Prelims
University Partnerships for International Development
ISBN: 978-1-78635-302-3, eISBN: 978-1-78635-301-6
ISSN: 2055-3641
Publication date: 10 December 2016
Citation
(2016), "Prelims", Blessinger, P. and Cozza, B. (Ed.) University Partnerships for International Development (Innovations in Higher Education Teaching and Learning, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. i-xii. https://doi.org/10.1108/S2055-364120160000008021
Publisher
:Emerald Group Publishing Limited
Copyright © 2017 Emerald Group Publishing Limited
Half Title
UNIVERSITY PARTNERSHIPS FOR INTERNATIONAL DEVELOPMENT
Series Page
INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING
Series Editor: Patrick Blessinger
Recent Volumes:
| Volume 1: | Inquiry-Based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 2: | Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 3: | Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 4: | Inquiry-Based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A Conceptual and Practical Resource for Educators – Edited by Patrick Blessinger and John M. Carfora |
| Volume 5: | University Partnerships for Community and School System Development – Edited by Barbara Cozza and Patrick Blessinger |
| Volume 6: | Emerging Directions in Doctoral Education – Edited by Patrick Blessinger and Denise Stockley |
| Volume 7: | University Partnerships for Academic Programs and Professional Development – Edited by Patrick Blessinger and Barbara Cozza |
Title Page
INNOVATIONS IN HIGHER EDUCATION TEACHING AND LEARNING VOLUME 8
UNIVERSITY PARTNERSHIPS FOR INTERNATIONAL DEVELOPMENT
EDITED BY
PATRICK BLESSINGER
International HETL Association, New York, NY, USA; St. John’s University, New York, NY, USA
BARBARA COZZA
St. John’s University, New York, NY, USA
Created in partnership with the International Higher Education Teaching and Learning Association
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Group Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2017
Copyright © 2017 Emerald Group Publishing Limited
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78635-302-3
ISSN: 2055-3641 (Series)
List of Contributors
| Leila Abboud | Independent Researcher, Beirut, Lebanon |
| Kati Bell | Dominican University of California, San Rafael, CA, USA |
| Peter Berggren | Centre for Rural Medicine, Storuman, Sweden |
| Patrick Blessinger | International HETL Association and St. John’s University, New York, NY, USA |
| Annel Chishimba Bowa | Chainama College of Health Sciences, Lusaka, Zambia |
| Dean Carson | Charles Darwin University, Darwin, Australia |
| Mike Clements | Staffordshire University, Stoke-on-Trent, UK |
| Barbara Cozza | St. John’s University, New York, NY, USA |
| Sandra Crenshaw | Arcadia University, Glenside, PA, USA |
| Cindy B. Damschroder | University of Cincinnati, Cincinnati, OH, USA |
| Christina Dokter | Michigan State University, Okemos, MI, USA |
| Evelyn Doyle | University College Dublin, Dublin, Ireland |
| Gareth Griffiths | Bangor University, Bangor, UK |
| James S. Guseh | North Carolina Central University, Durham, NC, USA |
| Warren Haffar | Arcadia University, Glenside, PA, USA |
| Denis Harrington | Waterford Institute of Technology, Waterford, Ireland |
| Heidi Hodge | Flinders University, Burra, Australia |
| David John Joyner | Bangor University, Bangor, UK |
| Kate Karban | University of Bradford, Bradford, UK |
| Toni A. Knott | Alliant International University – California School of Professional Psychology, Fresno, CA, USA |
| Lynn F. Lavallée | Ryerson University, Toronto, Canada |
| Lana A. Leslie | Western Sydney University, Sydney, Australia |
| Patrick Lynch | Waterford Institute of Technology, Waterford, Ireland |
| Edward Mbewe | Chainama College of Health Sciences, Lusaka, Zambia |
| Morag McDonald | Bangor University, Bangor, UK |
| Reza Nassiri | Michigan State University, East Lansing, MI, USA |
| Rosemary Ng’andu | Chainama College of Health Sciences, Lusaka, Zambia |
| Eleanor Owens | Waterford Institute of Technology, Waterford, Ireland |
| Sarah Patrick | Leeds Beckett University, Leeds, UK |
| William J. Penson | Community Links, Leeds, UK |
| Nicholas Rademacher | Cabrini University, Radnor, PA, USA |
| Alia Sheety | Cabrini University, Radnor, PA, USA |
| Roger Strasser | Northern Ontario School of Medicine, Sudbury, Canada |
| James Trosko | Michigan State University, Okemos, MI, USA |
| Bryony C. L. Walker | Leeds Beckett University, Leeds, UK |
| Margaret Walsh | Waterford Institute of Technology, Waterford, Ireland |
Series Editor’s Introduction
The purpose of this series is to publish current research and scholarship on innovative teaching and learning practices in higher education. The series is developed around the premise that teaching and learning is more effective when instructors and students are actively and meaningfully engaged in the teaching-learning process.
The main objectives of this series are to:
- (1)
present how innovative teaching and learning practices are being used in higher education institutions around the world across a wide variety of disciplines and countries,
- (2)
present the latest models, theories, concepts, paradigms, and frameworks that educators should consider when adopting, implementing, assessing, and evaluating innovative teaching and learning practices, and
- (3)
consider the implications of theory and practice on policy, strategy, and leadership.
This series will appeal to anyone in higher education who is involved in the teaching and learning process from any discipline, institutional type, or nationality. The volumes in this series will focus on a variety of authentic case studies and other empirical research that illustrates how educators from around the world are using innovative approaches to create more effective and meaningful learning environments.
Innovation teaching and learning is any approach, strategy, method, practice or means that has been shown to improve, enhance, or transform the teaching-learning environment. Innovation involves doing things differently or in a novel way in order to improve outcomes. In short, Innovation is positive change. With respect to teaching and learning, innovation is the implementation of new or improved educational practices that result in improved educational and learning outcomes. This innovation can be any positive change related to teaching, curriculum, assessment, technology, or other tools, programs, policies, or processes that leads to improved educational and learning outcomes. Innovation can occur in institutional development, program development, professional development, or learning development.
The volumes in this series will not only highlight the benefits and theoretical frameworks of such innovations through authentic case studies and other empirical research but also look at the challenges and contexts associated with implementing and assessing innovative teaching and learning practices. The volumes represent all disciplines from a wide range of national, cultural and organizational contexts. The volumes in this series will explore a wide variety of teaching and learning topics such as active learning, integrative learning, transformative learning, inquiry-based learning, problem-based learning, meaningful learning, blended learning, creative learning, experiential learning, lifelong and lifewide learning, global learning, learning assessment and analytics, student research, faculty and student learning communities, as well as other topics.
This series brings together distinguished scholars and educational practitioners from around the world to disseminate the latest knowledge on innovative teaching and learning scholarship and practices. The authors offer a range of disciplinary perspectives from different cultural contexts. This series provides a unique and valuable resource for instructors, administrators, and anyone interested in improving and transforming teaching and learning.
Patrick Blessinger
Founder, Executive Director, and Chief Research Scientist, International HETL Association
- Prelims
- Part I: Concepts and Principles
- Pioneering Approaches in University Partnerships: An Introduction to University Partnerships for International Development
- Educating Global Citizens through International Partnerships for Social Justice
- Part II: Successful Practices
- Project ASPIRE: Engaging Students and Faculty in Extra Curricula Activities to Support Enterprise and Entrepreneurship Teaching
- International Service-Learning Partnerships between Higher Educational Institutions and Governments: A Case Study
- International Collaborations and Global Engagement: NGOs/IGOs and Universities Looking to Make an Impact beyond the Classroom
- Capitalizing on SME Green Innovation Capabilities: Lessons from Irish-Welsh Collaborative Innovation Learning Network
- From Lancelot to Lapland: Implications of Engaged Rural Universities
- Reaching across Borders: A University-Private Sector Partnership in Building Capacity for Health Services in Rural Mexico
- The Ethics of University and Indigenous Research Partnerships
- Building Capacity in the Zambian Mental Health Workforce through Engaging College Educators: Evaluation of a Development Partnership in Higher Education (DelPHe) project
- Enhancing Learning through Community-Based Partnership
- One Health
- Learn by Doing: Faculty-Led Short-Term Study Abroad – Designing and Developing Experiences
- About the Authors
- Author Index
- Subject Index