ºÝºÝߣshows by User: nigel_healey / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: nigel_healey / Fri, 04 Oct 2024 10:20:47 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: nigel_healey Role of universities in promoting empathy, women empowerment, and social engagement /slideshow/role-of-universities-in-promoting-empathy-women-empowerment-and-social-engagement/272187518 roleofuniversitiesinpromotingempathywomenempowermentandsocialengagementfinal-241004102047-019030a2
This presentation is part of a workshop on the role of universities in promoting empathy, women empowerment, and social engagement, delivered during the Global Education Summit 2024 hosted by Chandigarh University. It explores the obstacles and possible solutions for universities seeking to promote the empowerment of women students and academics, making teaching and research more community-engaged, and fostering academic freedom and free speech at a time of growing political polarisation.]]>
This presentation is part of a workshop on the role of universities in promoting empathy, women empowerment, and social engagement, delivered during the Global Education Summit 2024 hosted by Chandigarh University. It explores the obstacles and possible solutions for universities seeking to promote the empowerment of women students and academics, making teaching and research more community-engaged, and fostering academic freedom and free speech at a time of growing political polarisation.]]> Fri, 04 Oct 2024 10:20:47 GMT /slideshow/role-of-universities-in-promoting-empathy-women-empowerment-and-social-engagement/272187518 nigel_healey@slideshare.net(nigel_healey) Role of universities in promoting empathy, women empowerment, and social engagement nigel_healey This presentation is part of a workshop on the role of universities in promoting empathy, women empowerment, and social engagement, delivered during the Global Education Summit 2024 hosted by Chandigarh University. It explores the obstacles and possible solutions for universities seeking to promote the empowerment of women students and academics, making teaching and research more community-engaged, and fostering academic freedom and free speech at a time of growing political polarisation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/roleofuniversitiesinpromotingempathywomenempowermentandsocialengagementfinal-241004102047-019030a2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation is part of a workshop on the role of universities in promoting empathy, women empowerment, and social engagement, delivered during the Global Education Summit 2024 hosted by Chandigarh University. It explores the obstacles and possible solutions for universities seeking to promote the empowerment of women students and academics, making teaching and research more community-engaged, and fostering academic freedom and free speech at a time of growing political polarisation.
Role of universities in promoting empathy, women empowerment, and social engagement from University of Limerick
]]> 13 0 https://cdn.slidesharecdn.com/ss_thumbnails/roleofuniversitiesinpromotingempathywomenempowermentandsocialengagementfinal-241004102047-019030a2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The European University Initiative: President Macron’s vanity project or the end of national universities in Europe? /slideshow/the-european-university-initiative-president-macron-s-vanity-project-or-the-end-of-national-universities-in-europe/271061933 theeuropeanuniversityinitiative-presidentmacronsvanityprojectortheendofnationaluniversitiesineurope-240816195132-93c61752
This presentation explores the history and development of European university alliances. It starts by discussing the origins of the international university and their subsequent nationalisation by nation states. It traces the development of European higher education from the Single European Act 1986, though the establishment of the Erasmus programme in1987, the Bologna Declaration in1989, the European Credit Transfer Scheme and the Erasmus Mundus programmes. It finally end with the launch of the European University Initiative by Emmanual Macron in his famous Sorbonne speech in 2017 and looks at the development of the EUI to date and the associated anomalies and challenges.]]>
This presentation explores the history and development of European university alliances. It starts by discussing the origins of the international university and their subsequent nationalisation by nation states. It traces the development of European higher education from the Single European Act 1986, though the establishment of the Erasmus programme in1987, the Bologna Declaration in1989, the European Credit Transfer Scheme and the Erasmus Mundus programmes. It finally end with the launch of the European University Initiative by Emmanual Macron in his famous Sorbonne speech in 2017 and looks at the development of the EUI to date and the associated anomalies and challenges.]]> Fri, 16 Aug 2024 19:51:32 GMT /slideshow/the-european-university-initiative-president-macron-s-vanity-project-or-the-end-of-national-universities-in-europe/271061933 nigel_healey@slideshare.net(nigel_healey) The European University Initiative: President Macron’s vanity project or the end of national universities in Europe? nigel_healey This presentation explores the history and development of European university alliances. It starts by discussing the origins of the international university and their subsequent nationalisation by nation states. It traces the development of European higher education from the Single European Act 1986, though the establishment of the Erasmus programme in1987, the Bologna Declaration in1989, the European Credit Transfer Scheme and the Erasmus Mundus programmes. It finally end with the launch of the European University Initiative by Emmanual Macron in his famous Sorbonne speech in 2017 and looks at the development of the EUI to date and the associated anomalies and challenges. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theeuropeanuniversityinitiative-presidentmacronsvanityprojectortheendofnationaluniversitiesineurope-240816195132-93c61752-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation explores the history and development of European university alliances. It starts by discussing the origins of the international university and their subsequent nationalisation by nation states. It traces the development of European higher education from the Single European Act 1986, though the establishment of the Erasmus programme in1987, the Bologna Declaration in1989, the European Credit Transfer Scheme and the Erasmus Mundus programmes. It finally end with the launch of the European University Initiative by Emmanual Macron in his famous Sorbonne speech in 2017 and looks at the development of the EUI to date and the associated anomalies and challenges.
The European University Initiative: President Macron’s vanity project or the end of national universities in Europe? from University of Limerick
]]> 17 0 https://cdn.slidesharecdn.com/ss_thumbnails/theeuropeanuniversityinitiative-presidentmacronsvanityprojectortheendofnationaluniversitiesineurope-240816195132-93c61752-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Reimagining university internationalisation for a socially just, sustainable world /slideshow/reimagining-university-internationalisation-for-a-socially-just-sustainable-world/271016382 actionthroughpartnership-globalengagementstrategy2023-28uc14aug2024-240814184931-8e7d07e2
This presentation explores the reasons that export education has come to dominate internationalisation agendas in Anglophone universities and discusses some of the critiques of this business model in the light of the sustainable development goals. It outlines possible ways that the benefits of internationalisation can be achieved, while mitigating the social bads in terms of climate change, global structural inequality and neocolonialism. It finishes by reviewing one attempt by an Irish university to build an internationalisation, or global engagement, strategy which puts sustainable development more firmly at the heart of policymaking. ]]>
This presentation explores the reasons that export education has come to dominate internationalisation agendas in Anglophone universities and discusses some of the critiques of this business model in the light of the sustainable development goals. It outlines possible ways that the benefits of internationalisation can be achieved, while mitigating the social bads in terms of climate change, global structural inequality and neocolonialism. It finishes by reviewing one attempt by an Irish university to build an internationalisation, or global engagement, strategy which puts sustainable development more firmly at the heart of policymaking. ]]> Wed, 14 Aug 2024 18:49:31 GMT /slideshow/reimagining-university-internationalisation-for-a-socially-just-sustainable-world/271016382 nigel_healey@slideshare.net(nigel_healey) Reimagining university internationalisation for a socially just, sustainable world nigel_healey This presentation explores the reasons that export education has come to dominate internationalisation agendas in Anglophone universities and discusses some of the critiques of this business model in the light of the sustainable development goals. It outlines possible ways that the benefits of internationalisation can be achieved, while mitigating the social bads in terms of climate change, global structural inequality and neocolonialism. It finishes by reviewing one attempt by an Irish university to build an internationalisation, or global engagement, strategy which puts sustainable development more firmly at the heart of policymaking. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/actionthroughpartnership-globalengagementstrategy2023-28uc14aug2024-240814184931-8e7d07e2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation explores the reasons that export education has come to dominate internationalisation agendas in Anglophone universities and discusses some of the critiques of this business model in the light of the sustainable development goals. It outlines possible ways that the benefits of internationalisation can be achieved, while mitigating the social bads in terms of climate change, global structural inequality and neocolonialism. It finishes by reviewing one attempt by an Irish university to build an internationalisation, or global engagement, strategy which puts sustainable development more firmly at the heart of policymaking.
Reimagining university internationalisation for a socially just, sustainable world from University of Limerick
]]> 8 0 https://cdn.slidesharecdn.com/ss_thumbnails/actionthroughpartnership-globalengagementstrategy2023-28uc14aug2024-240814184931-8e7d07e2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 HUMANE Winter School Trends in Internationalisation 2024 /slideshow/humane-winter-school-trends-in-internationalisation-2024/266866304 trendsininternationalisation2024final-240319122702-4b7546d2
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024. HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management. This lecture addresses the following questions: 1. What are the drivers of the internationalisation of higher education? 2. What are the benefits of internationalisation? 3. How has internationalisation led to the commercialisation of higher education in Anglophone countries? 4. How are the factors shaping the internationalisation of higher education changing? It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.]]>
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024. HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management. This lecture addresses the following questions: 1. What are the drivers of the internationalisation of higher education? 2. What are the benefits of internationalisation? 3. How has internationalisation led to the commercialisation of higher education in Anglophone countries? 4. How are the factors shaping the internationalisation of higher education changing? It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.]]> Tue, 19 Mar 2024 12:27:02 GMT /slideshow/humane-winter-school-trends-in-internationalisation-2024/266866304 nigel_healey@slideshare.net(nigel_healey) HUMANE Winter School Trends in Internationalisation 2024 nigel_healey This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024. HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management. This lecture addresses the following questions: 1. What are the drivers of the internationalisation of higher education? 2. What are the benefits of internationalisation? 3. How has internationalisation led to the commercialisation of higher education in Anglophone countries? 4. How are the factors shaping the internationalisation of higher education changing? It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/trendsininternationalisation2024final-240319122702-4b7546d2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024. HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management. This lecture addresses the following questions: 1. What are the drivers of the internationalisation of higher education? 2. What are the benefits of internationalisation? 3. How has internationalisation led to the commercialisation of higher education in Anglophone countries? 4. How are the factors shaping the internationalisation of higher education changing? It uses the University of Limerick&#39;s new &quot;Action through Partnership: Global Engagement Strategy 2023-28&quot; to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
HUMANE Winter School Trends in Internationalisation 2024 from University of Limerick
]]> 16 0 https://cdn.slidesharecdn.com/ss_thumbnails/trendsininternationalisation2024final-240319122702-4b7546d2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Global collaborations in higher education for achieving Sustainable Development Goals /slideshow/global-collaborations-in-higher-education-for-achieving-sustainable-development-goals/261958655 globalcollaborationsinhighereducationforachievingsustainabledevelopmentgoalsfinal-231009115915-22639fca
Higher Education Institutions are supposed to be the engines of socio-economic change and development and also nurseries for new ideas, innovations and practices for the welfare of the society. Global collaborations in this context can provide further fillip to the efforts, capabilities and achievements of universities in all countries, so that achieving sustainable development goals becomes a reality in all countries. Global collaborations, therefore, may focus on helping the universities work for meeting their local challenges and achieving their national goals of inclusiveness and sustainability.]]>
Higher Education Institutions are supposed to be the engines of socio-economic change and development and also nurseries for new ideas, innovations and practices for the welfare of the society. Global collaborations in this context can provide further fillip to the efforts, capabilities and achievements of universities in all countries, so that achieving sustainable development goals becomes a reality in all countries. Global collaborations, therefore, may focus on helping the universities work for meeting their local challenges and achieving their national goals of inclusiveness and sustainability.]]> Mon, 09 Oct 2023 11:59:15 GMT /slideshow/global-collaborations-in-higher-education-for-achieving-sustainable-development-goals/261958655 nigel_healey@slideshare.net(nigel_healey) Global collaborations in higher education for achieving Sustainable Development Goals nigel_healey Higher Education Institutions are supposed to be the engines of socio-economic change and development and also nurseries for new ideas, innovations and practices for the welfare of the society. Global collaborations in this context can provide further fillip to the efforts, capabilities and achievements of universities in all countries, so that achieving sustainable development goals becomes a reality in all countries. Global collaborations, therefore, may focus on helping the universities work for meeting their local challenges and achieving their national goals of inclusiveness and sustainability. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/globalcollaborationsinhighereducationforachievingsustainabledevelopmentgoalsfinal-231009115915-22639fca-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Higher Education Institutions are supposed to be the engines of socio-economic change and development and also nurseries for new ideas, innovations and practices for the welfare of the society. Global collaborations in this context can provide further fillip to the efforts, capabilities and achievements of universities in all countries, so that achieving sustainable development goals becomes a reality in all countries. Global collaborations, therefore, may focus on helping the universities work for meeting their local challenges and achieving their national goals of inclusiveness and sustainability.
Global collaborations in higher education for achieving Sustainable Development Goals from University of Limerick
]]> 7 0 https://cdn.slidesharecdn.com/ss_thumbnails/globalcollaborationsinhighereducationforachievingsustainabledevelopmentgoalsfinal-231009115915-22639fca-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Reinventing international higher education for a socially just, sustainable world /nigel_healey/reinventing-international-higher-education-for-a-socially-just-sustainable-world 8e-1reinventinginternationalhighereducationforasociallyjustsustainableworldnigelhealey-230315101636-3621d65b
International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint. This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.]]>
International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint. This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.]]> Wed, 15 Mar 2023 10:16:36 GMT /nigel_healey/reinventing-international-higher-education-for-a-socially-just-sustainable-world nigel_healey@slideshare.net(nigel_healey) Reinventing international higher education for a socially just, sustainable world nigel_healey International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint. This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/8e-1reinventinginternationalhighereducationforasociallyjustsustainableworldnigelhealey-230315101636-3621d65b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> International higher education has traditionally involved recruiting wealthy students from the South to the North, charging high fees to cross-subsidise the world’s leading universities. Often perceived as a form of neo-colonialism, export education has come at a heavy environmental cost, with student mobility flows adding to the sector’s global carbon footprint. This presentation considers how international higher education can be reimagined and re-engineered to contribute positively, rather than negatively, to the Sustainable Development Goals (SDGs). It highlights the scale of the challenges involved in rethinking the business model of exporting universities in the North and suggests possible solutions aimed at making higher education more accessible, equitable and environmentally sustainable.
Reinventing international higher education for a socially just, sustainable world from University of Limerick
]]> 48 0 https://cdn.slidesharecdn.com/ss_thumbnails/8e-1reinventinginternationalhighereducationforasociallyjustsustainableworldnigelhealey-230315101636-3621d65b-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Indonesia: �IBC Feasibility Study and Overview of TNE across ASEAN /nigel_healey/indonesia-ibc-feasibility-study-and-overview-of-tne-across-asean ecctisfcdoindonesiaibcfeasibilitypresentation-221110024246-8863122b
This presentation summarises research carried out by Ecctis providing detailed, evidence-based, and in-depth insights into the opportunities, requirements, and constraints for a UK International Branch Campus (IBC) in Indonesia. It uses a mixed-method approach, including literature reviews, policy analysis, and key stakeholder engagement. The extent and nature of demand for UK degrees in the ASEAN was explored, along with the UK and local appetite for collaboration.]]>
This presentation summarises research carried out by Ecctis providing detailed, evidence-based, and in-depth insights into the opportunities, requirements, and constraints for a UK International Branch Campus (IBC) in Indonesia. It uses a mixed-method approach, including literature reviews, policy analysis, and key stakeholder engagement. The extent and nature of demand for UK degrees in the ASEAN was explored, along with the UK and local appetite for collaboration.]]> Thu, 10 Nov 2022 02:42:46 GMT /nigel_healey/indonesia-ibc-feasibility-study-and-overview-of-tne-across-asean nigel_healey@slideshare.net(nigel_healey) Indonesia: �IBC Feasibility Study and Overview of TNE across ASEAN nigel_healey This presentation summarises research carried out by Ecctis providing detailed, evidence-based, and in-depth insights into the opportunities, requirements, and constraints for a UK International Branch Campus (IBC) in Indonesia. It uses a mixed-method approach, including literature reviews, policy analysis, and key stakeholder engagement. The extent and nature of demand for UK degrees in the ASEAN was explored, along with the UK and local appetite for collaboration. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ecctisfcdoindonesiaibcfeasibilitypresentation-221110024246-8863122b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation summarises research carried out by Ecctis providing detailed, evidence-based, and in-depth insights into the opportunities, requirements, and constraints for a UK International Branch Campus (IBC) in Indonesia. It uses a mixed-method approach, including literature reviews, policy analysis, and key stakeholder engagement. The extent and nature of demand for UK degrees in the ASEAN was explored, along with the UK and local appetite for collaboration.
Indonesia: IBC Feasibility Study and Overview of TNE across ASEAN from University of Limerick
]]> 21 0 https://cdn.slidesharecdn.com/ss_thumbnails/ecctisfcdoindonesiaibcfeasibilitypresentation-221110024246-8863122b-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Emerging trends in branding and packaging higher education institutions: Experiences from University of Limerick, lessons for University of Cape Coast /slideshow/emerging-trends-in-branding-and-packaging-higher-education-institutions-experiences-from-university-of-limerick-lessons-for-university-of-cape-coast/253717293 emergingtrendsinbrandingandpackagingheis-experiencesfromuniversityoflimericklessonsforucc-221019183725-5f4d1420
The University of Limerick has recently been through a rebranding exercise, designed to communicate its core values and identity. These focus on its commitment to internationalisation, its strong focus on employability and translational research through close links with industry and its celebration of Irish musical culture and sporting endeavour. This presentation assesses the meaning of, and need for, university branding and the lessons of the university's recent experience for a future rebranding by its Ghanaian strategic partner, the University of Cape Coast.]]>
The University of Limerick has recently been through a rebranding exercise, designed to communicate its core values and identity. These focus on its commitment to internationalisation, its strong focus on employability and translational research through close links with industry and its celebration of Irish musical culture and sporting endeavour. This presentation assesses the meaning of, and need for, university branding and the lessons of the university's recent experience for a future rebranding by its Ghanaian strategic partner, the University of Cape Coast.]]> Wed, 19 Oct 2022 18:37:25 GMT /slideshow/emerging-trends-in-branding-and-packaging-higher-education-institutions-experiences-from-university-of-limerick-lessons-for-university-of-cape-coast/253717293 nigel_healey@slideshare.net(nigel_healey) Emerging trends in branding and packaging higher education institutions: Experiences from University of Limerick, lessons for University of Cape Coast nigel_healey The University of Limerick has recently been through a rebranding exercise, designed to communicate its core values and identity. These focus on its commitment to internationalisation, its strong focus on employability and translational research through close links with industry and its celebration of Irish musical culture and sporting endeavour. This presentation assesses the meaning of, and need for, university branding and the lessons of the university's recent experience for a future rebranding by its Ghanaian strategic partner, the University of Cape Coast. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/emergingtrendsinbrandingandpackagingheis-experiencesfromuniversityoflimericklessonsforucc-221019183725-5f4d1420-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The University of Limerick has recently been through a rebranding exercise, designed to communicate its core values and identity. These focus on its commitment to internationalisation, its strong focus on employability and translational research through close links with industry and its celebration of Irish musical culture and sporting endeavour. This presentation assesses the meaning of, and need for, university branding and the lessons of the university&#39;s recent experience for a future rebranding by its Ghanaian strategic partner, the University of Cape Coast.
Emerging trends in branding and packaging higher education institutions: Experiences from University of Limerick, lessons for University of Cape Coast from University of Limerick
]]> 5 0 https://cdn.slidesharecdn.com/ss_thumbnails/emergingtrendsinbrandingandpackagingheis-experiencesfromuniversityoflimericklessonsforucc-221019183725-5f4d1420-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The outlook for international student recruitment: perspectives from Australia, Ireland and the United States /slideshow/the-outlook-for-international-student-recruitment-perspectives-from-australia-ireland-and-the-united-states/252167685 builaplenary8july2022final-220712142653-eb85e9e4
This plenary session at the BUILA Annual Conference 2022 brought together representatives from universities in Australia (Eleanor Mitchell, Director, Global Engagement, Charles Sturt University), Ireland (Nigel Healey, Vice President Global and Community Engagement, University of Limerick) and the USA (Uttiyo Raychaudhuri, Vice Provost for Internationalization, University of Denver) to discuss the outlook for international student recruitment from their respective national viewpoints. They reviewed the global tailwinds and headwinds affecting recruitment and then drilled down to consider the particular national contexts of their three countries.]]>
This plenary session at the BUILA Annual Conference 2022 brought together representatives from universities in Australia (Eleanor Mitchell, Director, Global Engagement, Charles Sturt University), Ireland (Nigel Healey, Vice President Global and Community Engagement, University of Limerick) and the USA (Uttiyo Raychaudhuri, Vice Provost for Internationalization, University of Denver) to discuss the outlook for international student recruitment from their respective national viewpoints. They reviewed the global tailwinds and headwinds affecting recruitment and then drilled down to consider the particular national contexts of their three countries.]]> Tue, 12 Jul 2022 14:26:53 GMT /slideshow/the-outlook-for-international-student-recruitment-perspectives-from-australia-ireland-and-the-united-states/252167685 nigel_healey@slideshare.net(nigel_healey) The outlook for international student recruitment: perspectives from Australia, Ireland and the United States nigel_healey This plenary session at the BUILA Annual Conference 2022 brought together representatives from universities in Australia (Eleanor Mitchell, Director, Global Engagement, Charles Sturt University), Ireland (Nigel Healey, Vice President Global and Community Engagement, University of Limerick) and the USA (Uttiyo Raychaudhuri, Vice Provost for Internationalization, University of Denver) to discuss the outlook for international student recruitment from their respective national viewpoints. They reviewed the global tailwinds and headwinds affecting recruitment and then drilled down to consider the particular national contexts of their three countries. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/builaplenary8july2022final-220712142653-eb85e9e4-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This plenary session at the BUILA Annual Conference 2022 brought together representatives from universities in Australia (Eleanor Mitchell, Director, Global Engagement, Charles Sturt University), Ireland (Nigel Healey, Vice President Global and Community Engagement, University of Limerick) and the USA (Uttiyo Raychaudhuri, Vice Provost for Internationalization, University of Denver) to discuss the outlook for international student recruitment from their respective national viewpoints. They reviewed the global tailwinds and headwinds affecting recruitment and then drilled down to consider the particular national contexts of their three countries.
The outlook for international student recruitment: perspectives from Australia, Ireland and the United States from University of Limerick
]]> 8 0 https://cdn.slidesharecdn.com/ss_thumbnails/builaplenary8july2022final-220712142653-eb85e9e4-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Is Transnational Education the Future of Internationalisation for Higher Education in Aotearoa: Lessons from the UK /slideshow/is-transnational-education-the-future-of-internationalisation-for-higher-education-in-aotearoa-lessons-from-the-ukpptx/251743710 istransnationaleducationthefutureofinternationalisationforhighereducationinaotearoa-lessonsfromtheuk-220509095452-9d4993c6
The UK has been the main exporting country for transnational education (TNE) – that is, for providing higher education to foreign students who study wholly in their own country. In the latest data (2020/21), UK universities reported 488,095 TNE enrolments, up 13% on 2019/20. This compares with 605,130 for international students studying in the UK. Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest: - Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China - While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980 - Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries. This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success.]]>
The UK has been the main exporting country for transnational education (TNE) – that is, for providing higher education to foreign students who study wholly in their own country. In the latest data (2020/21), UK universities reported 488,095 TNE enrolments, up 13% on 2019/20. This compares with 605,130 for international students studying in the UK. Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest: - Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China - While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980 - Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries. This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success.]]> Mon, 09 May 2022 09:54:52 GMT /slideshow/is-transnational-education-the-future-of-internationalisation-for-higher-education-in-aotearoa-lessons-from-the-ukpptx/251743710 nigel_healey@slideshare.net(nigel_healey) Is Transnational Education the Future of Internationalisation for Higher Education in Aotearoa: Lessons from the UK nigel_healey The UK has been the main exporting country for transnational education (TNE) – that is, for providing higher education to foreign students who study wholly in their own country. In the latest data (2020/21), UK universities reported 488,095 TNE enrolments, up 13% on 2019/20. This compares with 605,130 for international students studying in the UK. Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest: - Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China - While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980 - Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries. This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/istransnationaleducationthefutureofinternationalisationforhighereducationinaotearoa-lessonsfromtheuk-220509095452-9d4993c6-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The UK has been the main exporting country for transnational education (TNE) – that is, for providing higher education to foreign students who study wholly in their own country. In the latest data (2020/21), UK universities reported 488,095 TNE enrolments, up 13% on 2019/20. This compares with 605,130 for international students studying in the UK. Post-Covid, there is growing interest in New Zealand entering the global TNE market. There are several reasons for this interest: - Covid-19 and growing geo-political tensions have blunted the appetite for conventional export education (studying overseas) in key source markets, notably China - While global enrolments in higher education have soared to reach 235.3m by 2020, only 6.1m (2.4%) are internationally mobile, a percentage which has not changed since 1980 - Export education is increasingly seen as exploitative and environmentally unsustainable. TNE, in contrast, reduces the carbon footprint of international education and typically involves building deep partnerships between exporting HEIs and the host countries. This presentation considers what New Zealand universities can learn from past and present global TNE development, and reflects on where Aotearoa’s approach may differ from the UK’s. It examines the need for stringent Quality Assurance processes to ensure students entering TNE pathways are set up for success.
Is Transnational Education the Future of Internationalisation for Higher Education in Aotearoa: Lessons from the UK from University of Limerick
]]> 66 0 https://cdn.slidesharecdn.com/ss_thumbnails/istransnationaleducationthefutureofinternationalisationforhighereducationinaotearoa-lessonsfromtheuk-220509095452-9d4993c6-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Building higher education institutions in the Pacific: lessons from the first ten years of Fiji National University /slideshow/building-higher-education-institutions-in-the-pacific-lessons-from-the-first-ten-years-of-fiji-national-university/251743646 buildinghighereducationinstitutionsinthepacific-lessonsfromthefirsttenyearsoffijinationaluniversity-220509094537-4be70e44
This paper, using a critical ethnographic methodology, examines the lessons for the Pacific and institution-building from the first ten years (2010-20) of Fiji National University from the perspective of an insider researcher who served as vice-chancellor (president) during this period. Using a framework of macro- and micro-level challenges, it highlights the key obstacles to executing the vision of a national university.]]>
This paper, using a critical ethnographic methodology, examines the lessons for the Pacific and institution-building from the first ten years (2010-20) of Fiji National University from the perspective of an insider researcher who served as vice-chancellor (president) during this period. Using a framework of macro- and micro-level challenges, it highlights the key obstacles to executing the vision of a national university.]]> Mon, 09 May 2022 09:45:37 GMT /slideshow/building-higher-education-institutions-in-the-pacific-lessons-from-the-first-ten-years-of-fiji-national-university/251743646 nigel_healey@slideshare.net(nigel_healey) Building higher education institutions in the Pacific: lessons from the first ten years of Fiji National University nigel_healey This paper, using a critical ethnographic methodology, examines the lessons for the Pacific and institution-building from the first ten years (2010-20) of Fiji National University from the perspective of an insider researcher who served as vice-chancellor (president) during this period. Using a framework of macro- and micro-level challenges, it highlights the key obstacles to executing the vision of a national university. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/buildinghighereducationinstitutionsinthepacific-lessonsfromthefirsttenyearsoffijinationaluniversity-220509094537-4be70e44-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper, using a critical ethnographic methodology, examines the lessons for the Pacific and institution-building from the first ten years (2010-20) of Fiji National University from the perspective of an insider researcher who served as vice-chancellor (president) during this period. Using a framework of macro- and micro-level challenges, it highlights the key obstacles to executing the vision of a national university.
Building higher education institutions in the Pacific: lessons from the first ten years of Fiji National University from University of Limerick
]]> 18 0 https://cdn.slidesharecdn.com/ss_thumbnails/buildinghighereducationinstitutionsinthepacific-lessonsfromthefirsttenyearsoffijinationaluniversity-220509094537-4be70e44-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TNE partnerships: the challenges of managing partnerships across borders and culture /slideshow/tne-partnerships-the-challenges-of-managing-partnerships-across-borders-and-culture/251335456 tnepartnerships-thechallengesofmanagingpartnershipsacrossbordersandculture-220312131307
This is the second of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. The dimensions of the management challenges  Culture  Language  Legislation 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE?  Home university  Joint venture partner  Host government  Students 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships]]>
This is the second of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. The dimensions of the management challenges  Culture  Language  Legislation 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE?  Home university  Joint venture partner  Host government  Students 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships]]> Sat, 12 Mar 2022 13:13:07 GMT /slideshow/tne-partnerships-the-challenges-of-managing-partnerships-across-borders-and-culture/251335456 nigel_healey@slideshare.net(nigel_healey) TNE partnerships: the challenges of managing partnerships across borders and culture nigel_healey This is the second of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. The dimensions of the management challenges  Culture  Language  Legislation 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE?  Home university  Joint venture partner  Host government  Students 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-thechallengesofmanagingpartnershipsacrossbordersandculture-220312131307-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This is the second of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. The dimensions of the management challenges  Culture  Language  Legislation 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE?  Home university  Joint venture partner  Host government  Students 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships
TNE partnerships: the challenges of managing partnerships across borders and culture from University of Limerick
]]> 135 0 https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-thechallengesofmanagingpartnershipsacrossbordersandculture-220312131307-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TNE partnerships: scalability, profitability and sustainability /slideshow/tne-partnerships-scalability-profitability-and-sustainability-251335443/251335443 tnepartnerships-scalabilityprofitabilityandsustainability-220312130823
This is the first of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE?  Activities versus channel of delivery 5. How important is TNE? 6. Characteristics of TNE partnerships  Stakeholders 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships]]>
This is the first of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE?  Activities versus channel of delivery 5. How important is TNE? 6. Characteristics of TNE partnerships  Stakeholders 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships]]> Sat, 12 Mar 2022 13:08:23 GMT /slideshow/tne-partnerships-scalability-profitability-and-sustainability-251335443/251335443 nigel_healey@slideshare.net(nigel_healey) TNE partnerships: scalability, profitability and sustainability nigel_healey This is the first of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE?  Activities versus channel of delivery 5. How important is TNE? 6. Characteristics of TNE partnerships  Stakeholders 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-scalabilityprofitabilityandsustainability-220312130823-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This is the first of two lectures for the University of Bath MA in International Higher Education Management. It covers: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE?  Activities versus channel of delivery 5. How important is TNE? 6. Characteristics of TNE partnerships  Stakeholders 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships
TNE partnerships: scalability, profitability and sustainability from University of Limerick
]]> 75 0 https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-scalabilityprofitabilityandsustainability-220312130823-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TNE partnerships: the challenges of managing partnerships across borders and cultures /slideshow/tne-partnerships-the-challenges-of-managing-partnerships-across-borders-and-cultures/250821517 tnepartnerships-thechallengesofmanagingpartnershipsacrossbordersandculture-211211092638
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture: 1. The dimensions of the management challenges 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE? 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships]]>
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture: 1. The dimensions of the management challenges 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE? 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships]]> Sat, 11 Dec 2021 09:26:38 GMT /slideshow/tne-partnerships-the-challenges-of-managing-partnerships-across-borders-and-cultures/250821517 nigel_healey@slideshare.net(nigel_healey) TNE partnerships: the challenges of managing partnerships across borders and cultures nigel_healey This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture: 1. The dimensions of the management challenges 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE? 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-thechallengesofmanagingpartnershipsacrossbordersandculture-211211092638-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: the challenges of managing partnerships across borders and culture: 1. The dimensions of the management challenges 2. The limitations of home universities in managing TNE 3. The stakeholders in TNE revisited 4. What do stakeholders want from TNE? 5. The importance of alignment 6. Case studies of successful and failed TNE partnerships
TNE partnerships: the challenges of managing partnerships across borders and cultures from University of Limerick
]]> 115 0 https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-thechallengesofmanagingpartnershipsacrossbordersandculture-211211092638-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TNE partnerships: scalability, profitability and sustainability /slideshow/tne-partnerships-scalability-profitability-and-sustainability/250821486 tnepartnerships-scalabilityprofitabilityandsustainability-211211091833
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE? 5. How important is TNE? 6. Characteristics of TNE partnerships 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships]]>
This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE? 5. How important is TNE? 6. Characteristics of TNE partnerships 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships]]> Sat, 11 Dec 2021 09:18:32 GMT /slideshow/tne-partnerships-scalability-profitability-and-sustainability/250821486 nigel_healey@slideshare.net(nigel_healey) TNE partnerships: scalability, profitability and sustainability nigel_healey This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE? 5. How important is TNE? 6. Characteristics of TNE partnerships 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-scalabilityprofitabilityandsustainability-211211091833-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This lecture is part of the MA in International Higher Education Management at the University of Bath. It covers TNE partnerships: scalability, profitability and sustainability: 1. What is TNE? 2. TNE in the landscape of internationalisation of higher education 3. Why the interest in TNE? 4. What are the main forms of TNE? 5. How important is TNE? 6. Characteristics of TNE partnerships 7. The scalability of TNE partnerships 8. How profitable is TNE? 9. Sustainability of TNE partnerships over time 10. Case studies of TNE partnerships
TNE partnerships: scalability, profitability and sustainability from University of Limerick
]]> 83 0 https://cdn.slidesharecdn.com/ss_thumbnails/tnepartnerships-scalabilityprofitabilityandsustainability-211211091833-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Why become a Course Director? /nigel_healey/why-become-a-course-director whybecomeacoursedirector-211117145413
This presentation discusses the role and purpose of a Course Director in a university and, based on personal experience, shares the benefits of taking on this critical leadership role.]]>
This presentation discusses the role and purpose of a Course Director in a university and, based on personal experience, shares the benefits of taking on this critical leadership role.]]> Wed, 17 Nov 2021 14:54:13 GMT /nigel_healey/why-become-a-course-director nigel_healey@slideshare.net(nigel_healey) Why become a Course Director? nigel_healey This presentation discusses the role and purpose of a Course Director in a university and, based on personal experience, shares the benefits of taking on this critical leadership role. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/whybecomeacoursedirector-211117145413-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation discusses the role and purpose of a Course Director in a university and, based on personal experience, shares the benefits of taking on this critical leadership role.
Why become a Course Director? from University of Limerick
]]> 51 0 https://cdn.slidesharecdn.com/ss_thumbnails/whybecomeacoursedirector-211117145413-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Academic Promotions Information Session /slideshow/academic-promotions-information-session/250512210 promotionoctober2021nmh-211023145530
This presentation provides an overview of the rationale for academic promotions, a tradition which is relatively unique to the global higher education sector, and the best way for candidates to approach their application in terms of evidencing and contextualising their research, teaching and service.]]>
This presentation provides an overview of the rationale for academic promotions, a tradition which is relatively unique to the global higher education sector, and the best way for candidates to approach their application in terms of evidencing and contextualising their research, teaching and service.]]> Sat, 23 Oct 2021 14:55:29 GMT /slideshow/academic-promotions-information-session/250512210 nigel_healey@slideshare.net(nigel_healey) Academic Promotions Information Session nigel_healey This presentation provides an overview of the rationale for academic promotions, a tradition which is relatively unique to the global higher education sector, and the best way for candidates to approach their application in terms of evidencing and contextualising their research, teaching and service. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/promotionoctober2021nmh-211023145530-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation provides an overview of the rationale for academic promotions, a tradition which is relatively unique to the global higher education sector, and the best way for candidates to approach their application in terms of evidencing and contextualising their research, teaching and service.
Academic Promotions Information Session from University of Limerick
]]> 90 0 https://cdn.slidesharecdn.com/ss_thumbnails/promotionoctober2021nmh-211023145530-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Adventures in Europe - practical advice on setting up a branch campus /slideshow/adventures-in-europe-practical-advice-on-setting-up-a-branch-campus/250224020 adventuresineurope-practicaladviceonsettingupabranchcampus-210917171423
The CABS Eighth Directors of International Meeting will explore the opportunities for UK business schools of establishing branch campuses in Europe. Led by experts from HEADway Advisory, University of Kent and the Chartered ABS's International Committee the meeting will be a great opportunity for learning and discussion.]]>
The CABS Eighth Directors of International Meeting will explore the opportunities for UK business schools of establishing branch campuses in Europe. Led by experts from HEADway Advisory, University of Kent and the Chartered ABS's International Committee the meeting will be a great opportunity for learning and discussion.]]> Fri, 17 Sep 2021 17:14:22 GMT /slideshow/adventures-in-europe-practical-advice-on-setting-up-a-branch-campus/250224020 nigel_healey@slideshare.net(nigel_healey) Adventures in Europe - practical advice on setting up a branch campus nigel_healey The CABS Eighth Directors of International Meeting will explore the opportunities for UK business schools of establishing branch campuses in Europe. Led by experts from HEADway Advisory, University of Kent and the Chartered ABS's International Committee the meeting will be a great opportunity for learning and discussion. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/adventuresineurope-practicaladviceonsettingupabranchcampus-210917171423-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The CABS Eighth Directors of International Meeting will explore the opportunities for UK business schools of establishing branch campuses in Europe. Led by experts from HEADway Advisory, University of Kent and the Chartered ABS&#39;s International Committee the meeting will be a great opportunity for learning and discussion.
Adventures in Europe - practical advice on setting up a branch campus from University of Limerick
]]> 67 0 https://cdn.slidesharecdn.com/ss_thumbnails/adventuresineurope-practicaladviceonsettingupabranchcampus-210917171423-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Becoming, being and surviving being a Head of Department /slideshow/becoming-being-and-surviving-being-a-head-of-department/250048013 becomingbeingandsurvivingahod-210825134538
This is the introduction to the training programme for new heads of department at a research-intensive university. It explores the role, attributes and challenges of being a university head of department.]]>
This is the introduction to the training programme for new heads of department at a research-intensive university. It explores the role, attributes and challenges of being a university head of department.]]> Wed, 25 Aug 2021 13:45:37 GMT /slideshow/becoming-being-and-surviving-being-a-head-of-department/250048013 nigel_healey@slideshare.net(nigel_healey) Becoming, being and surviving being a Head of Department nigel_healey This is the introduction to the training programme for new heads of department at a research-intensive university. It explores the role, attributes and challenges of being a university head of department. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/becomingbeingandsurvivingahod-210825134538-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This is the introduction to the training programme for new heads of department at a research-intensive university. It explores the role, attributes and challenges of being a university head of department.
Becoming, being and surviving being a Head of Department from University of Limerick
]]> 143 0 https://cdn.slidesharecdn.com/ss_thumbnails/becomingbeingandsurvivingahod-210825134538-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Transnational education /slideshow/transnational-education-246155577/246155577 transnationaleducation-210413155817
This presentation discusses the forms of transnational education (TNE) and the motivations of the four key stakeholders involved. It argues that for a successful TNE partnership, the form of TNE and the motivations of the stakeholders must be aligned.]]>
This presentation discusses the forms of transnational education (TNE) and the motivations of the four key stakeholders involved. It argues that for a successful TNE partnership, the form of TNE and the motivations of the stakeholders must be aligned.]]> Tue, 13 Apr 2021 15:58:16 GMT /slideshow/transnational-education-246155577/246155577 nigel_healey@slideshare.net(nigel_healey) Transnational education nigel_healey This presentation discusses the forms of transnational education (TNE) and the motivations of the four key stakeholders involved. It argues that for a successful TNE partnership, the form of TNE and the motivations of the stakeholders must be aligned. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/transnationaleducation-210413155817-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This presentation discusses the forms of transnational education (TNE) and the motivations of the four key stakeholders involved. It argues that for a successful TNE partnership, the form of TNE and the motivations of the stakeholders must be aligned.
Transnational education from University of Limerick
]]> 452 1 https://cdn.slidesharecdn.com/ss_thumbnails/transnationaleducation-210413155817-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-nigel_healey-48x48.jpg?cb=1728037165 Professor Nigel Healey is Professor of International Higher Education at the University of Limerick. He has previously served as Vice-Chancellor at Fiji National University, Pro-Vice-Chancellor (International) and Head of the College of Business, Law and Social Sciences at Nottingham Trent University and Pro-Vice-Chancellor and Dean at the College of Business and Economics at the University of Canterbury. His current research interests are in the internationalisation of higher education, transnational education and higher education policy and management. limerick.academia.edu/NigelHealey https://cdn.slidesharecdn.com/ss_thumbnails/roleofuniversitiesinpromotingempathywomenempowermentandsocialengagementfinal-241004102047-019030a2-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/role-of-universities-in-promoting-empathy-women-empowerment-and-social-engagement/272187518 Role of universities i... https://cdn.slidesharecdn.com/ss_thumbnails/theeuropeanuniversityinitiative-presidentmacronsvanityprojectortheendofnationaluniversitiesineurope-240816195132-93c61752-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/the-european-university-initiative-president-macron-s-vanity-project-or-the-end-of-national-universities-in-europe/271061933 The European Universit... https://cdn.slidesharecdn.com/ss_thumbnails/actionthroughpartnership-globalengagementstrategy2023-28uc14aug2024-240814184931-8e7d07e2-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/reimagining-university-internationalisation-for-a-socially-just-sustainable-world/271016382 Reimagining university...