Icthe 2013 abstract by Uni Bir

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dear Participants On behalf of Fatih University and International Association of Universities, I am very pleased to welcome you to the 3rd International Congress on Trends in Higher Education; Innovative and Entrepreneurial University. The Congress is organized by the International Association of Universities and Fatih University. Invited participants are top executives of universities and academicians from different countries. There are more than 250 participants from 25 countries including far countries Haiti, Panama, and Colombia. The purpose of the congress is to provide a unique international forum to discuss foresights and new trends of Innovative and Entrepreneurial University in the world. It is also aimed to examine the basic problems and challenges of higher education and come up with some innovative solutions. The speakers will enlighten us to achieve innovative and strategic perspectives in higher education through the exchange of their experiences in their universities. The sessions will be related to Industry and University Collaboration, Opportunities and Challenges in Higher Education, Prospect for Future Education and Entrepreneurial Academician” İnnovative and entrepreneurial universities are considered as the third-generation university. Fatih University is one of the first universities launched the master program in innovation and entrepreneurship in Turkey. We are building strong ties with industries and universities. We have bilateral agreements more than 200 universities in the world. 15% of our students are foreigners. It is the highest foreign student ratio in Turkey. Our faculty members are diverse as well. The Congress is held in Istanbul. Istanbul is a city uniting two continents with different cultures and civilizations, from the ancient Greek, Roman, and Ottoman Empires to the modern Republic of Turkey. There will be some social activities and Bosphorus tours whereby the congress participants will have the chance to enjoy the history and the charm of Bosphorus. I sincerely look forward to sharing some wonderful and fruitful congress days with you. It will be my great pleasure to host you together with Fatih University team and all my colleagues from both organizing and scientific committees in Istanbul.

Prof. Dr. Şerif Ali TEKALAN Head of the Organizing Committee President of the International Association of Universities (UniBir) Rector of Fatih University

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” The 3rd INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION “INNOVATIVE AND ENTREPRENEURIAL UNIVERSITY”

Congress Program

31 MAY 2013 FRIDAY 08:00 08:45 - 09:00

BUS TRANSFER: HOTEL - VENUE (FATİH UNIVERSITY) REGISTRATION WELCOME AND OPENING SPEECHES Prof. Dr. Şerif Ali TEKALAN President of Fatih University

09:30 - 10:10

Prof. Dr. Gökhan ÇETİNSAYA President of the Council of Higher Education Nihat ERGÜN Minister of Sciences Industry and Technology Moderator: Prof. Dr. Şerif Ali TEKALAN President of Fatih University

10:10 - 10:40

KEY NOTE SPEECH Prof. Dr. Nelson Yuan-Sheng Kiang Emeritus Professor, MIT and Harvard University “Challenges in University Education”

10:40 - 11:10

Prof. Dr. David EVANS Buena Vista University Vice President The Small Residential College in a Time of Radical Change: Values and Challenges

11:10 - 11:40

Julia STIGLITZ Coursera and Google “New Revolution on Online Education: Coursera”

11:40 - 12:10

Prof. Dr. Ural AKBULUT Former President METU and President of URAP “University Ranking According to Academic Performance”

12:10 - 12:40

Prof. Dr. Feridun HAMDULLAHPUR President and Vice-Chancellor University of Waterloo “Structuring Universities for Developing Effective Skills and Knowledge in the 21st Century”

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” 12:40 - 13:00 13:00 - 14:30

DISCUSSION LUNCH SESSION I: Industry and University Collaboration Moderator: Prof. Dr. Yunus SÖYLET President of Istanbul University

14:30 - 14:50

14:50 - 15:10

15:10 - 15:30

15:30 - 15:50

15:50 - 16:10

Prof. Dr. İsmail YÜKSEK President of Yıldız Technical University “Opportunities and Challenges in University & Industry Cooperation for Innovative Future” Prof. Dr. Erhan ERKURT President of Özyeğin University “Entrepreneurial University: Özyeğin Case” Dr. Mariana DODOUROVA University of Hertfordshire “Managing Social Capital, Knowledge and Innovation in the Knowledge Based Economy” Prof. Dr. Abang Abdullah Abang Ali President of Malaysian Society for Engineering & Technology “International Benchmarking in Higher Education and University Graduate Mobility” COFFEE BREAK SESSION II: Opportunities and Challenges in Higher Education Moderator: Prof. Dr. M. Zafer GÜL President of Marmara University

16:10 - 16:30 Prof. Dr. Mehmet PAKDEMİRLİ President of Celal Bayar University The Analysis and The Improvement of International Research 16:30 - 16:50

Assist Prof. Bekir GÜR Yıldırım Beyazıt University and Vice President of SETA “ The Future of Open and Distance Education in Turkish Higher Education”

16:50 - 17:10

Prof. Dr. Talip KÜÇÜKCAN Marmara University and Advisor of Higher Education Council “Opportunities and Challenges”

17:10 - 17:30

Kazım YALÇINOĞLU Middle East Technical University and Serial Entrepreneur “Entrepreneurship and University”

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University”

17:30 - 17:50 19:00

Prof. Dr. Nicholas TSOUNIS TEI of Western Macedonia, Kastoria Campus “Quality Assurance, Vocational Training and Distance Learning in Greece” GALA DINNER

01 JUNE 2013 SATURDAY SESSION III. Prospect for Future Educati

09:00 - 09:20

Moderator: Prof. Dr. Nelson Yuan-Sheng Kiang Emeritus Professor, MIT and Harvard University Prof. Dr. Hasan MANDAL Sabancı University “University and Industry Relationship: Sabancı University Case”

09:20 - 09:40

09:40 - 10:00

Prof. Dr. Elsayed A. Abdel-KHALEK President of Mansoura University “University and Industry Relationship, Mansoura Experience” Dr. Nasser H. ZAWIA Dean of the Graduate School at the University of Rhode Island “Globalization of Graduate Education: Future trends and Alternative Career Pathways”

10:00 - 10:20

Assoc. Prof. Ayşe GÜNSEL Fatih University “University Industry Collaboration: Technology Transfer Mechanism”

10:20 - 10:40

Baybars ALTUNTAŞ President of Turkish Business Angel Association, Executive & Board Member of EBAN Committee “Angel Investor and University Collaboration”

11:20 - 11:40

Prof. Dr. Tufan BUZPINAR Member of Higher Education Council “Expectations From Supervising Institution in Higher Education” Prof. Dr. Reg PECEN President North American College, Houston “Trends on Sustainable University Campus Initiative” COFFEE BREAK

11:40 - 13:00

PARALLEL SESSIONS

13:00 - 18:00 19:00

EXCURSION BOAT TRIP UNIVERSITY GRADUATION CEREMONY

10:40 - 11:00

11:00 - 11:20 11:20 - 11:40

PARALLEL SESSIONS JUNE 01, 2013 SESSION 1 : Health & Education Moderator: Professor Levent KART 11:40-13:00 M 225 Irine Zarnadze

Case Study and Problem Base Methodology in Medical Education

Eman Aldigs

Students’ Perceptions of Learning Environment and their academic achievement; First Step in a Thousand Miles Journey

Volodymyr Sulyma

Technology Education on Surgery with use of Medical Simulators SESSION 2: Culture, Identity and Education Moderator: Professor Tufan BUZPINAR 11:40-13:00 M 226

Abdellah Benahnia

Towards an Understanding of Intercultural Competence and Identity in L2 / Fl Education

Aqila Rafique

Attitude of Prospective Teacher Towards Teaching Profession Studying at IER

Mariya Neycheva

Impact of Education on Growth in Bulgaria

Ahmad Faris Ismail

Challenges in International University Collaborations Among Oic Countries Education: Globalization

Anis Ahmad

SESSION 3: Strategy and Policy in Education Moderator: Professor Durmuş GÜNAY 11:40-13:00 M 229 Eleonora Badilla Saxe

A University That Learns: Higher Teacher Education And Evaluation Network

Claudia Urrea-Giraldo & Eleonora Badilla Saxe Saeed Soleymani

MAKE TO THINK: Ideas, Spaces and Tools

Essam Khamis

Strategies for integrating Information & Communication Technologies (ITC) to develop the academic education Strategic Plan for Scientific Research of SRTA-City

Ghada El Khayat

University-Industry collaboration through students’ projects:

Mehmet Ali Eroğlu

Setting up an Innovative Team for Students and Teachers in Language Teaching

SESSION 4: Maintaining Quality in Education Moderator: Professor Nader NADA 11:40-13:00 KNFK NECİP FAZIL HALL Olabiyi Aina

Quality Assurance in Higher Education: Thinking Beyond the Gambia Experience

Zineb Djoub

Portfolio Training: Getting Learners Actively Involved (Teacher Training) Knowledge Management in Universities & Educational Organizations

Abbas Khakpour

Experiences Related to the Intellectual Property Policies at the University Techno-Parks The Gap Between the University Output and the Requirements of Labour Market: Evidence from Algeria. The Collaboration between the Arab Academy for science and Technology

Gamze Sart Kerroumia Messen Yasser Gaber A. Dessouky

Development of Higher Education in Developed Countries Through Internationalization

Magdy M. Abou Rayan

SESSION 5: New Opportunities in Education Moderator: Professor Murtazali RABADANOV 11:40-13:00 M 222 MEETING ROOM Ali Nizam Ali Yılmaz Çamurcu Fevzi Yilmaz

Distance Education in Higher Education, Digital Pedagogy, Finance of Universities

Süreyya Sakınç Sibel Aybarç Bursalıoğlu

Comparative Activity Analysis of Public Expenses of Higher Education : Turkey –EU Countries

Serdar Demirel

Education in the Light of Variables and Constant

Didem Tezsürücü

Human Resources Education in Universities of Turkey

Didem Doğan

Accountability of Higher Education SESSION 6: Open Platform Moderator: Professor Krzysztof RYBINSKI 11:40-13:00 M 223 MEETING ROOM

Open Platform is an Open Discussion Platform to any Participants Who Want to Contribute.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Prof. Dr. Nelson Yuan-Sheng Kiang Emeritus Professor, MIT and Harvard University

Challenges in University Education

Nelson Yuan-sheng Kiang was born in Wuxi, China in 1929. The son of a diplomat, he went to the United States of America in 1934 when his father opened the Consulate in Los Angeles, California. World events kept him in the U.S., where he eventually attended the University of Chicago from 1945-1955, receiving the first Ph.D. in Biopsychology in the world. With a deep interest in epistemology, brain sciences, and medicine, he spent the next four decades studying auditory physiology with applications to the diagnoses and treatment of hearing disorders. The Eaton-Peabody Laboratory, which he founded, is now the largest hearing research group in the world. He has taught undergraduate and graduate students at both Harvard and MIT as well as medical and engineering specialists. After 1982, he also became an honorary or advisory professor at four universities in China. In 1996, he stepped down from running the Laboratory in order to concentrate on studying international health and education, having visited more than one hundred countries. Together with his son, Peter, a Professor of Education at the University of Massachusetts, Boston, he is especially interested in how students from all over the world adapt to life in the United States. Challenges in University Education Throughout history, education has been a primary factor in shaping human society, by enabling each generation to build on knowledge and skills gained by forebears. The formal institutions known as “Universities” today appear on the surface to have a stylized structure and functionality with the aim of advancing and distributing knowledge and its uses. A closer examination reveals that the word “University may mean different things to different people (or at lease have differing emphases). One could argue that the term is now hopelessly muddled and can incorporate many diverse activities. For example, here are a few: A.

A community of scholars (intellectuals)

A training ground for professionals

A parking spot for adolescents

A dating bureau

An engine for research

A storehouse of knowledge

A meeting place for cultural exchange

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” H.

A site for exploring ideas

A service organization for societal problems

A forum for intergenerational interactions

A seedbed for radicals

A guardian of traditional values

A venue for sporting activities

A resource for leaders to consult

A profitable business

A quiet oasis for contemplation

A node for a world-wide network of thinkers

A school for would-be power brokers

A storage archive for preserving history

A warning system for upcoming environmental catastrophes

A mechanism for translational enterprises

A haven for unpopular positions

A bastion for freedom of expression

A pantheon for savants

A platform to develop social skills

A workshop for craftsmen

Universities can appear to display any of these aspects when viewed from selected angles; some are predominantly known for a particular specialization. Assuming that universities have as a minimum, some students and some faculty, along with some collection of facilities and resources, we can ask “How fares the idea today?” Up to now, students have been mainly young people, most of whom have yet to decide on their course in life. This situation may not hold for long. With the rapid changes in societal niches, cultural values and philosophical positions, there is clearly a trend towards “lifelong learning”, not only for people to survive economically but also to realize one’s role in the universe. The first need is to learn how to learn, a skill that keeps growing with experience. A true university, then, is a resource that can be tapped throughout life, rather than being a stage one occupies while maturing into adulthood. Even those whose contact with formal learning is brief acknowledge that they are the beneficiaries of those who went before. Once exposed to the “enzymes” that accelerate learning, one can be irreversibly set on a life of meaningful activity. The standard view of education is a series of formal steps (e.g.: K-12, college, graduate school, etc.) These steps have been artificially created

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” to give the appearance of an orderly process, whereas evolution in nature is messy, unplanned, unorganized, and ultimately describable only in retrospect. Every now and then, major events such as climate change, shifting of geological plates, and extraterrestrial events result in huge changes that mark a shift in direction. By analogy, the slow development of symbols that carry meaning was a major step in transmitting knowledge. The invention of printing greatly expanded the availability of knowledge. Now the explosive increase in data storage and retrieval brings us to the threshold of unprecedented universal access to information and opinions. There is no dearth of recent references that herald a sea change in potential extension of education. A brief sample is given below: American Academy of Arts and Sciences. 2013. Arise II: Advancing Research in Science and Engineering – Unleashing America’s Research and Innovation Enterprise. Cambridge, MA: American Academy of Arts and Sciences. Bowen, William G. and Lack, Kelly A. 2013. Higher Education in the Digital Age. Princeton, NJ: Princeton University Press. Caine, Renato N. and Caine, Geoffrey. 2011. Natural Learning for a Connected World, Education, Technology and the Human Brain. New York: Teachers College Press. Chronicle of Higher Education. 2012. Online Learning, a special issue. Collins, Allan and Halverson, Richard. 2009. Rethinking Education in the Age of Technology. New York: Teachers College Press. Cozolino, Louis. 2013. The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom. New York: W.W. Norton. Dehaene, Stanislas. 2009. Reading in the Brain: The Science and Evolution of a Human Invention. New York: Viking. Drexler, K. Eric. 2013. Radical Abundance: How a Revolution in Nanotechnology Will Change Civilization. New York: Public Affairs. Gardner, Howard. 1999. The Disciplined Mind, Beyond Facts and Standardized Tests, the K=12 Education That Every Child Deserves. New York: Penguin. Ioannidis, John P.A. 2005. Why Most Published Research Findings Are False. PLOS Medicine 2 (8): e124. Meadows, Donella H. 2008. Thinking in Systems, a Primer. Edited by Diana Wright, White River Junction, VT: Chelsea Green Publishing. Reif, Frederick. 2010. Applying Cognitive Science to Education, Thinking and Learning in Scientific and Other Complex Domains. Cambridge, MA: MIT Press. Richtel, Matt. 2013. I Was Discovered by an Algorithm: With Specialized Workers in Short Supply, Big Data Companies are Scouring the Web for Recruits. The New York Times, April 28, 2013, page BU-1.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Schank, Roger. 2011. Teaching Minds, How Cognitive Science Can Save Our Schools. New York: Teachers College Press. Sousa, David A., ed. 2010. Mind, Brain, and Education: Neuroscience Implications for the Classroom. Bloomington, IN: Solution Tree Press. Wagner, Tony. 2010. The Global Achievement Gap: Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need – and What we Can Do About It. New York: Basic Books. Wenglinsky, Harold. 2005. Using Technology Wisely, The Keys to Success in Schools. New York: Teachers College Press. I will discuss some of these predictions and proposals for organizing education of the future. Now is an interesting time for education. Tools are improving and will change everything, some trivially and some profoundly. Technological advances in online learning and neuro-scientific studies of learning are only two of the emerging developments impacting all of education. It is time to re-assess present teaching methods as practiced worldwide and admit that systematic studies of different techniques and their effectiveness are lacking. Thus documentation of what has been practiced and what the results are hardly support the growing move towards standardized testing and teacher evaluation, which is being driven by political and economic considerations. When all is said and done, we do not know how to implement educational systems in ways that enable us to compare the results. What works may well depend on the interactions of many, many variables not easily dissectible. Empirical and anecdotal accounts may still be the only way to capture relevant data at this point. “Big Data” may well help us here. I shall argue for personalized education, analogous to the promise of personalized medicine as a response to the diversity of learning styles and resources theoretically conceivable. Some specific recommendations will be made based on my personal experiences with “institutions of higher learning”. It may well be that the very concept of “higher education” will become more blurred and eventually discarded. Separation of education from job qualification would free institutions of learning from occupational training, which should be more effectively done by employers. Thus there are myriad challenges to the way we presently organize learning and the responses may well be diverse and form-fitted to specific needs of individuals and social establishments.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” David R. Evans Buena Vista University Vice President

The Small Residential College in a Time of Radical Change: Values and Challenges Abstract Virtually every trend in American higher education challenges the business model—in fact, the very existence—of the small, primarily residential undergraduate college. In particular, non-elite small colleges face increasing competitive pressures from the public sector, as well as unfavorable demographic and economic trends and a social and public policy environment that prefers explicitly vocational programming, the “completion agenda,” and in many cases alternative instructional delivery formats. Small colleges do not benefit from economies of scale in meeting increasing regulatory mandates, have very high fixed costs for labor and physical plants, and are struggling to convey their value proposition to potential students and their families.The economic model underlying the operation of such institutions will require significant changes, however, to secure their future. Because they often serve first-generation college students, are often located in economically and demographically challenged rural areas, it is clear that many will not survive the next decades. Nevertheless, such institutions are very well placed to meet the needs of many current college students, particularly those of traditional age who are not yet embedded in work requirements and family obligations that would prevent them from traditional full-time, residential enrollment. Nonelite small colleges are an excellent choice for students who are not self-motivated or educationally sophisticated enough to do well in MOOCs. The personalized educational experience they offer at their best can provide substantial developmental support for students who have not yet found their academic and professional passion. As a matter of mission they often provide opportunities for transformative learning, mentoring and high-impact educational practices that can add tremendous value to the undergraduate experience. They are still staffed primarily by full-time faculty who have the time and inclination to build supportive relationships with students. Many such institutions do exceptionally well in placing graduates in jobs, thereby meeting the primary economic concerns of many students and their parents. These institutions will secure their survival and future thriving by responding constructively and agilely to the opportunities posed by alternative delivery methods that reduce costs while preserving the distinctive advantages of the small, residential undergraduate experience. They will need to market themselves and their advantages smartly, and respond quickly to changes in curricular needs. Elite small colleges will be able to maintain strong traditional liberal arts

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” identities, but less elite institutions will have to respond to the market in flexible and creative ways that maintain the advantages of the liberal arts while still meeting students’ perceived and real academic needs. Brief Bio David R. Evans is Vice President for Academic Affairs and Dean of the Faculty at Buena Vista University in Storm Lake, Iowa, U.S.A. He holds a B.A. from Pomona College and an M.A. and Ph.D. from the University of Virginia, all in English. He writes and speaks often on professional issues, particularly the challenges facing small private colleges and on faculty careers at such institutions. He has led workshops and conference sessions for chief academic officers and department/division chairs for the Council of Independent Colleges, and has been a regular contributor to the “On Hiring” blog for the online Chronicle of Higher Education, publishing over 150 entries since 2008.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Prof. Dr. Ural AKBULUT Former President METU and President of URAP

URAP: Ranking of World Universities by Academic Performance

Abstract In this work the global university ranking system which we developed in URAP (University Ranking by Academic Performance) Research Laboratory of METU Informatics Institute is discussed. URAP model is more comprehensive in coverage than most of the existing ranking systems. As a result, 2000 universities from 110 countries have a chance to observe the state of their academic progress at global and national levels. As globalization drives rapid change in all aspects of research & development, international competition and collaboration have become high priority items on the agenda of most universities around the world. As a result, ranking universities in terms of their performance have become a widely popular and debated research area. Most ranking systems cover up to top 500 universities around the world, which mostly represent institutions located in 30-40 developed countries. Universities from other countries around the world also deserve and need to know where they stand among other institutions at global, regional, and national levels in order to evaluate their current academic performance and to develop strategic plans that can help them strengthen and sustain their progress. Every year URAP gathers data about 2,500 Higher Education Institutes (HEI) with highest number of publications and ranks 2000 universities. The overall score of each HEI is based upon its performance over six indicators. Thus, URAP covers approximately 10% of all HEIs in the world, which makes it one of the most comprehensive university ranking systems. URAP ranking system is completely based on objective data obtained from reliable bibliometric sources. Since URAP is an academic performance-based ranking, publications constitute the basis of the ranking methodology. Both quality and quantity of publications and international research collaboration performance are used as indicators. The goal of the URAP ranking system is not to label world universities as best or worst. Our intention is to help universities identify potential areas of progress with respect to specific academic performance indicators.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Prof. Dr. Erhan ERKURT President of Özyeğin University

Entrepreneurial University: Özyeğin Case

Abstract Investments in postsecondary education contribute to the common good,create prosperity, and stability and sustainability in communities. In the face of economic, environmental, and social challenges, education is more critical today than ever. Today’s students should be able to meet these challenges; how? Their education must prepare them. Educators must enable them to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management—often referred to as “21st century skills.” The eight goals and objectives for post secondary education (PSE) include: •

A skilled and adaptable workforce able to meet the human-resource needs of the country

•

Capacity for innovation, knowledge creation and knowledge transfer

•

Quality

•

Active, healthy citizenry

•

Access

•

Participation and success of under-represented groups

•

Lifelong learning

•

Affordable and sustainable PSE and training

The changes in higher education have increased and extended the responsibility of institutional leaders beyond their traditional leadership position as the number and nature of our audiences are changing resulting in increased demand. How do we manage this change? In general, when policy, political, economic changes can result in internal changes impacting the institutional strategy, priorities and, organizational structure. All of these are done to determine how best we can achieve our core goal; pursuing academic excellence. Universities are the powerhouses of intellectual enquiry, key requirement for the social, economic and technological development of our society,Our unique culture (or institutional culture in general) matters enormously to the success and achievements of an organization. There may be no more critical source of academic success or failure than the organizational culture-It trumps strategy and leadership. That isn’t to say that strategy or competent leadership don’t matter, but rather that the particular strategy that we may employ or leadership we may engage will succeed only if it is supported by the appropriate cultural attributes

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Hamdullahpur attended the Istanbul Technical University earning his undergraduate degree and his master’s in mechanical engineering. He moved to Canada to do a PhD at the Technical University of Nova Scotia, which is now part of Dalhousie University. Prior to being appointed President, Hamdullahpur was Waterloo's Vice President Academic and Provost, a role which he held for just over a year before being appointed interim President. Prior to this, Hamdullahpur held various roles at Carleton University in Ottawa, Ontario, Canada.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Prof. Dr. Erhan ERKURT President of Özyeğin University

Entrepreneurial University: Özyeğin Case

Prof. Erkut obtained an undergraduate degree from the Faculty of Engineering of Bogazici University in 1980 and a Ph.D from the University of Florida in 1986, both in Industrial Engineering. Between 1985 and 2005, he taught at the University of Alberta’s School of Business, and was a visiting faculty member at the Univ. of Geneva, Ohio State Univ., NIDA (Bangkok), as well as Bogazici and Sabanci Universities. He received nine teaching awards, including the prestigious "INFORMS Teaching of Management Science Practice Award" and Canada’s "3M Teaching Fellowship," as well as five awards of merit, and four practice awardsfrom the Canadian Operational Research Society. Prof.Erkut, served as project leader for a number of externally-funded projects, founded anapplied research center(Center for Excellence in Operations) at the University of Alberta, was the Founding Editor of INFORMS Transactions on Education, and published over 50 refereed journal articles in journals such as Operations Research, Transportation Science, European Journal of Operational Research, Interfaces, Computers & OR, Risk Analysis, and Geographical Analysis. He served as Dean of the Faculty of Business Administration of Bilkent University between 2005 and 2007, before starting to serve as the Founding Rector of Ozyegin University in 2008. Abstract Ozyegin University, one of the youngest of Turkey’s 170 universities, was founded in 2007 as a third-generation university with a specific mission of advancing innovation and entrepreneurship. By design we focus on only four professional faculties: business, engineering, design, and law. We offer the only undergraduate and graduate programs in entrepreneurship, and we operate the only on-campus business accelerator in the country. In addition to programs directed at our own faculty and students, we also offer the 10,000 Women program sponsored by GoldmanSachs, directed at female entrepreneurs who wish to develop their businesses, and the FastTrac program developed for growing SMEs by Kauffman Foundation. To encourage the development of the Turkish entrepreneurship ecosystem we organize business model competitions, startup boot-camps, and various certificate programs for all stakeholders. In addition to independent entrepreneurs with high-tech/high-impact ideas, we offer assistance to corporate entrepreneurs and social entrepreneurs. Recently our university’s unique position in the entrepreneurial ecosystem was recognized by the Ministry of Science, Industry, and Technology; we were ranked #4 in their first-ever innovation and entrepreneurship index, and we were one of the first 10 universities to receive a 10-year grant for further developing our technology transfer office. In this talk, we will discuss why Turkish universities have failed to produce entrepreneurs and how this failure can be turned around—particularly by new foundation universities that are not hindered by existing culture, bureaucracy, or a lack of administrative and financial autonomy.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dr. Mariana DODOUROVA University of Hertfordshire

Managing Social Capital, Knowledge and Innovation in the Knowledge Based Economy Abstract Dr Mariana Dodourovais a senior lecturer in Strategic Management and International Businessin the Hertfordshire Business School, University of Hertfordshire, UK. She hadeleven years industrial experience prior to her involvement with academia twelve years ago. Her current research interests include technology and innovation management, inter-organisational relationships and cooperation, organisational networks, and SMEs. Some of her papers have appeared in European Business Review, Management Decision, Journal of Global Strategic Management and Conradi Research Review. Over the past two years, Mariana was involved in a project funded by the European and aimed at contributing to the European public support strategies for developing nourishing environment for regional innovation across Europe. Knowledge-based economies are founded on increasing specialization, research, innovation and learning. They require some critical requisites to become efficient economies. The four pillars of knowledge-based economies are education and training, innovation, information infrastructure, and the institutional regime.Recognising the university-industry relationships as a centrepiece of knowledge-based economies, governments throughout the world are encouraging universities to create new kinds of relationships that will facilitate knowledge transfer between the educational establishments and industry. This presentation will explore the new roles that universities can assume in ‘triple helix’ cooperation with governments and businesses for creating a new kind of social capital, producing new technologies, serving new markets, and developing new business ideas.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Prof. Dr. Abang Abdullah Abang Ali President of Malaysian Society for Engineering & Technology

International Benchmarking in Higher Education and University Graduate Mobility Brief Biodata Professor Abang Abdullah Abang Ali, President, Malaysian Society of Engineering and Technology (MySET) and Past Presidents of Federation of Engineering Institutions of Islamic Countries (FEIIC) and Institution of Engineers, Malaysia (IEM) joined Universiti Putra Malaysia, as a lecturer in Structural Engineering in 1976. In 1982, he was appointed Dean, Faculty of Engineering. He was a past Chair of the Malaysian Council of Engineering Deans (MCED). His research interest is in affordable quality housing and industrialized building systems. He was promoted to the post of Professor of Civil Engineering in 1987. In 2002, he was elected a Fellow of the Academy of Sciences, Malaysia (ASM). He was appointed as Academic Adviser for the development of King Abdullah University of Science & Technology (KAUST), Saudi Arabia. On the professional practice front, Prof. Abang Abdullah served as a design structural engineer with Perunding Bakti and Miconsult in the 70’s and early 80’s. He is a registered Professional Engineer (PEng) in Malaysia and Chartered Engineer (CEng) in the United Kingdom. He is a Fellow of the Institution of Civil Engineers (ICE) (U.K.), Institution of Engineers, Malaysia (IEM), and International Ferrocement Society (IFS). Contact: Address: Housing Research Centre, Faculty of Engineering, Universiti Putra Malaysia, 43400 Serdang, selangor, Malaysia. Email: aaaa@eng.upm.edu.my Mobile: 006013 3655 455 Tel: 00603 8946 7850 Abstract The global interest in higher education and the need to enhance quality in teaching of university students and training of graduates have brought about an immense interest in international benchmarking of university qualifications and ensuring mobility of university

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” graduates in the international workplace. Many countries have now established their national academic as well as professional qualification authorities or bodies, with well structured accreditation policies and procedures, effectively benchmarked against similar qualifications at the international level. International competition for students coupled with a number of countries’ interest in becoming education hubs, have enhanced the competition further, bringing it to a higher level. This happens with a backdrop of university ranking at national and international level. A number of lessons can be learnt from recent studies and initiatives in engineering qualification accreditation and benchmarking and in enhancing engineers’ mobility which supports efforts towards liberalization of trade in services in member countries. 1. INTRODUCTION In the old days, having good universities was seen as a contribution to learning and a good source of learned people who contribute to the betterment of the society. Today, education is considered as an industry by itself, generating ideas, knowledge and technology as well as graduates who contribute to the economic development and wealth creation of a nation. Nations compete to attract international students and professors, oblige to join the university ranking game and strive to gain international reputation. National as well as international accreditation bodies have grown in importance and are now accepted as necessary partners in higher education. Initiatives have gone beyond the regular faculty or departmental industry panels and advisory committees to active involvement of both students and professors in acquiring global and strategic knowledge and skills. 2. LIBERATION OF TRADE IN SERVICES Globalization means national rules are going to be replaced with international ones, where countries have to shed some of their functions as decision-makers, regulators and enforcers; it brings solutions as well as problems. It increases cross-border social, economic and political relations between willing and unwilling countries. It shall enable financial and investment markets to operate internationally through deregulation. Globalization encourages interdependence, making national governments obliged to agree on some common goals. Restrictions of international trade, capital movements and foreign exchange transactions shall be reduced. In turn it shall facilitate liberation of trade in services and this has a big impact on higher education. As a result of this trend, university graduate training has to be internationally biased to facilitate gainful employment in countries over their own. New areas and issues have to be taken into account in the education and training of these young students, such as aligning with the current emphasis on ethics in the workplace, movement against corruption and the need to understand local culture and regulations.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” 3. STUDIES ON THE ENGINEERING PROFESSION, EDUCATION AND TRAINING In realizing that the engineering profession in Malaysia was changing, the Institution of Engineers, Malaysia (IEM) with the support of the National Electricity Board [1], undertook a study called the Formation of Engineers in Malaysia. From the study report, a strategy for the development of the engineering profession was proposed and it identified a need for engineering to be; •

Popular, well-respected, spearheading technology and wealth creation

•

A vanguard of progress in the country

•

An unending flow of novel ideas, new knowledge and innovative engineering solutions

•

Exemplary professionalism and high ethical standards

•

A source of creative future leaders.

In another study conducted jointly by the Malaysian Council of Engineering Deans and the IEM [3] entitled the Malaysian Engineering Education Model, it was reported that engineering graduates of the future must have the following skills or attributes; Table 1 Malaysian Engineering Education Model

Skill

Characteristic

Global & Strategic

To adapt to borderless world

Industrial

Trained in management, law, environment, communication, economic & finance.

Humanistic

Ethical & moral standard

Practical

Hands-on or real-life capability

Professional

Technical competency

Scientific

Firm foundation in engineering science

In yet another study by the Board of Engineers, Malaysia (BEM), IEM and Federation of Engineering Institutions of Islamic Countries (FEIIC) [1] entitled Engineering Technology Path – Blueprint for a Highly Competent Engineering Technical Workforce which looked at the Engineering Team comprising of engineers, engineering technologist and engineering technicians to make up the engineering workforce in the country, an alternative route was suggested to produce the so-called hands-on engineers, to ensure that Malaysian engineers are able to perform well in construction, manufacturing and production in addition to design, research and development. The proposed creation of this alternative route and the stress on the importance of the Engineering Team is new to the country, which aims to perform better in global competition. A comparison of the national professional and academic engineering qualification frameworks in a few selected countries are as follows;

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“Innovative and Entrepreneurial University” Table 2 National Engineering Professional (& Academic) Qualification Frameworks: Country Comparison United Kingdom

United States

Australia

Malaysia

Current

Proposed

CEng

TPE

CPEng

PEng

(MEng)

(BS)

(BEng)

IncEng

EngTech

(3-yrBEng)

(BEngTech)

(BTech/BEngTech)

(4yrBEngTech)

EngOffcr

(Dip/Adv Dip)

(Dip)

Technician

(Dip/HNC/HND)

(AAS/AET/Cert)

(Cert/Dip/Adv Dip)

(Cert)

(CertEngTech)

4. INITIATIVES IN ENGINEERING QUALIFICATION, ACCREDITATION AND BENCHMARKING AND MOBILITY OF UNIVERSITY GRADUATES Interest in international benchmarking of university qualifications has grown over the years with many countries setting up their own national qualification agencies in addition to accreditation bodies or systems which were already in place through the efforts of professional bodies. Lessons can be learnt for the experiences of the different countries. The initiatives to form the Washington Accord for accreditation of engineering degrees in the English speaking world and the European Network for Accreditation of Engineering Education (ENAEE) were good exercise in developing accreditation systems at the international level. The Washington Accord was followed by the Sydney Accord for Engineering Technology graduates and Dublin Accord for Engineering Technicians. The national experience in being assessed and monitored by international panel members and at the same time the experience of being ourselves involved in assessing and monitoring other counties is a good learning process for both engineering educators as well as industry players concerned with engineering education. In addition to accreditation of degrees, which provide a measure of graduates’ attributes from university campuses, there is also a need to develop a measure of professional competencies of engineers after gaining a stipulated amount of engineering experience in industry. The Engineers Mobility Forum (EMF) has developed a process that measures this with its International Professional Engineer qualification, which provides for international recognition of national professional qualifications. Table 3 provides a comparison of graduate attributes adopted by the WA and ENAEE in comparison with the EMF which provides a measure of professional competency of engineers.

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â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? There are in addition other regional initiatives such as the National Accreditation Bodies of Engineering Education in Asia (NABEAA), and the Federation of Engineering Institution of Islamic Countries Engineering Qualification, Accreditation, and Professional System (FEIIC-EQAPS) project which targets specific countries. This general movement towards quality assurance and continuous quality improvement in higher education and in the profession has brought about a level of confidence in the quality of engineering graduates that are being produced by the universities and the engineers that receive professional development in the industry. This is particularly important for emerging economies in their effort to market their professional services. Anti-corruption efforts and the stress on ethics in the workplace are other fringe benefits of these initiatives in engineering degree accreditation and professional recognition. It is well know that the global cost of corruption, especially in the construction sector is large and there must be serious efforts to contain this disease. Table 3 A summary of graduate attributes or standard of competency Washington Accord (WA)

European Network for Accreditation of Engineering Education (ENAEE)

Engineers Mobility Forum (EMF)

Knowledge

Knowledge & Understanding

Comprehension & application of universal & local knowledge

Problem Analysis

Engineering Analysis

Problem analysis

Design

Design & development of solutions

Investigation

Evaluation

Modern Tool

Engineering Practice

Responsibility for decisions

Individual & team work

Transferable skills

Management of engineering activities

Communication

Engineer & Society

Protection of Society

Ethics

Environment & Sustainability Management & Finance Lifelong Learning

Lifelong learning Legal & regulatory Judgement

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“Innovative and Entrepreneurial University” 5. SUMMARY These are challenging times for university graduates because they need to be able to compete in an increasingly global marketplace. They cannot be out of touch with matters of importance to governments, industry and society. Stiff global competition means institutions of higher learning needs to reinvent themselves with innovative ways of planning and managing modern universities, find innovative ways of further developing their institutions in this age of quality and quality improvement and ensure that their students and professors are in touch with global trends. Much can be learnt from the experience of the engineering profession, which has undertaken a large number of studies in an effort to reinvent itself. BIBLIOGRAPHY 1. Board of Engineers, Malaysia, Institution of Engineers, Malaysia and Federation of Engineering Institutions of Islamic Countries (2003). Engineering Technology Path – Blueprint for a Highly Competent Engineering Technical Workforce. (Unpublished report). 2. Institution of Engineers Malaysia (1996). Formation of Engineers in Malaysia - Towards the Engineering Vision. 3. Malaysian Council of Engineering Deans and Institution of Engineers, Malaysia (2000). Malaysian Engineering Education Model - Educating Future Industry Leaders.

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“Innovative and Entrepreneurial University” Assist Prof. Bekir GÜR Yıldırım Beyazıt University and Vice President of SETA

The Future of Open and Distance Education in Turkish Higher Education

Bekir S. Gür is an assistant professor at YıldırımBeyazıtUniversity, Ankara, Turkey. He holds a PhD in instructional technology. He has widely published on topics related to educational policy studies.bsgur@ybu.edu.tr Murat Özoğlu is an assistant professor at YıldırımBeyazıtUniversity, Ankara, Turkey.He is also working as the Head of Department for ScienceFellowshipsand Grant Programmes at theTheScientificandTechnologicalResearchCouncil of Turkey. His research interest and expertise includes: instructional technology, open and distance education, and educational policy development. mozoglu@gmail.com The Future of Open and Distance Education in Turkish Higher Education Dr. Bekir S. Gür, Yıldırım Beyazıt University & SETA Dr. Murat Özoğlu, Yıldırım Beyazıt University & TUBITAK One of the largest mega-universities of the world is in Turkey. Today, Anadolu University, the largest provider of open education in Turkey, has about two million registered students. Several other Turkish universities also provide open and distance education programs. This paper outlines recent trends in Turkish higher education system, focusing on open and distance education. It also overviews recent trends in open and distance education in OECD member countries.Next, it provides a discussion on the challenges of open and distance education in Turkey. It then speculates the possible scenarios for the future of open and distance education in Turkey.

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“Innovative and Entrepreneurial University” Kazım YALÇINOĞLU Middle East Technical University and Serial Entrepreneur

Entrepreneurship and University

Kazım Yalcınoglu

Born 1963 , Malatya

Serial Entrepreneur, Technology Investor, Mentor, Founder & CEO of Hy Technology Investment Fund, Chairman of Mirya Group of Companies, Senior Lecturer at Middle East Technical University School of Management, Chairman of Middle East Technical University Entrepreneurship & Innovation Platform, Executive Board Member of the Technology Transfer Office of Metu Science Park, Executive Board Member – Turkish Athletics Federation, Chairman of Antalya Kaleiçi Foundation, Graduate of Boston University BscBA-Finance; Boston University BA-International Relations ; London School of Economics –Msc-European Economy E-Mail: kazim@tekeli.com.tr Mobile: 00.90.533.2241091 Phone: 00.90.312.4764422 Abstract In University and industry collaboration I represent the both sides for so many years. Furthermore, in recent years I also have managing duties at our University, the Science Park and the Technology Transfer Office. In my presentation in a limited time I will try to define the weakness and the strength of all sides and possibly bring solutions that are known but not practiced. With such analysis we should also define the third ‘must be partner’ in this approach, which is the

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“Innovative and Entrepreneurial University” government policy towards the eco-system of creating and fostering innovation and entrepreneurship at large. There are always two sides of the coin. Like and dislike are both embedded to this relationship of the universities and the entrepreneurs .We will not be judging here as who is right and who is wrong, or who blocks this collaboration but rather define the facts of barriers that affect the both sides, as well as the not efficient government policies. Especially in a world of Information age and globalization, ‘the knowledge’ is so easy to reach which was not the case many years ago, making universities vital as centre of knowledge. Not anymore. If you have an internet access and a focused, brilliant, dedicated and ambitious mind you do not need the classical teaching University. The whole world of knowledge is at your use everywhere if you can take it. This is a new definition of teaching. Universities have to act as ‘facilitator’ not as teachers. This is what could be called as ‘Entrepreneur University’. If you are a scientist, researcher or a mere lecturer all you have to do is ‘facilitation’. Here is the scary part for university teacher, being able to guide the students on practical applications, trials or any form of developing innovative idea and entrepreneur activity. Students of all levels expect teachers to challenge them not only with academic knowledge but innovative and entrepreneurial experience. Do most of them have such experience? The answer is NO. Lets face it, in most of our universities, the teachers use conventional methods of teaching, just conveying the knowledge they gained from theirs/others books and articles. There are far away from entrepreneurial and innovative activities, even within their institution. In the least case, as teachers, we should just guide them on how to reach the knowledge and challenge them on approach and question their methods of creating innovative ideas with our academic / scientific experience. As for the entrepreneurs there is also a new world. Traditional / conventional approach to doing business is phasing out. They have to change for better and innovative products and services; otherwise they will stay behind competition. They have to collaborate with those people that have the knowledge of creating innovative ideas. There is a great pressure for Turkey since our value added Technology exports are few percent of our exports. With the target of 2023 and making our country as the leading world power, we need to change. In such change of creating innovative business environment, entrepreneurs need the same sort of guidance and facilitation. If they are short of innovation for their business, the right address should be the universities, with their science parks, laboratories and multi discipline thinking. In the last few years, the government policies favouring innovation and entrepreneur ecosystem is promising but not enough. Hoping that, they carry on their approach and be more active in their facilitation role. They should not be losing their focus. More open minded and result oriented bureaucrats and politicians are needed. Policy makers should act in an entrepreneurial way with innovative ideas in their institutions. High degree of dependency is there between the business-university-government to reach consensus on creating the competitive eco-system of entrepreneurship and innovation.

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“Innovative and Entrepreneurial University” We can also realise that all parties need some form of ‘facilitation’ from each other. Not dictating or trying to teach. Everybody does their role not involving with the other one but rather collaborate. It sounds so simple and doable but not practiced. We could bring lot of answers to this question but the top one is the ‘me’ attitude and ‘self-centric individualism’. This is the real reason of not creating consensus and collaboration. Our differences are our strength, reaching the consensus and the understanding each other will make us stronger. We have to learn to live together and embrace all our differences, our innovative ideas and even our beliefs. We could be technologically and economically rich but we also have to enrich our democratic and cultural standards.

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“Innovative and Entrepreneurial University” Prof. Dr. Nicholas TSOUNIS TEI of Western Macedonia, Kastoria Campus

Quality Assurance, Vocational Training and Distance Learning in Greece

Nicholas Tsounis Professor of Economics, Department of International Trade Deputy President of the Administrative Council, Technological Institute (TEI) of Western Macedonia, P.O.Box 30, 521 00 - Kastoria, Greece. tel.: ( +30)2467087197, fax: (+30)2461087063 e-mail: tsounis@kastoria.teikoz.gr web: http://kastoria.teikoz.gr Extended Abstract The strategic political agenda of the late 90’s, the Lisbon Agenda, has set Europe in developing the ECTS structure of curricula in higher education and the processes for quality assurance and evaluation, internal and external. The implementation of these policies was aimed at promoting trans-European cooperation and mobility creating unified European space: the European Higher Education Area (EHEA) (which includes most of the European countries and it is a larger area than the European Union). The so called Bologna Process (1999), was central to the creation of this area and it is regarded as a critical factor for the increase of competitiveness of the European Union (EU) in the global new knowledge-based economy. It further, facilitated mobility and transparency. With this strategy, politicians in Europe wanted to emulate the dynamics of the United States economy and its society. The formal adoption of the European Qualifications Framework (EQF) and the European Association for Quality Assurance in Higher Education (ENQA - established in 2000 to promote European co-operation in the field of quality assurance) was therefore, an additional and important step to achieve mobility. My presentation will focus to the changes made during the last decade in the Greek Higher Education to encompass quality assurance and vocational training. Further, a reference will be made on distance learning in the Greek Higher Education system. The Framework for Qualifications of the European Higher Education Area presents the so-called Dublin descriptors, which have been developed as a set and are intended to be read with reference to each other. They are primarily intended for use in the alignment of qualifications and hence national frameworks. The Dublin descriptors were built on the following elements: •

knowledge and understanding;

•

making judgments;

•

communications skills;

•

learning skills.

These descriptors provide generic statements of typical expectations of achievements and

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? abilities associated with qualifications that represent the end of each cycle of higher education studies. They are not meant to be prescriptive, do not represent minimum requirements and are not exhaustive. The descriptors seek to identify the nature of the whole qualification (Teixeira, et.al. 2011 and Bologna Working Group on Qualifications Frameworks 2005). In recent years, institutions of higher education have had to deal with increased competition for students due to the effects of globalization and cuts in funding from government sources. These reasons coupled with rapid technological innovation have led to an urgent need on the part of institutions of higher education to maintain their standards and enhance the quality of the learning opportunities provided to students. Maintaining academic standards and managing and enhancing the quality of the learning opportunities provided to students are key components of the review processes of ENQA and many accreditation organizations around the world. These components also naturally, in a cascading sense, and in one form or another, form the basis of the quality assurance and academic evaluation processes of numerous institutions of higher education. In Greece, the ECTS system was adopted by law in 2007 while, the Hellenic Quality Assurance Authority (HQAA) was established in 2005 and it is the independent authority for supervising quality assurance units of Higher Education (HE) establishments, Universities and Technological Institutes (TEIs). HQAA is also responsible for the co-ordination of external evaluations of HE Departments performed by experts from abroad. The Quality Assurance System (QAS) within HE consists of four procedures: (a) the annual assessment report written by each academic department, (b) the self-assessment exercise performed by each academic department every four years. This leads to an internal evaluation report that is sent to the HQAA and triggers the external evaluation of the Department, (c) the internal evaluation of the University or Technological Institute that is performed every two years by the Quality Assurance Unity (QAU) of the University and includes the performance evaluation of the administrative together with the academic units of the Institution and (d) the course evaluation (mainly performed in post-graduate courses) and it is obligatory for the approval of the continuation of the course. In Greece, a National System of Competencies has not been adopted yet; it is due to be set by the end of 2013. However, due to societal and technological developments, both in private and public sectors, the HE system has to accommodate a growing proportion of adult learners, allow more flexibility in Higher Education (HE) provisions, in lifelong learning and in professional programmes organized by Universities and Technological Institutes (TEIs) within the framework of the Faculty of Lifelong Learning. This faculty was established by Law (article 12, Law 4009/2011) to every HE establishment to provide vocational training within the HE system. Lifelong Learning (LLL) is seen in Europe as a powerful driver for economic growth in providing the highly-qualified workforce that Europe needs to advance research and development and equips people with the

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â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? skills and qualifications they need in the knowledge-intensive economy. The rapidly changing labour market and the increasing impact of information and communication technologies (ICTs) requires a more flexible and mobile population. In view of the global ageing of the world population, technical, professional and academic knowledge will continually have to be updated. LLL is still in the initial phases of being implemented in Greece. Most universities are not sufficiently prepared to deliver programmes of lifelong learning. This can easily be explained when looking at their principle task and target groups. In general, universities are bound to their conventional business models focusing on research and innovation and educational programmes in the BA-BSc/MA-MSc/PhD structure. This is the right strategy for the target group of traditional students. To reach a new target group of LLL-students there is a need to develop new strategies and new business models. LLL is linked inevitably to the system of Recognition of Prior Learning (RPL) which will only become and remain reality if participants, stakeholders and society in general can trust and accept the assessment methods used and the results of these assessments i.e. the quality of RPL procedures should be undisputed. LLL will then be the organic and essential part of the learning process at every level and in every sector of Higher Education. Although lifelong learning is a concept broadly supported and strongly recognised by universities, governments and the EU, In a context in which lifelong learning varies from country to country, not only in its interpretation by Higher Education institutions themselves, but specially on how lifelong learning is understood and used by different actors. The theme of RPL is inevitably linked to qualifications, combination of knowledge, skills and competences. It is well understood that learning does not only take place in educational programs; people also learn and grow through experience. RPL holds the promise to adequately validate and accredit competences developed through informal and non-formal learning. RPL holds the promise to prove that these types of learning are just as valuable and lead to learning outcomes that are equivalent to formal education. But the promise of RPL will only become and remain reality if participants, stakeholders and society in general can trust and accept the assessment methods used and the results of these RPL-assessments. To put it emphatically, the quality of RPL procedures should be undisputed. The Hellenic Quality Assurance Authority (HQAA) has not developed a framework / guidelines for how to encompass into the internal QA system procedures of RPL. Finally, regarding Distance Learning (DL), it is closely related and complementary to LLL. The implementation of the European Higher Education Area (EHEA) has contributed to the change in the way Universities see their role and the way they connect with their students, with society and with the economy. The conditions introduced by the Bologna Process, European Qualifications Framework (EQF) and lifelong learning strategies, are ideal conditions for e-learning to develop and to allow virtual mobility as the adequate solution to overcome many barriers, especially the

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” ones related: • To distance (students are both in-campus and at the workplace anywhere in Europe and so e-learning technologies are needed); • To network and development of the HE institutions collaboration campus that should act as a node (the university should be available for all, in a physical and a virtual way, putting together different online campus for HE institutions students and for lifelong learning purposes); • To socialisation and partnership (different types of organizations involved – HE institutions, training institutions, sectorial bodies, enterprises); • To the recognition and certification of non-formal or informal learning and to the assessment of previous knowledge; • To the development of flexible pathways, adapted to the needs of the student, to complete and improve their knowledge. The key importance of the EQF implementation using ICT, virtual mobility and e-learning is clear: “By the development of instruments such as ECTS (Educational Credit Transfer System), EQF (European Qualifications Framework), ECVET (European Credits for Vocational Education and Training) we are developing a system in which it will be progressively easier for a learner to acquire knowledge from different institutions in a flexible pathway; to pick and choose what suits best or is most accessible and to combine it, have it certified and recognized – and the use it across the EU. And those aims can be achieved via a mix of physical and virtual mobility.” (Teixeira op. cit.) E-learning and virtual campus have been developing in Europe for the last fifteen years but there is still a way to go in order to jump from the e-learning implementation phase to the e-learning quality phase in HE. The aim of facilitating mobility of students and workers across Europe and also the rest of the World is critical to EU strategy and policy. Ever since the Sorbonne Declaration in 1998, later to be reinforced in the Bologna Declaration, politicians acknowledged the critical importance of fostering mobility of students and academics: “An open European area for higher learning carries a wealth of positive perspectives, of course respecting our diversities, but requires on the other hand continuous efforts to remove barriers and to develop a framework for teaching and learning, which would enhance mobility and an ever closer cooperation. (…) The fast growing support of the European Union, for the mobility of students and teachers should be employed to the full. (...) We hereby commit ourselves to encouraging a common frame of reference, aimed at improving external recognition and facilitating student mobility as well as employability.” (ibid) This was achieved by the establishment of the European Higher Education Area (EHEA), which implemented a set of new tools as the Diploma Supplement and ECTS in order to promote mobility and employability. However, after the Bergen Meeting, in 2005, these concerns were grounded on a more comprehensive lifelong learning approach, which created the need to articulate the EHEA

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“Innovative and Entrepreneurial University” with vocational training. Thus, the introduction of the topic of EQF and the new challenge of making both qualification frameworks compatible: in fact, in order to foster virtual mobility (VM) in the EHEA, HE institutions must agree in common institutional frameworks that allow for students and teachers to engage in a VM process. There is a need of legal tools that support the transferability process, as the lack of common standards for the validation processes still remains an obstacle to the implementation of institutional learning agreements. To achieve this, the best solution will be the implementation of a European-wide formal scheme of multicertification. The Erasmus programme tools, regarding some minor adjustments, can be most appropriate to be used in virtual mobility. Therefore, all participating universities or other HE institutions should sign the Erasmus charter and subsequently establish bilateral agreements amongst them based on previous interest shown by students and teachers. To formally promote VM European HE institutions need to publish online in a fully open environment all relevant information on study programmes, course structures and achievements. This is mandatory according to the principles of the EHEA, as stated previously. However, this being a cine qua non condition it’s not enough to provide wide implementation of virtual mobility. In Greece, by Law, only one University (the Open University) has the right to award degrees (BA-BSc/MA-MSc/PhD) by distance learning. Most of the Universities however, have adopted distance learning technologies and tools as a supplement to students’ formal training. This is seen positively by the students’ evaluation of the services provided by their Departments because it allows education materials to be distributed easily, students missing classes could be informed for the materials covered by the lecturer and allows easy administration of essays, exercises and on-going evaluation by the tutors. Based on the above, the following conclusions can be reached: • ICTs can be very useful in the implementation of the quality assurance policy of a University; they provide a tool for the facilitation of monitoring the activities of the independent academic units, processing large amount of data and feedback on the evaluation. • A tele-education platform (e.g. Moodle) is a very useful tool in establishing standards in dissemination of materials and student assessment. • The quality assurance of validation procedures is the key for implementing the Bologna process and increase student mobility. • Quality assurance procedures help the identification of courses and units learning outcomes. • The quality assurance system helps and promotes the transparency of the course validation processes in view of the implementation of the European Qualifications Framework (EQF). • Quality assurance in the transmission of knowledge presupposes the existence of well defined learning outcomes. Successful assessment methodologies are those that combine several

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” techniques (i.e. exams, tests, portfolios, interviews, etc.); there is a need for the development of methodologies which are learning-outcomes-based. •

Distance Learning (DL) is closely related and complementary to LLL.

• The conditions introduced by the Bologna Process, European Qualifications Framework (EQF) and lifelong learning strategies, are ideal conditions for e-learning to develop and to allow virtual mobility as the adequate solution to overcome barriers. • Quality assurance can be achieved only when there are of clear reference points for each academic unit. References / Bibliography Teichler, U., (2010), ‘Internationalisation of Higher Education: European Experiences’, http://www. utwente.nl/ mb/cheps/ summer_school/Literature/Internationalisation.pdf Teixeira, A., Miranda, B., Dias, A, (2011), ‘Virtual Mobility and the EQF: using e-learning to widen access and enhance quality higher education across Europe’, Proceedings, ED-Media 2011, Lisbon Portugal, June 27 – 1 July, 2011. http://www.bologna-berlin2003.de/pdf/compendium_of.pdf http://www.wg.aegee.org/ewg/sorbonne.htm http://www.coe.ba/pdf/7_key_strategies_and_guidelines_eng.pdf

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“Innovative and Entrepreneurial University” Dr. Nasser H. ZAWIA Dean of the Graduate School at the University of Rhode Island

Globalization of Graduate Education: Future trends and Alternative Career Pathways Nasser H. Zawia, Ph.D., is the Dean of the Graduate School at the University of Rhode Island (http://www.uri.edu/gsadmis/), where he oversees about 60 masters, doctoral, and professional degree programs with an enrolment of 2500 students. He is also the director of the new Interdisciplinary Neuroscience Program (http://www.uri.edu/gsadmis/inp/index.html). Other university appointments include: chair of the Graduate Council (2009-current), member of the Joint Committee on Academic Planning (JCAP), and chair of the URI Research Council (2003-2004). Additionally, he is on the board of the Northeast Alliance of Graduate Schools, whose membership includes some of the most prestigious universities in the United States as on an advisory board of the Council of Graduate School (CGS), headquartered in Washington, DC. He is a Professor of Pharmacology, Toxicology, and Neuroscience. He had served as the Assistant Director of the Rhode Island Biomedical Research Infrastructure Network (2001-2004), which established the first, such network in the State with eight participating Universities. Dr. Zawia obtained his Ph.D. in Pharmacology and Toxicology from the University of California, his MS in Pharmacology and Physiology from Loma Linda University, and his BS in Biochemistry from the University of Massachusetts. He received postdoctoral training at the National Institute of Health (NIH) and served as an Assistant Professor at the University of Sana’a and as a Fulbright Scholar to Yemen. He was also an Assistant Professor at Meharry Medical College. His current research is focused on environmental risk factors for neurodegenerative diseases such as Alzheimer’s disease (AD). He is a leader in the epigenetics of AD and his work has been featured by the national and international media such ABC News, CBS, and CNN. He has also patented a novel drug for the treatment of AD, which is scheduled in 2014 for clinical trials in the US. He has published more than 70 papers and book chapters and has edited a book on Molecular Toxicology and a Journal issue for Current Alzheimer’s Research. His research has been supported by millions of dollars from the NIH, the National Science Foundation (NSF) and the Environmental protection Agency (EPA). He has Chaired NIH grant study sections and also serves as a reviewer on many international journals and funding agencies as well as on the editorial board of the Journal of NeuroToxicology, Current Alzheimer’s Research, and the Journal of Alzheimer’s Disease (JAD). He has received numerous honors such as: US Environmental Protection Agency (Scientific and Technological Achievement Award, Level I), Fidia Foundation, NIH, the Government of Yemen, the Indian Society of Physiology, and others.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? "Globalization of Graduate Education: Future trends and Alternative Career Pathways". Nasser H. Zawia, Dean The University of Rhode Island Graduate School, Kingston, RI, USA. The United States remains a leader in graduate education however; graduate education in Europe and in emerging countries has risen to new heights and provides alternatives to a US education. These new markets have had a noticeable impact on the numbers of international students seeking higher degrees in the US and have affected the competitiveness of graduate programs in America. Furthermore the nature of graduate education is rapidly changing and traditional modes of instruction and alternative career pathways are rapidly developing. One way the US and European countries have dealt with these increasingly competitive markets for the best minds in the world is by establishing joint, dual degree, and linkage programs with international partners. This presentation will discuss different types of partnerships and programs and highlight the advantages and disadvantages of each approach. Furthermore specific light will be shed on future trends and expected patterns.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Ayşe Günsel Fatih University

University Industry Collaboration: The New Facet of Universities

In the last decades of the twentieth century, in which the creation, exploitation, and transfer of knowledge become increasingly important, universities in Europe and other OECD countries have experienced a profound change (Hanel and St-Pierre, 2006). Universities have evolved from institutions for teaching and research into large (public and private) organizations responsible for mass higher education and the production and distribution of new knowledge and technologies (Bonaccorsi, 2010) Accordingly collaboration between universities and the private sector has become more and more commonplace, through licensing agreements, research joint ventures, and start-ups (Siegel et al., 2003). Universities are increasingly being called upon to contribute to economic development and competitiveness, and they become part of an innovation system that includes industry and government and supports innovation and economic progress (Etzkowitz and Leydesdorff, 2000; McKelvey and Holmén 2009; Perkmann et al., 2011). This transformation underlines the triple helix model of university-industry-government relations (Etzkowitz and Leydesdorff, 1998) that attempts to explain dynamics in knowledge-based economies, focusing on the expanded role of knowledge in society and the role of the university in this development. According to the triple helix model, firms are beginning to act like universities via investing in research laboratories and corporate universities. The government is taking the role of industry in supporting development of industry relevant research and technology transfer to industry, and plays a role directly and indirectly in supporting and setting up trilateral networks and hybrid organizations. Universities are beginning to act like firms by capitalizing knowledge and starting up new commercial entities, and are becoming more innovative and entrepreneurial (Thune, 2010). The debate on the entrepreneurial university has raised questions about what motivates academic scientists to engage with industry. In search of the stimulus for the university–industry collaboration, one should look at the parties of this relationship. There are three main parties within a university industry collaboration relationship: (1) university scientists, who discover new technologies, (2) firms/entrepreneurs, who commercialize university-based knowledge and technologies, and additionally (3) technology transfer office, that serves as a interface between academic scientists and industry and manage the university’s intellectual property (Siegel et al., 2003). The table below shows the major motives for university–industry collaboration

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Motives for collaboration for University scientists

Motives for collaboration for industrial firms

• need to find funding especially for equipment and research assistants • the opportunity to start their research project • the possibility to test practical applications of theories • pursuing its objectives of increasing excellence • prestige and reputation in creation and diffusion of knowledge and technologies

• access to new knowledge and technologies • instrumental for innovation

Table 1. Motives for university–industry collaboration Moreover, proximity, plays a major role on networks and interaction density between universities and industrial firms within innovation system context. In a way, the probability for a business to accept financing research and development activities in a university is related to the proximity between the parties. This fact is in general attributed to the tacit nature of a relevant part of knowledge (Çetindamar and Günsel, 2010). Therefore, in order to increase the collaboration among universities and industrial firms, the universities should be established closed to the industrial firms and zones. There are many exemplar innovation systems, related with the proximity, such as Stanford University and Silicon Valley, Cambridge University and Cambridge region, and Shanghai University Science Parks, China International Textile Technology Development Zone and Jiading High-Tech Park (Wu, 2007). Quality is also an issue in view of the fact that the probability for a business to invest in R&D activities in a university increases with the quality of the department involved (Mansfield and Lee, 1996). Here the technology transfer offices and employees have a vital importance. So universities should establish such offices and employ qualified personnel that can manage the university’s intellectual property. Here, Friedman and Silberman (2003) report that universities that share the royalties with the related staff as well researchers–inventors succeed better in technology transfer and receive higher royalties than those that do not. In summary, universities, evolving into a more innovative and entrepreneur direction, and industry are converging towards a hybrid order where the differences between scholarly and commercial logics are becoming blurred.

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“Innovative and Entrepreneurial University” References Hanel P. and St-Pierre M., (2006), “Industry–University Collaboration by Canadian Manufacturing Firms”, Journal of Technology Transfer, 31, 485–499. Siegel D. S., Waldman D. A., Atwater L. E. and Link A. N., (2003), “Commercial knowledge transfers from universities to firms: improving the effectiveness of university–industry collaboration”, Journal of High Technology Management Research 14, 111–133. Bonaccorsi A., Daraio C. and Geuna A., (2010), “Universities in the New Knowledge Landscape: Tensions, Challenges, Change—An Introduction”, Minerva 48, 1–4. Etzkowitz, H., and Leydesdorff, L., (2000), “The Dynamics of Innovation: From National Systems and 'Mode 2' to a Triple Helix of University-Industry-Government Relations”, Research Policy, 29(2), 109-123. Etzkowitz, H., and Leydesdorff, L. (1998), “The Endless Transition: A "Triple Helix" of University-Industry-Government Relations”, Introduction to a Theme Issue. Minerva, 36, 203-208. McKelvey, M. and M. Holmén, (2009), “Learning to Compete in European Universities: From Social Institutions to Knowledge Business”, Cheltenham UK : Edward Elgar Publishers Perkmann M, King Z, Pavelin S, Engaging excellence? Effects of faculty quality on industry engagement across disciplines, Research Policy, 2011, Vol:40, Pages:539-552 Thune T., (2010), The Training of ‘‘Triple Helix Workers’’? Doctoral Students in University–Industry–Government Collaborations”, Minerva 48:463–483. Çetindamar D., and Günsel A., (2010), “Istanbul: A Candidate City for Innovation League” Journal of Global Strategic Management, 4(1), 74-88 Wu, W., (2007), “State Policies, Enterprise Dynamism, and Innovation System in Shanghai, China”, Growth and Change, 38(4), 544–566. Mansfield, E. and J. Y. Lee, (1996), “The modern university: contributor to industrial innovation and recipient of industrial R&D support”, Research Policy, 25(7), 1047–1058. Friedman J. and Silberman J., (2003), “University technology transfer: Do incentives, management, and location matter?”, The Journal of Technology Transfer, 28: 17-30.

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“Innovative “Innovativeand andEntrepreneurial EntrepreneurialUniversity” University” President & Prof. Reg Pecen North American College, UNITED STATES

Trends on Sustainable university campus initiative

Abstract Sustainable university campus initiation has gained a significant role in higher education institutions in the United States. Many state and private universities in all sizes are committed to responsible stewardship of our natural resources and sound leadership in developing education, programs and services that promote a sustainable future. Recognizing that there are university individuals, departments, student organizations, and programs that are actively working to encourage responsible environmental stewardship, many institutions also designed and implemented small and large scale sustainability and clean energy projects and developed environmental awards among faculty, staff, and students. In addition, many higher education institutions including 2-year AAS and 4-year BS degree programs are now requiring one environment-technology-society awareness class as part of the required general education or liberal arts curriculum. Dr. Pecen will present first sample campus clean energy projects built on a university campus, then a sample curriculum for general education core that promotes environmental stewardship among all majors in any university. Campus programs, sample student activities, student organizations, and community outreach examples towards sustainability will be presented. The expected outcomes of the sustainable campuses are listed as making a positive impact within the community or organization served, the reduction of carbon emissions, promote energy conservation, reduce waste stream, contribute to storm water management, improve water quality, support a more environmentally efficient campus, and finally enhance the University's commitment to sustainability and responsible environmental stewardship. Brief Biography of Recayi “Reg” Pecen http://www.asee.org/member-resources/groups/divisions/energy-conversion-conservation/o fficers Dr. Recayi “Reg” Pecen was formerly a professor and program chairs of Electrical Engineering Technology and Graduate (MS and Doctoral) Programs in the Department of Technology at the University of Northern Iowa (UNI). Dr. Pecen is currently serving as President and Professor at North American College in Houston, TX. He is also serving as a Chair of Energy Conservation and Conversion Division at American Society of Engineering Education (ASEE). Dr. Pecen holds a B.S in EE and an M.S. in Controls and Computer Engineering from the Istanbul Technical University, an M.S. in EE from the University of Colorado at Boulder, and a Ph.D. in Electrical Engineering from the University of Wyoming (UW, 1997). He served as a graduate assistant and faculty at UW, and South

25 37

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dakota State University. He served on UNI Energy and Environment Council, College Diversity Committee, University Diversity Advisory Board, and Graduate College Diversity Task Force Committees. His research interests, grants, and more than 50 publications are in the areas of AC/DC Power System Interactions, distributed energy systems, power quality, and grid-connected renewable energy applications including solar and wind power systems. He is a senior member of IEEE, member of ASEE, Tau Beta Pi National Engineering Honor Society, and ATMAE. Dr. Pecen was recognized as an Honored Teacher/Researcher in “Who’s Who among America’s Teachers” in 2004-2009. Dr. Pecen is a recipient of 2010 Diversity Matters Award at the University of Northern Iowa for his efforts on promoting diversity and international education at UNI. He is also a recipient of 2011 UNI C.A.R.E Sustainability Award for the recognition of applied research and development of renewable energy applications at UNI and Iowa in general. Dr. Pecen established solar electric boat R & D center at UNI where dozens of students were given opportunities to design solar powered boats. UNI solar electric boat team with Dr. Pecen’s supervision won two times a third place overall in World Championship on solar electric boating, an international competition promoting clean transportation technologies in US waters. He was recognized as an Advisor of the Year Award nominee among 8 other UNI faculty members in 2010-2011 academic year Leadership Award Ceremony. Dr. Pecen received a Milestone Award for outstanding mentoring of graduate students at UNI, and recognition from UNI Graduate College for acknowledging the milestone that has been achieved in successfully chairing ten or more graduate student culminating projects, theses, or dissertations, in 2011 and 2005. He was also nominated for 2004 UNI Book and Supply Outstanding Teaching Award, March 2004, and nominated for 2006, and 2007 Russ Nielson Service Awards, UNI. Dr. Pecen is an Engineering Technology Editor of American Journal of Undergraduate Research (AJUR). He has been serving as a reviewer on the IEEE Transactions on Electronics Packaging Manufacturing since 2001. Dr. Pecen has served on ASEE Engineering Technology Division (ETD) in Annual ASEE Conferences as a reviewer, session moderator, and co-moderator since 2002. He served as a Chair-Elect on ASEE ECC Division in 2011. He also served as a program chair on ASEE ECCD in 2010. He is also serving on advisory boards of International Sustainable World Project Olympiad (isweep.org) and International Hydrogen Energy Congress. Dr. Pecen received a certificate of appreciation from IEEE Power Electronics Society in recognition of valuable contributions to the Solar Splash as 2011 and 2012 Event Coordinator. Dr. Pecen was formerly a board member of Iowa Alliance for Wind Innovation and Novel Development (www.iawind.org/board.php) and also represented UNI at Iowa Wind Energy Association (IWEA). Dr. Pecen taught Building Operator Certificate (BOC) classes for the Midwest Energy Efficiency Alliance (MEEA) since 2007 at Iowa, Kansas, Michigan, Illinois, Minnesota, and Missouri to promote energy efficiency in industrial and commercial environments. Dr. Pecen was recognized by State of Iowa Senate on June 22, 2012 for his excellent service and contribution to state of Iowa for development of clean and renewable energy and promoting diversity and international education since 1998.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University”

PARALLEL SESSIONS Fatih Oncul Southern Polytechnic State University

Ghada El Khayat Alexandria University, Egypt

Magdy M. Abou Rayan Mansoura University

Mehmet Ali Eroğlu Marmara University, Turkey

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Fatih Oncul Southern Polytechnic State University

A PRACTICAL AND AFFORDABLE TECHNOLOGY: FREE LECTURE CAPTURE (FLC) WITH OPEN-SOURCE SOFTWARE Abstract The untapped world of free open-source software has a lot to offer to today’s instructors. Free open-source operating systems and software applications have been tremendously improved from “the technology that requires significant amount of customization” to “the technology that works out of the box” over the last decade. This paper presents how any instructor with basic computer skills can create amazing digital courseware by utilizing free, user friendly, reliable, secure open-source software and a simple tablet-laptop computer. Linux based open-source screen capture software applications make it possible to recordlectures anywhere, anytime, as video files without the need for an expensive information technology infrastructure. Eventually, the video file sometimes referred to as a podcast or a screencast, is uploaded to web for viewing. It is true that many college students prefer courses that offer podcasts over those that do not. The “Free Lecture Capture (FLC)” method introduced in this study provides users with the capability of on-the-fly screen recording and performing basic video editing tasks. Moreover, FLCrequires a nominal startup cost and offers great flexibility to decision-makers of educational institutions whether to make further investments or not. Recent workshops and publications show promising progress of the use of “lecture capture with free open-source software” in higher education. 1. INTRODUCTION Lecture capture is a general term used to describe any technology that lets instructors to digitally record what happens in their classrooms and make it available for students’ reference. Students can view recorded lectures - also known as podcasts - at any time, any place in case they miss class or want to catch up on course content. Such podcasts can be part of online, hybrid or even traditional courses. Many universities have already implemented these systems. (Educause 2013) Podcasts are provided as a supplementary resource, and they are beneficial for review, useful to students with disabilities or whose first language is not English (or local instruction language), and a useful revision aid. Many publications are available in the literature explaining positive impacts of lecture capturing method on teaching and learning.Most of these studies use proprietary commercial software. There are several proprietary lecture capture software in the market, such as Camtasia, Tegrity, Panopto, and Echo360. They all come with significant license, server, or special appliance costs. User friendliness, availability, versatility, efficiency, reliability, and stability are among the important factors that determine the popularity of the lecture capture

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” system in the eyes of instructors. Under Windows operating system, it is the author’s experience that recording feature of such proprietary software usually requires high computing performance and uses too much CPU and memory resources.This gets more annoying when using a tablet-laptop, and causes a significant drop in overall performance. Software purchase without making a detailed survey of what faculty would want to see in such a lecture capture system may end up with frustrations. Even sophisticated and expensive systems may become obsolete due to the difficulties in implementation or low faculty interest. On the other hand, although development of free compatible replacements for proprietary software has flourished amazingly over the last decade, limited information is available in the literature on the use of free open-source software in capturing lectures. Actually, the author noticed a strong desire to use free open-source tools to create podcasts among the faculty members who attended Free Lecture Capture workshops organized by the author. Many were able to do lecture capturing after receiving a short training. Free open-source software idea has been around since 1986. In reality, the word “free” refers to freedom to copy a program and redistribute it, and freedom to change a program, so that you can control it(FSFE 2013, GNU 2013). The advantages of free open-source software are (Statskontoret 2012): i.

higher stability

ii.

high level of security

iii.

none or low licensing fees

iv.

possibility to modify source code

ample access to IT specialists through the internet community support blogs

vi.

independence from major software vendors

Free Lecture Capture (FLC) method proposed in this study uses Ubuntu Mint, a Linux operating system, and Linux based open-source lecture capture software available on the internet for free download. LINUX OPERATING SYSTEM Linux, an open-source operating system, has been developed as an alternate to Windows operating system. According to TOP500 Project, 93.8% of the 500 fastest supercomputers use Linux operating system (Top500 2013). On the other hand, Linux based Android operating system controls almost 50% of the mobile device market. (Wikipedia 2013) Although there is little openly published information on the usage Linux on desktop and laptop computers in the U.S., it is estimated to be more than 2%. Ubuntu, as one of the most popular Linux distributions, has been increasingly used by governments and educational institutions outside the U.S. For example, the City of Munich saved 4M euros moving to Ubuntu desktops (Munich 2012), and the Andalusian Regional Government, Spain, installed Ubuntu on more than 220,000 school computers (Andalusia

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” 2012). French police deployed 90,000 Ubuntu desktops saving 50M euros during 2004 to 2009 (French 2009). LINUX BASED LECTURE CAPTURE TOOLS Free open-source software, developed for Linux operating system, such as Xournal (Xournal 2013), RecordMyDesktop (RecordMyDesktop 2013), and Cheese (Cheese 2013) are simple, free, convenient and excellent tools to capture lectures and create digital courseware. Such tools much deserve to be more aggressively promoted in the education field. Xournal is an application for note taking, free-hand writing, sketching, keeping a journal using a stylus pen. It is a Linux replacement for Microsoft Windows Journal. Xournal lets users annotate any PDF file. Lecture notes prepared in MS PowerPoint can be saved in PDF format, and the same PDF file can be easily annotated using Xournal during a lecture. RecordMyDesktop is a simple but powerful screen capture tool for Linux. It saves recorded desktop sessions as movie files in OGG format. OGG is a completely open, patent-free, professional audio encoding and streaming technology with all the benefits of open-source. OGG files can be played with VLC Media Player, and popular internet browsers such as Firefox and Chrome. Cheese is used to view webcam output on the computer’s screen. During screen recording with RecordMyDesktop, the webcam output, as it is displayed on the screen, is also recorded.

2. HOW DOES “FREE LECTURE CAPTURE (FLC)” WORK? Depending on the available hardware, an instructor can capture his or her lectures in several different ways. However, the author recommends using a tablet-laptop, an external webcam, and a set of free open-source software for best performance and mobility. A recommended portable lecture capture technology is shown in Figure 1.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” An instructor can use portable Free Lecture Capture (FLC) technology in three different ways: 1. FLC as PDF: Computer screen is used as a whiteboard to write and sketch, and lecture notes are saved as files. No video files are created. Instructor can either write on a new blank page or annotate on any PDF file. Some prefer to give students incomplete lecture notes before class, and write on it using Xournal during the lecture as students write on their hardcopy lecture handouts.A sample incomplete and completed (or annotated) lecture notes are shown in Figure 2. Instructor may wish to save his or her lecture notes in PDF format and make them digitally available to students. 2. FLC as Video: Computer screen is used as a whiteboard to write and sketch, and all screen activity during class is recorded as video files. Recording is done on-the-fly without any delay. The video file which is in OGG media format can be uploaded to any web space for students’ reference. Video format conversion is not necessary; however, one may want to convert video files to more popular media formats at the expense of some reduction in picture quality. 3. FLC as Video with Webcam: Computer screen is used as a whiteboard to write and sketch, and all screen activity during class, including webcam output, is recorded as video files. This option gives the flexibility to record demonstrations or other class activity in addition to capturing computer’s screen. Snapshots of a sample recording are shown in Figure 3.

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“Innovative and Entrepreneurial University”

Oncul (Oncul 2011) presented the effectiveness of Linux based free open-source screen capturing tools in engineering classrooms. He used a tablet-laptop to deliver lectures by writing on the computer’s screen using a stylus pen, and recorded all screen activity as video files. Recorded lectures were made available to students through the school’s servers. Survey results showed that more than 50% of the students viewed those video files 5 or more times in a semester. Oncul also reported that the availability of recorded lectures made almost no impact on student attendance in three engineering courses. Surveys at various institutions in the US and the UK have indicated that access to lecture podcasts generally does not impact students’ decision to attend class (CRLT 2010). 3. CONCLUSIONS Free Lecture Capture (FLC) technology is introduced in this study. FLC, as a promising tool to enhance teaching and student learning, comes with free open-source software and has a great potential to save higher education institutions money and time. Considering the unlimited flexibility of modifying the software, FLC stands out as a technology which is open to improvement and worth trying. In summary, Free Lecture Capture (FLC) offers a highly cost effective system that: •

works with simple and affordable hardware,

•

comes with absolutely free software,

•

is easy to install and use,

•

is stable and requires minimal maintenance,

•

can be modified to suit users’ needs,

•

needs no internet connection during lecture recording

•

does not require proprietary media servers,

•

no license issues

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” •

has almost no virus risk

•

is portable and at instructor’s disposal at all times.

4. BIBLIOGRAPHY Andalusia.2012. http://www.canonical.com/about-canonical/resources/case-studies/andalusia-deploys-220000-u buntu-desktops-schools-throughout-r.Accessed April 2013. Cheese.2013. http://projects.gnome.org/cheese/.Accessed April 2013. CRLT Occasional Paper No. 27. 2010. “Lecture Capture: A Guide for Effective Use”. The University of Michigan, page 3. Educase.2013. http://www.educause.edu/library/resources/7-things-you-should-know-about-lecture-capture.Ac cessed April 2013. French.2009. http://arstechnica.com/information-technology/2009/03/french-police-saves-millions-of-euros-b y-adopting-ubuntu/.Accessed April 2013. FSFE. 2004. http://fsfe.org/campaigns/wsis/fs.en.html.Accessed April 2013. GNU.2013. http://www.gnu.org/bulletins/bull1.txt.GNU’S Bulletin, Volume 1 No 1, 1986.Accessed April 2013. Munich. 2012. http://www.theregister.co.uk/2012/03/29/munich_linux_savings/.Accessed April 2013. Oncul, F. 2011. “Video Lecture Capture in Engineering Classrooms with Free Open-Source Software Tools” American Society for Engineering Education Annual Conference Proceedings. RecordMyDesktop.2013. http://recordmydesktop.sourceforge.net/about.php.Accessed April 2013. Statskontoret , 2012, The Swedish Agency for Public Management, “Free and Open Source Software”. Top500. 2013. http://en.wikipedia.org/wiki/TOP500.Accessed April 2013. Ubuntu.2013.http://lifehacker.com/5993297/ubuntu-vs-mint-which-linux-distro-is-better-forbeginners. “Ubuntu vs. Mint: Which Linux Distro Is Better for Beginners?”.Accessed April 2013. Wikipedia.2013. http://en.wikipedia.org/wiki/Usage_share_of_operating_systems, Accessed April 2013. Xournal.2013. http://xournal.sourceforge.net/Accessed April 2013.

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â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Ghada El Khayat Alexandria University, Egypt

University-Industry collaboration through studentsâ&#x20AC;&#x2122; projects: The case of the MIS department Abstract It is sometimes so difficult for many students to grasp the concepts of a course that is basically logic and/or mathematics? It becomes more difficult to students when they are expected to acquire some skills by the end of a course, such as programming, practicing system analysis techniques or developing a database. We believe that unless students engage in a problem solving exercise learning is sterile. Student projects can be considered as problematic situations for which they need to design and develop a solution. Learning through problem solving techniques and learning by doing have been proposed by several authors and they come with merits and difficulties that will be discussed in this talk. According to John Dewey (1859-1952), the famous educational psychologist, thinking is initiated when a person perceives a problem and then tries to clarify the exact nature thereof in order to determine possible solutions. Understanding of the problem is thus first sought through the use of prior knowledge. Then, hypotheses are stated with a view to testing them through some active experimentation. Learning has occurred if the problem is solved. And it is only when learning has occurred that a permanent behavioral or performance change can be induced in students and graduates. So these concepts are not really new but unfortunately were untaken care of in many educational institutions. Guided by this discussion, the courses projects and graduation projects were given a special importance by the MIS department, Alexandria University to develop project-based learning for two main objectives; first its important contribution to the training of students and its potential serving different institutions in a resource scarce economy. In the curriculum of the Bachelor of Science Degree in Management Information Systems offered by Alexandria University, Egypt, projects in one course aim at using the material developed in it in a practical application by the students. Graduation projects aim at using the material developed in more than one course in a practical application by the students. Sometimes, the project is proposed by the instructor because it fits in his/her interests while guaranteeing the achievement of learning objectives for the student. In other times, the students are interested in a certain application and they propose it to the supervisor who accepts it if satisfactory. In both cases there is no direct positive impact on the community. However, Management Information Systems is an applied field and the need for the development of new tools and solutions is growing everyday. This fact motivated the MIS department, Alexandria University to work on projects that solve problems in a professional setting whether in the university itself, in the industry or in the Alexandria community in general. Throughout the past four years, solutions were presented to

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? administrative departments in the university, to other academicians from different specialties, to the Alexandria industrial community in sectors of fertilizers, distribution and waste management, among others. These different experiences will be presented in this talk. Summer trainings and interns for university students is also an important component of their learning experience. Unfortunately, many students perceive the training experience as a line that has to be added to their CV and many companies perceive the student trainings as a way to maintain relations with the universities without believing that students can offer something valuable. The MIS department started a summer training initiative with the Oil and Gas sector in Alexandria where students were asked to solve real problems through the design and development of new information systems. We reflect on this important experience in our talk and we show how it changes an old perception for student summer trainings. Value was created through this initiative to both the industry and the students. A major benefit that came out of the experience of working on real problems through projects is the development of the entrepreneurship capabilities of the students. Many of them, after savoring the success of developing valuable solutions, become confident and decide to start up their small business and not waiting to find a job. But this is not the only result. Many lessons learnt from these initiatives will be presented in the talk and a proposal for future actions will be made in an attempt to guarantee sustainability of this initiative. Keywords University-Industry Collaboration, Studentsâ&#x20AC;&#x2122; Projects, Community Service, Problem-based learning, Project-based learning, learning by doing

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“Innovative and Entrepreneurial University” Magdy M. Abou Rayan Mansoura University

DEVELOPMENT OF HIGHER EDUCATION IN DEVELOPED COUNTRIES THROUGH INTERNATIONALIZATION Abstract The development of higher education quality coupled with cost effectiveness presents a real challenge to universities administrator and leader in developed countries.Ratification of development financial requirements will require additional financial resources, the trends are to: •

Increase the cost of instruction for students.

• Increasing the enrollments, taking into consideration the maximum physical capacity of the institutions. In fact the public or governmental revenues can meet hardly the required cost increases, in the actual global situation the financial support to higher education institutions decreased The internalization of higher education can help in increasing financial resources through quality education. The breach in IT enabled the institutions to provide different forms of degree, as dual degrees. The blended learning offers new opportunities to higher education institutions to increase enrollment, despite the limited physical capacity. In fact neither the classical education based on physical contacts nor the distance education based mainly on e-learning technology is the optimize methodology. In the following presentation a proposed methodology will be presented and some successful cases in the world wide will be also presented REFERENCES [1].Johnstone B.,Worldwide Trends in Financing Higher Education: A Conceptual Framework, 2009, Financing Higher Education Book. [2]. Burton A. Weisbrod, Jeffrey P. Ballou and Evelyn D. Asch, An Introduction to the HigherEducation Industry, Cambridge University Press [3]. Nicholas Barr, Financing higher education: Comparing the options, 2003 [4]. Creativity in Higher Education, European University Association (EUA), 2007

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Mehmet Ali Eroğlu Marmara University, Turkey

Setting up an Innovative Team for Students and Teachers in Language Teaching Abstract Teachers provide to key to teaching language and culture at the various levels of language instruction for learners. Learning levels are very important for teaching foreign or native language, because learners might discover how much licence the foreign language gives them to share many things with the foreing teacher and with the another. There are some kinds of intelligences for learning language as well as studying all other sciences. In 1983 Dr. Gardner has classified intelligence as linguistic, logical, visual, kinesthetic, interpersonal, intrapersonal, naturalistic, musical intelligence. It is need to be clarify these intelligences according to teaching language by teacher. On the other hand collabarating with students or among the students. Active learning is "anything that involves students in doing things and thinking about the things they are doing" (Bonwell & Eison, 1991, p. 2). Learning is not for only language teaching, but also it needs for other science teaching. “Learning is a dynamic process that consists of making sense and meaning out of new information and connecting it to what is already known. To learn well and deeply, students need to be active participants in that process. This typically involves doing something – for example, thinking, reading, discussing, problem-solving, or reflecting.” (Barkley, 2010, p. 94) This paper presents how any teacher with students can create amazing hibrit courseware both inside and outside of class by utilizing free, user friendly, reliable, secure open-source software and a simple other divices such as tablet, Ipad, Laptop ect. Students definitely represent a wide range of ages, educational backgrounds, personalities, goals, and levels of motivation. One of the most important things is that to help students develop the academic writing, grammar, editing, reading and time management skills necessary for writing assignments or theses, refer them to the Learning Resource Centre on the their Campus for an individual consultation or generic workshop or to the Learning Development Lecturer working from the Education Centres. This article describes how to provide supporting learning for adult students while teaching language. Refer any of your students who are having difficulty in any of the following areas: effective writing, writing, writing sentences, essay writing, report writing, reading, note taking and critical thinking. Keywords: Language; experience; orientation; Student; Teacher; Collaboration, Instructor Bio Mehmet Ali Eroglu has graduated Eastern Language and Literature in Selcuk University in Turkey and hold PhD in Turkic Language as Caucasian Dialect in Daghestan Pedogogical University. He worked several years in Caucasia then has worked in Comtemporary Turkish Language and Dialects at Fatih University. Curently, he is working in department of Turkish language education at Marmara University in Istanbul,Turkey.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” The 3rd INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION “INNOVATIVE AND ENTREPRENEURIAL UNIVERSITY”

Panel Program

SESSION

Health & Education Moderator: Professor Levent KART

11:40 - 13:00 M 225

Irine Zarnadze

Case Study and Problem Base Methodology in Medical Education

Eman Aldigs

Students’ Perceptions of Learning Environment and their academic achievement; First Step in a Thousand Miles Journey

Volodymyr Sulyma

Technology Education on Surgery with use of Medical Simulators

SESSION

Culture, Identity and Education Moderator: Professor Tufan BUZPINAR

11:40 - 13:00 M 226

Abdellah Benahnia

Towards an Understanding of Intercultural Competence and Identity in L2 / Fl Education

Aqila Rafique

Attitude of Prospective Teacher Towards Teaching Profession Studying at IER

Mariya Neycheva

Impact of Education on Growth in Bulgaria

Ahmad Faris Ismail

Challenges in International University Collaborations Among Oic Countries

Anis Ahmad

Education: Globalization

SESSION

Eleonora Badilla Saxe

Strategy and Policy in Education Moderator: Professor Durmuş GÜNAY

11:40 - 13:00 M 229

A University That Learns: Higher Teacher Education And Evaluation Network

Claudia Urrea-Giraldo & MAKE TO THINK: Ideas, Spaces and Tools Eleonora Badilla Saxe Saeed Soleymani

Strategies for integrating Information & Communication Technologies (ITC) to develop the academic education

Essam Khamis

Strategic Plan for Scientific Research of SRTA-City

Ghada El Khayat Mehmet Ali Eroğlu

University-Industry collaboration through students’ projects: Setting up an Innovative Team for Students and Teachers in Language Teaching

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University”

SESSION

Maintaining Quality in Education Moderator: Professor Nader NADA KNFK NECİP FAZIL HALL

11:40 - 13:00

Olabiyi Aina

Quality Assurance in Higher Education: Thinking Beyond the Gambia Experience

Zineb Djoub

Portfolio Training: Getting Learners Actively Involved (Teacher Training)

Abbas Khakpour

Knowledge Management in Universities & Educational Organizations

Gamze Sart

Experiences Related to the Intellectual Property Policies at the University Techno-Parks

Kerroumia Messen

The Gap Between the University Output and the Requirements of Labour Market: Evidence from Algeria.

Yasser Gaber A. Dessouky

The Collaboration between the Arab Academy for science and Technology

Magdy M. Abou Rayan

Development of Higher Education in Developed Countries Through Internationalization

SESSION

Ali Nizam Ali Yılmaz Çamurcu Fevzi Yılmaz

New Opportunities in Education Moderator: Professor Murtazali RABADANOV

11:40 - 13:00

M 222

MEETING ROOM

Distance Education in Higher Education, Digital Pedagogy, Finance of Universities

Comparative Activity Analysis of Public Expenses of Higher Süreyya Sakınç Sibel Aybarç Bursalıoğlu Education : Turkey –EU Countries Didem Tezsürücü

Human Resources Education in Universities of Turkey

Didem Doğan

Accountability of Higher Education

SESSION

Open Platform Moderator: Professor Krzysztof RYBINSKI

11:40 - 13:00

M 223

MEETING ROOM

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? MR. OLABIYI AINA STRATFFORD COLLEGE OF MANAGEMENT GAMBIA CAMPUS, GAMBIA

Quality Assurance in Higher Education: Thinking Beyond the Gambia Experience Abstract Since 2007, the assessment of the quality of the teaching and learning process in the Gambia has generated considerable political controversy. This article traces the evolution of the quality regime to the present day, which appears to signify that the contemporary arrangements are underwritten by a measure of political consensus and an emerging interest in moving beyond quality assurance to quality enhancement. The focus of the article is to provide an interpretation of the British quality agenda that recognizes the inevitability that higher education policy will be shaped by compromises arrived at between dominant political interests. And yet policy is also driven by ideas, and the article interprets the shifting quality agenda as a conflict of values about the relationship between state, the wider society and higher education. As interest in creating quality regimes for teaching and learning spreads to other systems of higher education, ! the question arises as to what, if anything can be learnt from the Gambia. Keywords Education

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Gamze Sart Yeditepe University, TURKEY

EXPERIENCES RELATED TO THE INTELLECTUAL PROPERTY POLICIES AT THE UNIVERSITY TECHNO-PARKS Abstract The number of the techno-parks in Turkey has increased since 2000, which have been officially supported by the national government. Since then, public action has supported science and technology parks as the main innovation policy by giving initiatives. All these changes, regarding particularly on policies have transformed the roles of the universities as well. All these policies have strategically developed for the development of the technology-based economies, which become benefits for the different parts, like benefits for the industry, benefits for the university, and benefits for the government. Keywords Technology Parks, Intellectual Property Rights, Innovation

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Prof. Essam Khamis City of Scientific Research and Technological Applications, EGYPT

Strategic Plan for Scientific Research of SRTA-City

Abstract This presentation will discuss some of the aspects that help in pushing forward the scientific research in Egypt in general and in the City of Scientific Research & Technological Applications, SRTA-City and translating it into innovation within the industry in the frame of technology transfer to attract business to invest in marketing of the ready prototypes and products available in SRTA-City. SRTA-City is the newest addition of research institutes in Egypt that is directed to the development and renovation of industry. The major goal of SRTACity is to be the first model of state of the art Science and Technology Park in Egypt that includes Technology Business Incubators, TBI\'s for small and medium industries and to have local and international joint Venture Companies, which help SRTA-City to work on achieving Egyptian Economy Knowledge Based strategy by developing and modernizing the Egyptian Industry. Science Park is a meeting point for the following three elements of success: Academia, top-level research, and business. This is in line with the strategic plans of the Ministry of Scientific Research. The presidential decree on 1993 has been issued to establish SRTA-City that comprises 12 institute and research centers. Five institutes and center has been launched namely Genetic Engineering and Biotechnology Research Institute (GEBRI), Informatics Research Institute (IRI), Advanced Technology & New Materials Research Institute (ATNMRI), Arid Lands Cultivation Research Institute (ALCRI) and Technology Capabilities Development Center. The research in SRTA-City R & D institutions is supported by Central laboratories equipped with the most modern and sophisticated equipment that operated by highly trained scientists and technicians. The focus research sectors of SRTA-City are Biotechnology (genetic engineering, biotechnology research), Information Technology (informatics research), Advanced Engineering (new materials, Nanotechnology and solar cells) and Agriculture Biotechnology. SRTA-City is located in the industrial area at New Borg El Arab City, west of Alexandria. Keywords Science Park, Research, Industry, SRTA_City

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” By Ms Zineb DJOUB Abdelhamid IBN BADIS University, ALGERIA

Portfolio Training: Getting Learners Actively Involved

Abstract The last decade has witnessed an array of changes in language learning goals, requirement as well as perspectives. The prevailing tendency is to teach learners how to learn so that to enable them to cope with new technologies and learning environments. Indeed, assessment of learners needs to contribute to their learning instead of merely providing data on their accomplishment or learning outcomes. Therefore, a variety of assessment methods or what has been called alternative assessment has been advocated. Language portfolios are among these methods which are gaining more popularity and support among teachers, teacher-trainers, learners, stakeholders, material designers, educational boards and researchers. They can provide opportunities for learners’ involvement, reflection over their learning and thus, promote their autonomous learning. Hence, to develop learners’ autonomy, conscious awareness of portfolios’ use is an important key for the achievement of this process since it involves decision making and taking. Thus, implementing language portfolios requires training learners into its process. How does, then, this training need to implemented?. This presentation aims at helping teachers make effective use of language portfolios in an EFL/ESL context. This is through proposing and making clear the steps of integrating them into their teaching and the way learners’ training into their use needs to be conducted, so that to promote their reflective and autonomous learning.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Prof. Irine Zarnadze Tbilisi State Medical University, GEORGIA

Case Study and Problem Base Methodology in Medical Education

Introduction Case Study and PB (Evidence-Based Medicine) is a relatively new concept in medicine, and medical education, but one that is rapidly gaining acceptance as an important approach in assisting medical students, residents, and practicing physicians with their clinical decision-making. It has four basic steps: the development of a clinical question, the literature search for the appropriate medical literature to address the clinical question, critical appraisal of the acquired paper, and application of the results of the research paper to the patient at hand. The use of CS and PB(EBM) should allow for patient care that is the most effective possible, the most cost-effective, and the safest. Methods Observational Study. Results and Discussion The CS and PB component has the aim of assisting students to learning objectives. Training in the CS AND PB learning method will be provided at the beginning of the Module. The Module Paper has the aim of assisting students to learning objectives. The Annotated Bibliography supports all learning objectives. Students are to select their own reading, in consultation with other students and faculty, amounting to at least 1,000 pages. Students are to maintain an annotated bibliography of their reading, and this must be delivered to the Module Director at the completion of the Module. Characteristics of CS and PBL : Problems form the organising focus and stimulus for learning, Problems are a vehicle for the development of problem-solving skills, New information is acquired through self- directed learning, Learning is student centred, Learning occurs in small student groups ,Teachers are facilitators or guides., Problems form the organising focus and stimulus for learning. Process of PBL : Students confront a problem, In groups students organise prior knowledge and attempt to identify the nature of the problem. Role of the tutor: facilitator, help clarify discussion, suggest avenues of investigation, put problem in context of other learning, suggest prioritising of learning issues, intervene in negative group dynamics, guide discussions about group process.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Conclusion Outcomes of CS and PBL are the Problem-solving skills, Self-directed learning skill, Ability to find and use appropriate resources ,Critical thinking ,Measurable knowledge base, Performance ability, Social and ethical skills, Self-sufficient and self-motivated, Leadership skills ,Ability to work on a team, Communication skills, Proactive thinking, Congruence with workplace skills, knowledge. Keywords Case Study, Problem Base

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dr. Eleonora Badilla Saxe University of Costa Rica, COSTA RICA

A UNIVERSITY THAT LEARNS: HIGHER TEACHER EDUCATION AND EVALUATION NETWORK Introduction This article presents the Institutional Network for Higher Teacher Education and Evaluation RIFED, at the University of Costa Rica. This initiative is part of the Academic VicePresident´s office. RIFED has been conceptualized and implemented with the objective of supporting faculty on assuming a new vision on Higher Education Teaching and Evaluation, relevant to the XXI Century. Three questions are addressed here: Why a network? How does a non located organism live in a located institution? Which Higher Education Teaching and Evaluation? The ultimate goal seeks to reveal what the University as a whole has learned through this initiative. Why a network? A Network is an innovative and flexible strategy for academic management. It prevents waste of resources, and mainly it strengthens the potential of the different departments within the institution. A Network does not need more spaces, people or resources. It takes advantage of the existing ones. How does it live in a rigid structure? With a very careful designed strategy of communication and a permanent learning process of all the participants of the Network. Which higher education teaching and evaluation? RIFED stands on the idea that teacher education must rely on the permanenent revisit, by the academic community of the educational act. Evaluation must be (not an end on itself ) but a means for achievieng excellence. The ultimate goal seeks to reveal what the University as a whole has learned through this initiative.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Prof. Dr. Anis Ahmad Riphah International University, PAKISTAN

Education: Globalization

Higher education going through a critical review for the past over a decade in most of the countries of the world. In Pakistan, past ten years have been crucial because Higher Education Commission of Pakistan came up with a Master Plan to enhance research and development in collaboration with stakeholders. A large number of researchers have been sent to do their Ph.D. in applied sciences. It is expected that within next few years over 5000 Ph.Ds will join universities in Pakistan. This has changed research environment and link with industry. Knowledge economy has become a buzzword in academia. However, one important dimension of education namely inculcation of values and addressing objective and purpose of life have not been given due consideration. The concept of universities as value-free has influenced many academicians. This paper will look critically into the intellectual roots of the concept of knowledge economy and propose a universal ethical basis of higher education. It is only when a proper balance is created between transfer of values and transfer of technology that a holistic development of society may take place. The paper recommends a scheme of universal values as basis of higher education.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Yrd. Doç. Dr. Ali NİZAM

Prof. Dr. Ali Yılmaz ÇAMURCU

Prof. Dr. Fevzi YILMAZ

Fatih Sultan Mehmet Vakıf Üniversitesi, TÜRKİYE

YÜKSEK ÖĞRETİMDE UZAKTAN EĞİTİM, DİJİTAL PEDAGOJİ, ÜNİVERSİTELERİN FİNANSMANI Üniversitelerin görevi; toplumun ihtiyacı olan eğitimi sağlayarak, iyi bilgi ve beceri ile donanmış mezunlar vererek ülke kalkınmasına en önemli katkıyı yapan birinci unsur olmaktır. Teknolojik gelişmeler üniversitelerde iyi organize edilmiş yüksek kalitede bilgiye dayalı uzaktan eğitim dersleri ile iyi eğitim görmüş nitelikli insan gücü yetiştirmede önemli katkı sağlamaktadır. İletişim ve bilgisayar teknolojilerindeki gelişmeler, eğitimde de önemli bir dönüşüme neden olmakta, uzaktan eğitim yeni teknoloji araçlar ile pek çok kişinin öğrenim görmek istediği çok yüksek kalitede eğitim öğretim veren üniversitelerde öğrenci olmanın yolunu açmaktadır. Diğer taraftan bir üniversitenin iyi organize ettiği bir dersi dijital ortamda kayıt altında tutarak İnternet üstünden tüm dünya üniversitelerindeki öğrencilere açması bunun da kendi üniversitelerinde tanınarak kredisi kabul gören ders olması eğitim-öğretimde dijital pedagojinin kullanılması ve tercih edilmesi önemli bir aşama haline gelmiştir. ABD’deki bazı üniversiteler derslerini dijital ortamlarda kayıt ederek diğer üniversite öğrencilerinin kullanımına sunmaları son yıllarda EDx, Coursera, Udacity, Khan Academy, Peer to Peer University ve Udemy gibi çalışmaların adları duyulmaya başlanmıştır. Özellikle 2012 yılından sonra daha hızla yaygınlaşan bu çalışmalar üniversitelerin mekân ve diğer giderlerinde düşmeye yardımcı olacaktır. Şüphesiz ki ilk alt yapı ve ders dokümanlarının hazırlığı bir miktar ekonomik yük getirecektir. Fakat daha sonraki aşamada üniversitelerin finansmanında ve bütçe giderlerinde önemli tasarruf sağlayacaktır. Diğer taraftan çok yüksek ücretli olan PRESTİJLİ üniversitelerde öğrenim görmeye ekonomik durumları elverişli olmayan orta gelir düzeyli öğrenciler için iyi imkân sunulmaktadır. Dijital pedagojinin amacı, akıllı cep telefonu, tablet bilgisayar, dizüstü bilgisayar gibi bilgisayar donanımına sahip gezgin araçlar ile kablosuz ağ ortamları üstünden, dijital ortamlarda geliştirilen derslere ait bilgileri her yerde her zaman ulaşılmasını sağlamaktadır. Dijital pedagojiye göre hazırlanan bilgisayar yazılımları ile animasyon, benzetim, yazılı, görsel ve sesli ders dokümanlarının sunulduğu dersler yeni öğretim yöntemi olarak kullanımı hızla gelişmeye devam etmektedir. Bunun yanında zeki öğretim yazılımları ve eğitimde veri madenciliği yazılımları dijital pedagoji için kullanılabilecek önemli bilgisayar yazılımlarıdır. Uzaktan İnternet üzerinden erişilerek bu tür derslerin dokümanlarına dijital araçlar ile ulaşmak günümüz teknolojileri ile büyük ilerlemeler kaydetmiş ve gelişmeler giderek artacak ve yaygın olarak kullanılacaktır. Prestijli Üniversitelerde eğitim-öğretimin yapmak ya da ders almak isteyenler için yeni bir dönüşüm başlatan dijital pedagojiye göre dijital ortamlarda hazırlanarak sunulan uzaktan eğitim çalışmalarına ilişkin gelişmeler ve yenilikler bu bildiride incelenecek ve üniversite-öğrenci finans kaynaklarına etkisi açıklanacaktır. Uzaktan eğitim yoluyla açılan dersler ve öğretim programlarının ve araçların avantajlı ve kısıtlı yönleri tartışılacaktır.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Kerroumia MESSEN Saida University, ALGERIA

The Gap between the University Output and the Requirements of Labor Market: evidence from Algeria. Abstract The higher education system in Algeria - like the rest of the most Arab world countries - suffers from many difficulties that prevent the presence of an active role of the university in the economic and social life. This paper aims to describe, analyze and diagnose the problem of incompatibility of higher education output with the demand of the labor market in Algeria. So through this paper we try to raise a key question and issue, which is: What are the reasons of the imbalance between the outputs of the university system and manpower requirements? In order to obtain the necessary data for our research, we randomly distribute questionnaires to a sample of students, a number of employers and a group of graduate trainees who had just started work, then we use the 19th version of the software application SPSS to analyze the collected data. Main findings of this paper confirm that: - The main reason of this gap is the lack of cooperation between universities and business companies; - The main result of this gap is that the university graduates are poorly trained and unproductive which increases the companies’ costs and decreases their profitability and competitiveness; - Among the proposed solutions, implementing Total Quality Management (TQM) in higher education, giving the business sector a say in determining fields of studies, involving students in decision making through the suggestions system and Opening the university on its surroundings including the society and the economic institutions. Keywords University, students, business sector, TQM, Algeria.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dr. Claudia Urrea-Giraldo

Dr. Eleonora Badilla Saxe

Giraldo is Researcher at the MIT Media Lab, COLOMBIA

University of Costa Rica, COSTA RICA

MAKE TO THINK: Ideas, Spaces and Tools

The workshop “Ideas, Spaces and Tools: Thinking by Doing” was designed for faculty members from various areas and disciplines, at the University of Costa Rica. The purpose was to model a constructionist learning environment. Using Scratch programming language and PICO Boards (which will be explained further on), participants were able to design digital stories, models, and simulations, individually and in groups. CONSTRUCTIONISM is Seymour Papert’s educational proposal for the creative use of new technologies in learning, involving communication, information and collaboration. The Scratch Language and PICO Boards are digital tools designed at the Media Laboratory (Media Lab) of the Massachusetts Institute of Technology (MIT), by the Lifelong Kindergarten group led by Dr. Mitchel Resnick. As to learning models and simulations, these creations aim to illustrate scientific phenomena, obtain a better understanding of an observed phenomenon, or explain to other people specific ideas or data regarding a research (Colella et al, 2001). The general purpose of the workshop was to enable the teachers to experience, through a hands-on experience, the environment, ideas and tools of constructionist learning, so that they could extrapolate them later on into their own fields and lessons. A constructionist learning environment focuses on the exploration and construction of powerful ideas, as well as on their reflection and articulation (Papert, 2000). Two powerful ideas caught the general interest: collaboration and technological fluency. The workshop in question took on the challenge of proposing situations in which the participants could experience some powerful ideas, and even the most powerful of all: the idea of powerful ideas. ON THE FINDINGS: Although the technological tools played an important role in this workshop, let us recall that they always did so as objects-to-think-with. The goal was to try out and reflect on a constructionist learning environment, as an educational alternative to traditional university teaching.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Abbas Khakpour Malayer Univercity, IRAN

Knowledge Management in universities & Educational Organizations

Abstract Educational organizations are the main instruments of society for the constant pursuit of knowledge. The role of knowledge management (KM) in the educational institutions (EIs) is critical and important. So we can say the main function of educational organization is the KM. Through the application systematic thinking, KM in educational organization can be separately identified and studied at administrative, research, education (teaching and learning processes), student service and human resource subsystems. The use of the KM systems and principles in EIs can lead to more flexibility in decision, promotion in teaching and learning processes, access to scientific resource, establishment of the effective internal and external communication network, synergy at the students and faculty knowledge and improvement in quality and quantity of research activities in EIs, However, effective and efficient accomplishment of KM in education faces some challenges. The study aims to examin! e the promises and potential pitfalls, challenges and opportunities of KM in education and educational institutions, especially the role of KM in teaching and learning processes. Keywords Knowledge management, educational organization, challenges, opportunities

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Aqila Rafique University of the Punjab, PAKISTAN

Attitude of Prospective Teacher towards Teaching Profession Studying at IER Abstract It has been identified by the researches that positive professional attitude of the teachers has an effect on their performance. The education system in Pakistan is not so much developed. There is a need of taking revolutionary steps including improvement of teacher education. The present study was intended to measure the attitude of prospective teachers towards teaching profession studying at IER (Institute of Education and Research), University of the Punjab Lahore, Pakistan. To this end, it was questioned whether the attitudes of prospective teachers towards the profession of teaching differ according to the variables including their gender, area of residence-urban and rural, Subject impact-science and arts, type of the Programs, and the reasons for choosing teaching profession. This study was descriptive in nature. An Attitude Scale Towards Teaching Profession (ASTTP) developed by Hussain (2004), having a general information sheet and! sixty-six items was administered to determine the student teachers attitude. All 670 prospective teachers enrolled at Masters Level in nine programs offered at IER constituted the population of the study. Stratified sampling technique was used thus taking 201 prospective teachers as subject of the study including male and female. Descriptive statistics as well as t-test and one way ANOVA was used for data analysis. The results of the study revealed that there is a significant difference between the attitude of teachers towards teaching profession on the basis of programs in which they study while there was no significant difference found between their attitude on the basis of their gender, area of residence and subject. Keywords Prospective teachers, Teacher\'s Attitude, Teaching Profession, Positive attitude, Rural and Urban

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Aldigs Eman King Abdulaziz University, College of Medicine, Jeddah, KSA.

Students’ Perceptions of Learning Environment and their academic achievement; First Step in a Thousand Miles Journey INTRODUCTION International requirements are challenging a rapid renovation in medical professions throughout Kingdom of Saudi Arabia which parallels many developments in Gulf Cooperation Council. Enhancement of the learning environment is a key of this transformation. Here, arises the significance of measuring learning environment by using inventories such as The Dundee Ready Education Environment Measure (DREEM). The aim of this study was to identify the perceptions of learning environment between third year students to overcome the weaknesses in the offered learning environment and suggest practical remedies. METHODS A cross-sectional research was carried out during the academic year 2012–2013. DREEM was administered to 390 participants in third year female students from different colleges (Medicine, Dentistry, Pharmacy and Nursing) at King Abdulaziz University/ Jeddah, Kingdom of Saudi Arabia. INSTRUMENT To our knowledge, it is the first Arabic reliable and validated translation of DREEM. Ethical approval for the study was permitted by the Ethics Review Committee of the institution. Statistical Package for the Social Sciences (SPSS) Version 15.0 was used to analyze data. RESULTS A limited demographic questionnaire was built up including: discipline, specialization satisfaction and level of academic achievements. Response rate was 59.2% and the overall score was 149.5/245. Our results indicated that the level of perceptions of our female students was average. Total DREEM score was the highest for Pharmacy college. On percentage basis, domain scores for all groups of the four colleges were compared due to different maximum score of each domain. “Academic Self- Perception" (66.4%) was the highest score and “Students' Perception of Atmosphere” was the lowest (55.4%). The differences between means on the scale somewhat widened between students with good level grades on one hand and excellent level grades students on the other hand with a difference of (0.17). Statistical analysis revealed that the correlation coefficients between the level of students' perceptions of the learning environment, the specialization satisfaction, and level of academic achievement were generally low but statistically significant (α = 0.05). CONCLUSION Extensive deficiencies in our learning environment was specified. Further corrective measures are needed in the domains of students’ perceptions of atmosphere and of teachers. These findings may provide guideline to curricular planner, faculties and administrators for advanced renovation in medical learning environment.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Prof. Dr. Ahmad Faris Ismail International Islamic University Malaysia (IIUM)

CHALLENGES IN INTERNATIONAL UNIVERSITY COLLABORATIONS AMONG OIC COUNTRIES The International Islamic University Malaysia (IIUM) is an OIC (Organisation of Islamic Cooperation) affiliated university. As an international university, IIUM students and staff come from more than 100 and 40 countries, respectively. There are continuous efforts in promoting effective international university collaborations in the areas of teaching and learning, research and innovation, and community development, especially among universities in OIC countries. New strategies are needed to overcome the various new and old challenges for the collaborations. The ecosystem for smart partnership and sharing of resources should be enhanced. Since international exposure is becoming a very important component in university experience, sufficient fund for staff and student mobility is required. A special research grant may be established to foster research collaborations among universities from different countries. Research projects that will provide innovative solutions to the problems facing the community should be given priority. Best practices and successful international collaboration programmes must be shared among the universities.

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dr. Volodymyr Sulyma Dnipropetrovsk Medical Academy, UKRAINE

TECHNOLOGY EDUCATION ON SURGERY WITH USE OF MEDICAL SIMULATORS Abstract TECHNOLOGY EDUCATION ON SURGERY WITH USE OF MEDICAL SIMULATORS Volodymyr Sulyma(1) (1) State Organization “Dnipropetrovs’k Medical Academy Ministry Health of Ukraine», Ukraine, Volodyasulyma@mail.ru Purpose: The doctor’s of the general medical practice and surgeons tasks determinates basic requirements: goal-directed methodic algorithm of questioning of the patient (getting anamnesis), physical examination, substantiation of provisional diagnosis, determinate algorithm of additional methods of investigations with analysis of received results, differential diagnosis, forming clinical diagnosis, substantiation of treatment program and it’s implementation. Brief background information: This requires reconstructing the process of teaching surgery both of students and of medical interns towards a positive effect - mastering the full range of theoretical knowledge and practical skills with the help of modern equipment. Sample/subjects: To implement the system of planning, monitoring and evaluation of the education quality for a real degree of assimilation of students with specific components of the program during the academic year of surgery training and discipline for module “Abdominal surgery” in general based on the cumulative number of ranking points for the European Credit Transfer System (ECTS). Design and methods: For the practical training used division’s computer class - for computer testing of students and interns, two classes of medical simulators (products firm “3B Scientific”) - for acquiring and mastering practical skills. For the interns-surgeons to mastery of the operational equipment in operation and manipulation rooms, as well as mastering of mini invasive surgery technology in the learning center “Endoscopes technologies in medicine”. Brief results and conclusions: Received results underscore the increased objectivity in the control of knowledge on the part of teachers\' interest and increasing of foreign students and of foreign medical interns’ interest to master a subject, that allowed to prepare a general practitioner in surgery and surgeons, and integrate in the future in practical public health in worldwide. Use of medical simulators and training mannequins for acquiring practical skills and new technologies of operative interventions using modern endoscope equipment, tools, and simulators allows imitating the real clinical situation during operative interventions and learning steps to resolve it. Keywords Technology, Education, Surgery, Medical Simulators

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Mrs. Saeed Soleymani Shahid Beheshti University, IRAN

Strategies for integrating Information & Communication Technologies (ITC) to develop the academic education Abstract Information and communication technologies, without the limitations and constraints of time and place, have created new perspectives in the world of education by providing access to human knowledge at any time and place. The influence of these new technologies to educational institutions from schools to universities, and even homes, has changed simple relations between teachers and students in general. Hence, Traditional patterns of learning are changing and users are faced with the sheer volume of information and knowledge. But according to the conducted research, not all educational systems have been successful to integrating these technologies. Therefore, the current research aimed at studying ways and strategies to apply this technology to the Iranian higher education system. In this descriptive study, a sample of 235 graduate students from university of shahid rajaee for teacher training (N= 750) selected by simple random sampling meth! od in academic year of 2010-2011. A reliable and valid self- ministered questionnaire used for gathering dada. Results indicate that all four defined strategies considered as the effective ways of application of ICT in developing academic education. The most important strategies identified to integrate the ICT to developing higher education were as following: to hold training courses concerning familiarity with Email identified as the most important teaching strategy; establishing Center of information technology to help students solving the problems, identified as the most important structural solution; Establish appropriate administrative procedures for designing, implementing activities and evaluating students by computer-assisted, considered as the most important administrative approach and preparing types of adequate tutoring software recognized as a Motivational strategy. Keywords ICT, strategies for integrating ICT, higher education system

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

â&#x20AC;&#x153;Innovative and Entrepreneurial Universityâ&#x20AC;? Associate Prof. Mariya Neycheva Burgas Free University, BULGARIA

Impact of education on growth in Bulgaria

Abstract The paper presents results of a study aiming to estimate the impact of human capital specifically education of the labor force on long-run growth in Bulgaria. The econometric specifications are based on the extended aggregate Cobb-Douglas production function with three inputs: labor, physical capital and human capital. A co-integrating relationship between growth and its determinants has been evaluated. The results imply that the share of people having completed upper secondary education enters insignificantly the cointegrating regression. Moreover, its short-run accumulation is related negatively to real output per capita. When tertiary education is considered, the result is positive and statistically significant both in the short- and the long-run. Thus, the study can not fully support the hypothesis that the higher average educational level fosters growth taking into consideration the fact that the share of active population having completed upper secondary education is twice as large as that of people with tertiary education. The upward trend of real output is attributed mainly to foreign direct investments inflows, investments in physical capital and export. Looking for a plausible explanation of the regression outcome, I explore the role of the quality of human capital measured by foreign language proficiency of the population. The cross-country correlation analysis implies that the spread of English explains a larger part of the variations in output per capita across the member states in comparison with the human capital quantity. In light if this, the research calls on more attention on the quality of human capital when policies for growth in Europe are designed. Keywords Secondary education, higher education, foreign language knowledge, growth, Bulgaria

INTERNATIONAL CONGRESS ON TRENDS IN HIGHER EDUCATION

“Innovative and Entrepreneurial University” Dr. Abdellah BENAHNIA English Language Center King Fahed Medical City, SAUDI ARABIA

TOWARDS AN UNDERSTANDING OF INTERCULTURAL COMPETENCE AND IDENTITY IN L2/FL EDUCATION Until recent years, the common trend in the world of education was to view culture, intercultural competence, and identity as distinct concepts in most teaching/learning activities. Nowadays, and with the immense technological advancements, all of these concepts seem to become closely interweaved or blended. Therefore, they tend to be a main key to globalization. This research will display how intercultural competence as well as the concept of identity can be used as a vehicle towards a better understanding of globalization in education, thereby assisting in the internationalization of some cultural concepts. It will also draw the teachers’ attention on how to improve their students’ overall output in the target language and focus more on the importance of cross-cultural competence in the area of EFL/ESL learning. This is essential, given the nature of language learning in and of itself, which chief aim is to build up the learner’s awareness of self identity, and communicate with other cultures in a more effective way. Besides the idea of intercultural competence and identity, the study will also address the following important questions: • How shall we define Intercultural Competence? And what is "Intercultural Competence" all about? • Should schools focus more on cross-cultural issues to enhance this concept, and, if so, where should the emphasis be placed-on L1 or L2? • How can cross-cultural awareness in the target language help shape the learner's identity and broaden his or her vision of the world ?