
Margarita del Olmo
This paper focuses on analysing challenges that students coming from different countries face when they come to Spain and continue their school trajectories started in their countries of origin. I use the narrative of one of these students, constructed through ethnographic work carried out in a programme designed to help migrant students ease their transition into the school system of the Community of Madrid. This narrative allows me to introduce some of the challenges these students face and how they re-shape their trajectories and their self-perceptions according to the possibilities their new contexts present them with. With this, I contextualize the case study to show a broader picture of migrant students coming from different countries to stay in Spain during the last decade, and how schools themselves address this situation in Spain, in general, and in Madrid, in particular.
Rationales, Rhetoric and 'Institutional Isomorphism'
Drawing on interviews with Canadian and Australian officials, this article examines the frame of student mobility within the broad discourse of internationalisation. Difficulties in definition and admitted shortfalls in achieving progress even on the more easily articulated benchmarks of student mobility, do not seem to staunch the enthusiasm of a variety of officials for the idea of internationalisation. This article will examine some of the contradictions framing these institutional discourses of internationalisation. These include the gaps between institutional claims and their substantiation, between lauding the internationalism inculcated by student mobility programmes and the more mixed motivations or engagements of student clients, and between claims for the entrepreneurial potential of internationalisation as against the uncertainty of its outcomes. I argue that a long-standing Western view of travel as a vehicle for self-cultivation and transformation combined with competitive efforts to keep up with perceived trends in the fields of post-secondary education are producing a momentum that is elusive even as it threatens to bulldoze its way across important institutional practices and procedures.
Anthropological Interventions in Classroom Settings with Latin@ Immigrant Students
Alicia Re Cruz
This article describes the author's experiences as a professor in a Bilingual Education Programme at a local university; students are public school teachers in North Texas, teaching in classrooms ranging from 80 to 95 per cent Latin@ students. The author uses multi-sited ethnography and history in order to set the scenario for the political, ideological and economic factors embedded in the understanding of the Latin@ immigrant community presence in the area. The article documents anthropological 'intervention' strategies through papers and research projects. Students (public school teachers) are required to exercise participatory approaches to engage their own Latin@ students in their research papers. Through analysis of the transformative research projects presented by the students, the author documents the power of anthropological intervention and the effects in education policy.
This article explores a specific kind of student–patient interaction in Egypt. It demonstrates how the increasing need for patients in medical schools and the shift to a neoliberal economy have generated a population of 'bioavailable' professional patients who find meaning in their diseases and sell knowledge about them in medical schools. The encounter with these patients causes tensions and has its high financial costs for the students; yet, some perceive it as a solution to the shortcomings of the medical system. Furthermore, students view professional patients as a cooperative group who possess extensive medical knowledge and relate to their bodies differently compared to 'ordinary' patients. The encounter highlights the inadequacies pertinent to medical education in this system and shows that the rhetoric of patient-centred training, a common model around the world, can lead to inverted power relations and imbalances in the student–patient encounter.
The Value of Being a Canadian Student Athlete in the U.S.A.
Each year, young, elite Canadian athletes travel south to attend American colleges and universities, funded in part by athletic scholarships. These 'student athletes' leave their home country to pursue opportunities they believe are only available in the U.S. The demands made on their time, finances, and personal wellbeing can be staggering. Yet for those who become student athletes, the value of the experience tends to be unquestionably identified as being 'worth it'. In this paper, I explore how this exhortation, repeated so readily by the individuals I interviewed during fieldwork in the U.S., reflects a complicated set of beliefs. This deceptively simple statement provides an entry point for understanding what Canadian student athletes find valuable about their experience and how they believe it affords them a degree of personal distinction that would have been impossible had they stayed in Canada.
Some Observations on Motives, Strategies, and Their Consequences on the Reconfigurations of State and Media
Audrey Laurin-Lamothe and Michel Ratte
The first part of this article reports the main events of the 2012 student protest in Quebec leading to the government’s adoption of Bill 12. It highlights the major ideological conflict generated through the liberal managerial mutation of the academic institutions as a key to understand more clearly the student’s claims. Rapidly, the standard strike was transformed into a massive mobilization that produced many protests and other forms of resistance. The response given by the government to these unprecedented acts of resistance was Bill 12, to be understood as a symbolic coup d’état with voluntarily disruptive media effects whose aim was to make people forget the massive rejection of a pseudo tentative agreement in relation to Higher Education reform. The bill was also supported through the abusive and twisted use by the government of a series of buzzwords, like “bullying” and “access to education”, which were relayed by the media. The authors also discuss the issues surrounding the traditional conceptions regarding the analysis of discourses, mobilizing Orwell’s concept of doublethink and the notion of selfdeception inherited form Sartre.
Cultural polarisation in social science courses
Jose Leonardo Santos
populations. Most new jobs would require post-secondary degrees. Decades old demographic shifts have made such changes inevitable. Minnesota had already, and would continue, to change. One of my usually cheery students, a middle-aged white woman, showed
Constructing and practising student engagement in changing institutional cultures
Lisa Garforth and Anselma Gallinat
This special issue of Learning and Teaching explores student engagement in the context of recent rapid reforms in English higher education. The Browne Review ( Browne 2010 ) and the subsequent government White Paper (BIS 2011) led to the