This volume addresses the opportunities and challenges in creating student learning and development programs and strategies that are culturally appropriate and use best practices from regions around the world. This volume includes:
- suggestions using the whole institutional environment curriculum and co–curriculum;
- examples from China, Mexico, Singapore, South Africa, and the United Kingdom; and
- holistic and engaging approaches through student affairs, student development, and student services.
This is the 175th volume of the Jossey–Bass quarterly report series
New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Part One: Considering Cross–Border Applications
1. Internationalizing Student Learning and Development 9Dennis C. Roberts, Susan R. Komives
Best practices in internationalizing student learning and development require cultural critical analysis before transferring, adapting, hedging, or avoiding existing practices in cross–border applications both in and beyond the classroom.
2. Student Learning in an International Context: Examining Motivations for Education Transfer 23Darbi Roberts
This chapter applies a lens of five diffusion models learning, imitation, competition, normative, and coercion to understand the motivations that decision makers and implementers use in their specific international context.
Part Two: Examples in Practice
3. First–Year Village: Experimenting With an African Model for First–Year Adjustment and Support in South Africa 33McGlory Speckman
Predicated on the principles of success and contextuality, this chapter shares an African perspective on a first–year adjustment programme, known as First–Year Village, including its potential and challenges in establishing it.
4. Adversity Training for Chinese University Students 41H. C. J. Wong
Helping students who were born under China s 1979 One Child Policy learn to face adversity was the target of multiple programs including whole person education during first– and second–year study.
5. Who Cares for Care Leavers? 49Julie Askew, Paul Rodgers, Andrew West
This chapter describes a programme of learning and development at the University of Sheffield, United Kingdom, to support looked–after children and care leavers throughout the student lifecycle.
6. Educating Transformational Leaders in Mexico at Universidad de Monterrey 57Alicia Canton
Higher education institutions in Mexico provide opportunity for change by educating socially responsible leaders to become civic engaged citizens.
Part Three: Foundations and Strategies
7. Promoting Student Learning and Development 65Ellen M. Broido, Birgit Schreiber
This chapter reviews models, theories, and cross–national data on student learning and development and explores these within their context.
8. Student and Community Characteristics 75Susan R. Komives, Teck Koon Tan
This chapter explores students interacting in their environments, specifically the influence of culture in student learning and development. Cultural applications in Singapore are featured.
9. Assessment, Evaluation, and Research 85P. Daniel Chen, Charles Mathies
This chapter explores the best practices and resources for adopting assessment and evaluation strategies and practices across countries.
10. Staffing for Success 93Brett Perozzi, Tricia Seifert, Mary Ann Bodine Al–Sharif
This chapter explores institutional capacity building in cross–border student affairs and services focusing on human capital and its importance to international higher education within local contexts.
11. Innovation Partnerships to Enhance Student Learning and Development 103Dennis C. Roberts, Susan R. Komives
This chapter summarizes and extends the conversation of how true partnerships can be cultivated to achieve the deepest impact to enhance student learning and development.