Education has had a long journey in different societies with different cultural backgrounds. All-rounded education has long been advocated in this long journey. Education today should emphasise not only teaching knowledge and skills but also nurturing
people with morality and integrity. While liberal arts education has flourished in the
West in recent years, by revisiting the approach and practice of education in the East
and West throughout history, traditional Chinese education is suggested to be highly
akin to the liberal arts education of today. Knowledge explosion, recent rapid scientific
development, and also the impact of COVID-19 present severe challenges to higher
education of our time. To deal with these challenges and for building a better future,
a liberal-arts approach to education should be seriously considered by universities all
over the world.
In this paper I discuss the necessity for educational and cultural exchanges between
China and the West — and especially with the United States. As the title indicates,
these exchanges are both risky and challenging, and I will discuss both the risks and
the challenges. In Part One I briefly indicate the primary risks facing the international
community: war, abject poverty, and planetary collapse. In Part Two I argue that the
spirit of coopetition — competition within a larger spirit of cooperation — is needed to
manage these risks. In Part Three I consider the challenges involved in preparing leaders and citizens to embrace the spirit of coopetition and the essential role of higher
education in disseminating that spirit throughout our societies. In Part Four I focus on
China's recent higher education reform. The major challenge is that the traditions of
humane learning in both the West and China have been practically abandoned. Working
together, and finding inspiration in their joint efforts, educational leaders and scholars
from China and the West must now restore and revitalize these traditions.
The COVID-19 pandemic made the business of global higher education more complicated
and competitive each day. Globalization with changes in the world's economy, increasing
diversity, the ubiquitous use of technology, and the COVID-19 pandemic are impacting
higher education in ways no one could have predicted. The sudden move of instruction to
online learning presents tremendous challenges for global higher education institutions.
Adding the precarious nature of face-to-face instruction as a result of the pandemic, the
future is complicated with most universities using online learning as an innovation to continue instruction. The road ahead for global higher education is filled with questions, hazards and uncertainties that began before the pandemic but was exacerbated with the sudden
move to online learning.
This paper aims to test the relationships between job design aspects and job satisfaction in on-the-job training, as well as the mediating role of training effect in these
relationships. Regression and mediation analyses were performed based on the data
collected from a questionnaire-based survey on the senior accounting students' audit
work placement at audit firms. We conclude that repeated tedious non-professional job
aspect is negatively related to job satisfaction, whereas judgmental professional job
aspect is positively related to job satisfaction. We also conclude that the training effect
of work placement is playing a partial mediating role in the identified positive relationship while having no mediation in the negative one.
Translation technology is increasingly acclaimed in the translation market as it improves
the efficiency and accuracy of human translation. In recent decades, universities in China have started to offer courses on translation technology as part of translator training.
However, integration of translation technology in translator training remains problematic.
What impact will greater information literacy (IL) regarding translation technology produce on students' translation quality? What are students' perceptions of IL and translation
technology in the process of translation? Can IL be introduced to translation trainees at an
earlier stage? The current study pursues answers to these questions. This project aims to
investigate the relationship between students' IL and the quality of their translations. In a
translation course, first-year student participants ($N$ = 32) were given lectures on translation
technologies with examples to demonstrate how they help solve translation problems. Students' translations before and after the lectures were compared to assess translation quality,
and a survey was given to students to measure their perceptions of using technology in the
process of translation. Results indicated that students' translation quality improved in the
second translation drafts, with higher scores given by three scorers and fewer errors identified. Students also expressed greater confidence when doing translation and perceived the
usefulness of the technological tools and resources. It is hoped that this research could provide some insight into the role of IL in translator training.
Listening is a dynamic and complex process which can be considered as one of the
most difficult skills for various reasons. Research has found that using audio-visual
(e.g. videos) can help learners engage in listening and develop better listening skills
as they were exposed to a richer language context compared to using audio materials
only. Drawing on these perspectives, this article reports a study investigating the effectiveness of using videos to facilitate listening comprehension and promote active
learning in teaching listening skills. This action research study was conducted over
one semester with second- and third-year undergraduate students majoring in English
with a TESOL concentration in one liberal arts college located at southern Guangdong
province. In this study, the students took a pre-listening test, watched five HTML5
Package (H5P) videos, and completed a pre- and post-questionnaire. The results from
the pre-listening test and post-questionnaire showed that the use of H5P videos tended to
facilitate listening comprehension in classroom based learning activities and promoted
active learning to some extent. However, some students reported that viewing H5P videos was less effective in promoting active listening due to unfamiliarity of the format
of the video. This article also offers insights to pedagogical and research implications
of using H5P videos as a tool to teach listening skills to language teachers.
Lingnan University (LU) in Hong Kong provides whole-person education combining
the best of Chinese and Western liberal arts traditions. LU recently enhanced its liberal
arts education by developing critical skills and attitudes required for long-term success
in the rapidly changing world (e.g., critical thinking, entrepreneurship, innovation,
and leadership), refocusing the balance between disciplinary/vocational training and
whole-person development, establishing new programs that meet students' and societal
needs, encouraging high-impact pedagogies, and expanding residential education. Assessments of student and employer satisfaction indicate appreciation for LU's liberal
arts approach. Other universities in China are likely to face similar opportunities and
challenges, so LU's experiences can provide a roadmap for success and evidence of the
ultimate value of liberal arts education.
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