Training the high-order competency of complex thinking encompasses addressing its sub-competencies of critical, innovative, scientific and systemic thinking. In this framework, how do the practices of reasoning for complexity in Latin American institutions differ from other regions? This study focused on comparing training practices that promote…

This article provides a brief history of massive open online courses (MOOCs), a snapshot of the rapidly evolving issue of credit recognition, and the integration of MOOCs into traditional degree programs, like the Gates Foundation-funded MOOCs-For-Credit Research Project. The article notes that MOOCs have accelerated innovation, especially in…

Business schools around the world are seeking partner relationships that will support the growing need for well-educated business professionals. The dilemma for many U.S. regional business schools is the trade-off between establishing international partnerships while ensuring educational integrity through quality assurance. This assurance can be…

Students and scholars leaving their homes in search of education and knowledge is not a new phenomenon. An indispensable resource for understanding the international mobility of students, this book reveals how the global mobility of such students, scholars, programs, and institutions of higher education have evolved over time. Kemal Guruz explores…

The title of this document is a deliberate play on the title of the biennial reports on the progress of Bologna produced by the European Students' Union, "Bologna With Student Eyes." It is a way of paying tribute to student involvement in the Bologna reforms, and marking a parallel student working participation in the state system…

Compares U.S. models of credit accumulation and transfer in degree programs with credit initiatives in the United Kingdom. Suggests that the U.S. experience shows that accumulation is easy, transfer is problematic; currency of credits can vary; and credits cannot deliver equity or excellence by themselves. (SK)

This book reports on part of the results of an international research effort to analyze the structures and impacts of study abroad programs offered by higher education institutions in France, West Germany, Sweden, the United Kingdom and the United States. This volume, the first of two, presents the analysis of the structure and dynamics of study…

A study examined the policies and practices that higher educational institutions in the United Kingdom have adopted towards experiential learning as a means of fulfilling entrance requirements. Included among the major activities of the project were a comparative analysis of United Kingdom and United States policies and practices with respect to…