Template-Type: ReDIF-Article 1.0
Author-Name: Simona Pecková
Author-Name-First: Simona
Author-Name-Last: Pecková
Author-Email: peckova.simona@email.cz
Author-Workplace-Name: Charles University, Faculty of Education, French Language and Literature Department
Title: Practice Enterprise as a Way of Acquiring Foreign Languages ? an International Survey
Abstract: The article summarizes the main findings of the international survey in which we focussed on the usage of the practice enterprise as a way to improve one's knowledge of a foreign language and communication skills. The aim of the survey was to compare the experience in different countries concerning the language training, study materials etc. Interviewing several coordinators of the network of practice enterprises was our method of best practice sharing. Our survey has shown that in the Czech Republic, like in other countries, there are, however, some areas where more effort should be made. In order to reach the full potential of the practice enterprise as a means to improve pupils' level of foreign languages, we especially recommend creation of uniform materials and investments in the language instruction in general.
Classification-JEL: A21, J00, M10
Keywords: practice enterprise; language for specific purposes; learner autonomy; lifelong learning; competitiveness on the labour market; international comparison; study materials
Journal: International Journal of Teaching and Education
Pages: 1-6
Volume: 4
Issue: 3
Year: 2016
Month: September
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-820
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-820?download=1
Handle: RePEc:sek:jijote:v:4:y:2016:i:3:p:1-6
Template-Type: ReDIF-Article 1.0
Author-Name: Julien Picault
Author-Name-First: Julien
Author-Name-Last: Picault
Author-Email: julien.picault@ubc.ca
Author-Workplace-Name: UBC Okanagan
Title: Inconsistencies in Textbook Presentation of Substitution and Income Effects
Abstract: Labour economics textbooks present inconsistent methods for determining substitution and income effects. Hicks (1939) and Samuelson (1953) developed two different methods separating substitution and income effects. While both methods result in the same conclusion regarding the direction of the effects, they differ on magnitude of the effects. Furthermore, economics instructors are typically unaware of the inconsistency in labour economics textbooks, causing them to consider students? answers as incorrect when they may not be. This paper advocates for the selection of a standard approach in labour economics instruction, and acknowledges that these different methods are currently a source of confusion for students.
Classification-JEL: A20
Keywords: Substitution effect, Income effect, Textbook, Cost-Difference, Compensating Variation
Journal: International Journal of Teaching and Education
Pages: 7-15
Volume: 4
Issue: 3
Year: 2016
Month: September
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-702
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-702?download=2
Handle: RePEc:sek:jijote:v:4:y:2016:i:3:p:7-15
Template-Type: ReDIF-Article 1.0
Author-Name: Ute Tat
Author-Name-First: Ute
Author-Name-Last: Tat
Author-Email: ute.tat@mci.edu
Author-Workplace-Name: Management Center Innsbruck
Author-Name: Natascha Zeitel-Bank
Author-Name-First: Natascha
Author-Name-Last: Zeitel-Bank
Author-Email: natascha.zeitel-bank@mci.edu
Author-Workplace-Name: Management Center Innsbruck
Author-Name: Leena Saurwein
Author-Name-First: Leena
Author-Name-Last: Saurwein
Author-Email: leena.saurwein@mci.edu
Author-Workplace-Name: Management Center Innsbruck
Title: The Triangle of Social Competence Development
Abstract: The current paper focuses on social competencies as a necessity for being successful in professional life on the basis of a triangle analysis. It is demonstrated how intra- and interpersonal competencies could be already developed during the academic career through different learning settings based upon scientific foundations, each emphasising an individual, team and global level respectively. It has been shown that these levels are intricately interwoven. Since this complex developmental process depends on several influencing factors, for success, an integrated learning setting is required to support future professionals to applicate effective interpersonal skills in diverse teams in a globalised world.
Classification-JEL: I23
Keywords: Social Competencies, Self-Leadership, Learning in Teams, Intercultural Communication
Journal: International Journal of Teaching and Education
Pages: 16-32
Volume: 4
Issue: 3
Year: 2016
Month: September
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-711
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-711?download=3
Handle: RePEc:sek:jijote:v:4:y:2016:i:3:p:16-32
Template-Type: ReDIF-Article 1.0
Author-Name: Charles Wild
Author-Name-First: Charles
Author-Name-Last: Wild
Author-Email: c.wild@herts.ac.uk
Author-Workplace-Name: University of Hertfordshire
Author-Name: Daniel Berger
Author-Name-First: Daniel
Author-Name-Last: Berger
Author-Email: d.berger@herts.ac.uk
Author-Workplace-Name: University of Hertfordshire
Title: The proposed Teaching Excellence Framework (TEF) for UK Universities
Abstract: The role of universities within society has been the subject of constant discussion and conjecture amongst politicians, the public, as well as within the Higher Education (HE) sector itself. However, this issue has come ever more to the forefront of people?s minds in recent times due to the comprehensive spending review (CSR), related concerns regarding student fees and public debt, and governmental demands for the increased accountability of Universities in terms of student satisfaction and perceived ?value for money?. The Research Excellence Framework (REF), which replaced the Research Assessment Exercise (RAE), is accepted as a reasonably effective means by which universities, and their researchers, may be assessed periodically and subsequently allocated Quality Research (QR) funding in recognition, as well as to reinforce, research excellence in the HE sector. However, the results of any exercise will be interpreted in a number of ways and, inevitably,  has led to claims that the ?teaching? function of universities has become the poor relation to the sector's research agenda. There have been a number of initiatives which have sought to address this perceived imbalance, and to regulate, monitor or even promote the educational function of universities. Amongst these have been Teaching Quality Assessments, Centres of Excellence in Teaching and Learning (CETLs), and the most recent initiative in the form of the Teaching Excellence Framework (TEF). In many respects, it is hard to challenge the principle that universities should be assessed in the same way for their teaching function as they are for their research activities and outputs. Indeed, the incorporation of 'impact' into the REF offers a seductive promise of similar connections that may be made with teaching in the form of progression, achievement and employability statistics. After all, this is the era of analytics and Big Data, why shouldn't it be used as part of a new system if it is readily available across the HE sector? The authors don't, in principle, disagree with this direction of travel. However, as with any new initiative, time and thought should not only be given to the precise objective of this exercise, but also to the potential pitfalls that may result from making a less than perfect choice. In this respect, the consultation surrounding the current green paper '...' may be likened to the following passage from Lewis Carrol?s ?Alice?s Adventures in Wonderland: "Would you tell me, please, which way I ought to go from here?" 
Classification-JEL: I28, I24
Keywords: Teaching Excellence Framework, Thresholds of Quality, Learning and Teaching, Teaching Quality, Educational Gain
Journal: International Journal of Teaching and Education
Pages: 33-50
Volume: 4
Issue: 3
Year: 2016
Month: September
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-682
File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-682?download=4
Handle: RePEc:sek:jijote:v:4:y:2016:i:3:p:33-50