Academic literature on the topic 'Lebanese Higher Education'
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Journal articles on the topic "Lebanese Higher Education"
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Khattab, Farah. "Developing a Service Quality Model for Private Higher Education Institutions in Lebanon." GATR Journal of Management and Marketing Review 3, no. 1 (February 9, 2018): 24–33. http://dx.doi.org/10.35609/jmmr.2018.3.1(4).
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Objective - The objective of this study is to identify and implement the most suitable and prominent dimensions for service quality, which is key for the development of a successful model. Within a competitive academic environment, Lebanese higher education institutions are forced to develop their own dimensions of service quality and offer higher quality services than their competitors. Therefore, identifying the key dimensions of service quality in the Lebanese higher education sector is a priority for universities, to improve their overall services and maintain high levels of retention. The foremost condition to success is a well-developed service quality assessment process to evaluate university services. This paper aims to investigate the most effective service quality assessment tool for Lebanese universities, in addition to the corresponding dimensions of service quality and their impact on the satisfaction of the students. Methodology/Technique - This study undertakes a comprehensive review of recent studies dealing with different aspects of service quality models and the corresponding service quality dimensions are presented and discussed. Considering the proved and established qualities and capabilities of the SERVQUAL model and the urgent need for service quality assessment for private higher education institutions in Lebanon, a modified SERVQUAL model with seven dimensions is proposed and highlighted as a potential model for assessing service quality in the Lebanese higher education sector. Findings - Based on the comprehensive literature review carried out, it was noted that the SERVQUAL instrument is the most prominent model used in recent investigations to assess service quality in the higher education sector. Novelty - Choosing the proper and the most influential service quality model is one of the crucial challenges faced in higher education. Type of Paper: Review. Keywords: Service Quality; Quality Dimensions; Service Model; Customer Satisfaction; Lebanese Higher Education. JEL Classification:
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Ismail, Fadia. "The utilization of Social Media in marketing the Lebanese Higher Education institutions." SHS Web of Conferences 111 (2021): 01004. http://dx.doi.org/10.1051/shsconf/202111101004.
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In today’s competitive environment, it is significant to develop a strong community that retains existing customers and attracts new ones. Higher education institutions in Lebanon, given the pandemic, are shifting to online platforms to market their services. The article explains how HEIs in Lebanon use social media as a way of engaging and communicating with stakeholders. Using a questionnaire targeting the marketing department of the Lebanese HEIs, managerial and marketing implications will be presented to explain the promotional implications of using social media and its challenges. The findings showed that most Lebanese higher educational institutions are utilizing social media strategies when planning their marketing efforts, due to the fear of losing control of its reputation and the limited budget allocated for these efforts. Moreover, they have a limited understanding of its value and its implications and, thus, use it solely for communication purposes with their current and potential students, rather than showing what they do as research centers.
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Massaad, Madoline, and Léa Yahchouchi Abi Chaker. "Effectiveness of Differentiated Instruction in Business English: The Lebanese Higher Education." International Journal of English Literature and Social Sciences 5, no. 3 (2020): 796–811. http://dx.doi.org/10.22161/ijels.53.35.
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JABBOUR, Khayrazad Kari. "An Analysis of the Effect of Mobile Learning on Lebanese Higher Education." Informatics in Education 13, no. 1 (April 15, 2014): 1–15. http://dx.doi.org/10.15388/infedu.2014.01.
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Aljardali, Hussein, Mazen Kaderi, and Thierry Levy-Tadjine. "The Implementation of the Balanced Scorecard in Lebanese Public Higher Education Institutions." Procedia - Social and Behavioral Sciences 62 (October 2012): 98–108. http://dx.doi.org/10.1016/j.sbspro.2012.09.018.
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Nasrallah, Rita. "Learning outcomes’ role in higher education teaching." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 4 (October 28, 2014): 257–76. http://dx.doi.org/10.1108/ebs-03-2014-0016.
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Purpose – The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model. Design/methodology/approach – This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment. Findings – The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive. Research limitations/implications – The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes. Practical implications – Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience. Originality/value – The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.
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Makhoul, Samar Aad. "Higher education accreditation, quality assurance and their impact to teaching and learning enhancement." Journal of Economic and Administrative Sciences 35, no. 4 (November 4, 2019): 235–50. http://dx.doi.org/10.1108/jeas-08-2018-0092.
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Purpose This paper aims to study the relationship between higher education accreditation and teaching and learning enhancements in academic institutions. Higher education institutions are now looking at satisfying the standard by standard list assigned by internationally recognized accreditation agencies. The purpose of this paper is to investigate whether outside quality confirmation can truly influence the inward life of higher education institutions. Will accreditation implementation have an impact on teaching and learning enhancement and drive institution change? Design/methodology/approach This study was based on an explanatory qualitative design whereby individual faculty members who are tenured or in tenure-track positions in business schools in Lebanese universities were interviewed. The latter universities from which interviewees were questioned are either the Association to Advance Collegiate Schools of Business (AACSB) accredited or currently pursuing accreditation. The sample included 30 faculty members from four different higher education Lebanese institutions. Findings Following thorough review of previous literature, and building on the outcomes of the interviews conducted for the purpose of this research, the author deduced that AACSB serves as the optimal guiding mechanism that incorporates effective evaluation criteria for learning quality and universities. There also exist a lack of commonality and shared standards among accrediting agencies. The researchers also highlight the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Research limitations/implications Ranking agencies were not considered in this study. Those can be used to assess the effectiveness of higher education institutions and will provide fair quality assurance of learning. It is encouraged to incorporate the ranking agencies variable within the scope of future studies for further analysis. Practical implications The paper includes the need to introduce further quantification into the accrediting measures adopted including faculty retention and student attrition rates. Originality/value The focus of this study will be of particular interest to Business school seeking or maintaining accreditation. It will also be of interest to the Lebanese government if they want to look at having a regional accreditation. Future research could possibly explore the need to have a regional accreditation especially with the emerging numbers of higher education institutions in Lebanon.
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Bahous, Rima N., Mona Baroud Nabhani, and Nahla Nola Bacha. "Code-switching in higher education in a multilingual environment: a Lebanese exploratory study." Language Awareness 23, no. 4 (August 20, 2013): 353–68. http://dx.doi.org/10.1080/09658416.2013.828735.
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Naja, Farah, Lara Nasreddine, Leila Itani, Marie Claire Chamieh, Nada Adra, Abla Mehio Sibai, and Nahla Hwalla. "Dietary patterns and their association with obesity and sociodemographic factors in a national sample of Lebanese adults." Public Health Nutrition 14, no. 9 (May 4, 2011): 1570–78. http://dx.doi.org/10.1017/s136898001100070x.
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AbstractObjectiveTo identify and characterize dietary patterns in Lebanon and assess their association with sociodemographic factors, BMI and waist circumference (WC).DesignA cross-sectional population-based survey. In a face-to-face interview, participants completed a brief sociodemographic and semiquantitative FFQ. In addition, anthropometric measurements were obtained following standard techniques. Dietary patterns were identified by factor analysis. Multivariate linear regression was used to assess determinants of the various patterns and their association with BMI and WC.SettingNational Nutrition and Non-Communicable Disease Risk Factor Survey (2009), Lebanon.SubjectsA nationally representative sample of 2048 Lebanese adults aged 20–55 years.ResultsFour dietary patterns were identified: ‘Western’, ‘Traditional Lebanese’, ‘Prudent’ and ‘Fish and alcohol’. Factor scores of the identified patterns increased with age, except for the Western pattern in which a negative association was noted. Women had higher scores for the prudent pattern. Adults with higher levels of education had significantly higher scores for the prudent pattern. The frequency of breakfast consumption was significantly associated with scores of both traditional Lebanese and prudent patterns. Multivariate-adjusted analysis revealed a positive association between scores of the Western pattern and the BMI and WC of study participants.ConclusionsThe findings show the presence of four distinct dietary patterns in the Lebanese population, which were associated with age, sex, education and meal pattern. Only the Western pattern was associated with higher BMI.
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Hamdoun, Ali. "Academic leadership commences by self-leadership." SHS Web of Conferences 111 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202111101001.
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Enhancing leaders and leadership are major elements when pursuing improvement of learning and teaching in the higher education sector. This study was conducted to investigate the self-leadership skills of the academic staff in the Lebanese higher education sector. It is stated that “an effective academic leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom”. Through a survey, academic staff (instructors) were asked to rank selfleadership skills that they believe they possess and apply. This survey also presented questions that allowed the researcher to identify whether academics have a clear comprehension of this concept in Lebanese universities and what prevents them from attaining and applying them. The data collected was analyzed using SPSS. The findings indicated that the skills of self-leadership were not being applied effectively and the concept was not clearly comprehended by the Lebanese higher education institutions. Thus, it is recommended to train the academic staff to improve their knowledge, attitudes and skills regarding the concept of selfleadership and it presented potential strategies that facilitated sharing innovations to effectively apply such leadership and promote the importance of quality teaching experiences.
Dissertations / Theses on the topic "Lebanese Higher Education"
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Baroud, Fawzi. "The development of e-learning in a Lebanese higher education context." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20607/.
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This thesis examines the experience of faculty members, academic administrators and students at Notre Dame University-Louaize (NDU), Lebanon in the development process of e-leaming implementation for encouraging intellectual activity in teaching and learning. The research methodology consisted of an in-depth single-case study which was adopted to drill down into the e-leaming implementation process centering on analyzing the attitudes and views of faculty members and academic administrators. In addition, students' learning styles and preferences together with their views on how their teachers use technology in teaching were examined. The total sample of the study was 203 faculty members, 18 academic administrators, and 259 students. Both qualitative and quantitative methods of data gathering were employed including two questionnaires administered to faculty members, interviews with academic administrators, interviews conducted with faculty members, and a questionnaire administered to students. Document analysis of meeting minutes and strategic planning was conducted to complement interviews and questionnaire data obtained from faculty members and academic administrators. Main results showed that institutional processes involved several steps for implementing e-leaming. Change in leadership resulted in change in the direction of e-leaming implementation, indicating the role of the culture of the institution in the context of change. The most important element in the process of implementing e-leaming was the transition from one phase to another through training and faculty members' participation in the e-leaming implementation process suggesting the significance of these factors in the change process. A key theme that arose from the research findings was the need to create a culture of engagement in the process of change. Other key factors which have facilitated the process of implementing e-leaming were analyzed. Initiatives to implement e-leaming were partly offset by the lack of written policies that will determine the use of e-leaming in the educational process. Faculty members revealed the concern that training should take into consideration how to use technology in teaching. Moreover, academic administrators emphasized the need to develop e-leaming policies. The study showed that the methods of teaching and students' learning styles are two distant areas and drawing links between the two needs adaptation and further inquiry. Contributions to knowledge and the limitations of the study are discussed. Recommendations for implementing e-leaming and carrying out future research are provided.
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Khalil, Manale Mounir. "Drivers of quality assurance implementation in higher education : the case of Lebanese private business schools." Thesis, Staffordshire University, 2017. http://eprints.staffs.ac.uk/4258/.
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This research provides evidence on the relationship between responsiveness to quality assurance implementation and a business school i) organisational and leadership characteristics, ii) stakeholders’ perceptions of quality assurance as innovation, and iii) the institutional pressures in the organisational field. It is based on the insights from the institutional theory and the diffusion of innovation theory and uses a mixed-methods research approach. The current global demand for accountability and concern with educational productivity in higher education makes this research timely. The results of the study indicate that a business school’s level of internationalisation (normative pressure) is positively associated with responsiveness whereas competition (mimetic pressure) and the government stipulations (coercive pressure) are not significant in determining whether a business school will or will not implement any quality assurance measures. In addition, leadership and organisational characteristics (such as size and level of conferred degrees) have been found to be associated with positive responsiveness. On the other hand, stakeholders’ perceptions of quality assurance as innovation have not been found to explain the level of responsiveness to quality assurance implementation. This research concludes that responsiveness is due to a number of factors; government guidelines for quality assurance have not been seen to be effective mainly due to the lack of sanctions. The type of business has been found to impact responsiveness to quality implementation with for-profit organisations being less likely to implement quality assurance measures than their not-for- profit counterparts. By recommending appropriate approaches to increase institutional responsiveness to implement quality assurance, the research contributes to practice as it may inform state and business schools decision makers on the appropriateness of their policy formulation and execution. It can thus assist in drawing well-versed strategies and tactics. The research also contributes to the body of knowledge on the factors affecting the adoption of quality assurance in higher education institutions.
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Hasham, Elham S. "The extent to which satisfaction is a prerequisite for employee motivation to enhance productivity/performance in Lebanese institutions of higher education : a case study of Notre Dame University." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/28784.
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Job satisfaction encompasses the attitudes an individual has toward the organization, supervision, rewards, peers and the job (Longenecker & Pringle, 1984). Motivation is significant as a determinant of performance (Sullivan, 1988). Individual performance is generally determined by (1) motivation-the desire to act (2) ability-the capability to do the job (3) work environment-the tools, materials and information required to act (Griffin, 1996). Increasing job satisfaction is important not only for its financial benefits but also for its humanitarian value (Bavendam, 2000). In the 21st Century, institutions of higher education need a spirit of openness and objectivity supported by leaders who excel in communication skills, initiative, decision making, group dynamics and incentives. The objective of this study is to determine and specify effective and efficient leader-employee relationships and the extent to which satisfaction is a prerequisite for motivation to enhance performance and solicit productivity. Notre Dame University, the object of this case study, is a Lebanese institution of higher education that follows the American-credit system. In accordance to the research questions, the theoretical framework covered the pertinent issues of satisfaction and motivation, leadership and management, and human resource management. Responses to research instruments - questionnaires, interviews - secured a constructive flow of information to improve self-esteem and confidence. Both quantitative and qualitative research methods were utilized with a response rate of 83% with 233 questionnaires distributed and 196 returned. Through Chi-Square and Cronbach Alpha, the results showed direct measures of attitudes towards satisfaction, participation, and interaction. People at NDU are committed and believe that there is a friendly atmosphere, and democratic leadership nonetheless, they are asking for more open communication, responsibility and involvement. Drawing from the findings, leaders at NDU should be more creative, caring, and impartial to instil the driving forces for increased satisfaction and output.
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Sayah, Edward. "The American University of Beirut and Its Educational Activities in Lebanon, 1920-1967." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331929/.
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The purpose of this study was to trace the historical development of the American University of Beirut and its educational contributions in Lebanon and the Middle East from 1920 to 1967. Through their activities in the Levant in the early nineteenth century, the American missionaries virtually laid the foundations of the Syrian Protestant College, later known as the American University of Beirut. Though religion was the cornerstone in the founding of the University, under the pressure of the local environment, its secular character was to be substituted for the religious one. The establishment of the University in 1866 marked the beginning of the system of higher education in the Arab world. As the first established institution of higher learning, the University played a significant role in raising the level of literacy throughout the region. Despite the difficult times that the University faced throughout its history, it survived and continued its dedicated mission to serve the people of Lebanon and the entire area. For the University, the first 50 years under Ottoman rule was a period of surviving and maintaining its existence. With the freedom it came to enjoy during the French Mandate and later during independence, the University moved into a period of advancing and expanding. By the 1960s the University had become a prestigious institution and captured the support of most people and governments in the area. The study's six chapters describe the historical setting of Lebanon and the origins of its religious groups, the historical background of the American University of Beirut, the educational activities of the University during the French Mandate, and its educational activities under independent Lebanon. The thesis showed that the University had a significant role in the education of the Lebanese and the peoples of the area, and that it has significantly contributed to the development of Lebanon and the Middle East.
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Skaff, Danielle. "Innovation et réforme de l'enseignement supérieur au Liban." Thesis, Reims, 2019. http://www.theses.fr/2019REIME002/document.
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L’évolution de la mission de l’université à travers les années a conduit plusieurs pays à entreprendre d’amples réformes au niveau de leur système d’enseignement supérieur, afin de contribuer davantage au développement économique et social.Ainsi, il semble inévitable de faire l’état des lieux de la gouvernance universitaire au Liban et de son apport à l’enrichissement de l’environnement des affaires. D’où, la question principale de notre recherche : quels modèles pertinents de gouvernance les universités privées libanaises doivent-elles adopter en vue d’une meilleure insertion professionnelle ?Sachant qu’il n’existe qu’une seule université publique au Liban, notre méthodologie a consisté donc à évaluer les pratiques actuelles de gouvernance de deux universités, l’une suivant un système francophone, l’autre anglophone, à faire un benchmark, à mener des enquêtes et des entretiens afin de distinguer les meilleurs pratiques de gouvernance qui pourraient contribuer à l’amélioration de l’insertion professionnelle.Nos résultats montrent que même si les universités au système anglophone apparaissent plus performantes que les francophones, cependant toutes les universités libanaises se caractérisent par des insuffisances notables en matière de dispositifs de gouvernance.En conclusion, dans un contexte assez complexe et inhabituel, où la politique, le confessionnalisme et la corruption règnent, notre étude montre l’incapacité d’adopter un seul modèle adéquat de gouvernance à toutes les universités, mais plutôt proposer une meilleure pratique des mécanismes de gouvernance. Nous avons ainsi formulé des recommandations aux parties concernées et manifesté des souhaits visant le gouvernement afin d’aboutir à une meilleure insertion professionnelleThe evolution of the university's mission over the years has led many countries to undertake far-reaching reforms in their higher education system to further contribute to economic and social development.Thus, it seems inevitable to take interest in the university governance in Lebanon and its contribution to the enrichment of the business environment. Hence, the main question of our research: which relevant models of governance should Lebanese private universities adopt in order to improve professional integration?Knowing that there is only one public university in Lebanon, our methodology consisted in evaluating the current governance practices of two universities, one following a Francophone system, the other Anglophone, benchmarking, conducting surveys and interviews in order to identify the best practices in governance that could contribute to the improvement of the employability.Our results show that even though universities with the Anglophone system appear to perform better than the francophone ones, however, all Lebanese universities are characterized by significant weaknesses in terms of governance arrangements.In conclusion, in a rather complex and unusual context, where politics, sectarianism and corruption reign, our study shows the inability to adopt only one adequate model of governance for all the Lebanese universities, but rather to propose a better practice of the mechanisms of governance. We have made recommendations to the concerned parties and expressed wishes to the government in order to achieve a better professional integration
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Suliman, Rosemary. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in south-western Sydney /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030409.153226/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2001."A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 224-240.
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Suliman, Rosemary, University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "The motivational and linguistic context of the school achievement of Lebanese-background students in high schools in South-western Sydney." THESIS_CAESS_PSY_Suliman_R.xml, 2001. http://handle.uws.edu.au:8081/1959.7/94.
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The purpose of this thesis is to examine the educational outcomes of Lebanese-background students in high schools in South-western Sydney, and to investigate some of the factors contributing to their pattern of achievement. The main thrust of this study is to empirically examine in detail two factors which are strong contributors to school achievement. The first is the motivational goals of these students. The second is the Language proficiency of Lebanese-background students in their first language (Arabic) and their second lanaguage (English). The study involves quantitative analyses of two sets of questionnaires administered to all the Year 9 students in three South-western metropolitan Sydney high schools. The Year 10 School Certificate results of this same group of students was then used to measure their level of achievement. Four groups were established for comparison: the non-Lebanese-, English-, Chinese- and Vietnamese- background groups. This study is contextualized within a discussion of some of the family factors which contribute to the achievement of migrant children in schools. Of particular relevance to Lebanese-background students are the socio-economic and educational background of parents, and the historical and social context of the Lebanese in Australia. The thesis concludes by putting forth some recommendations which involve the collaborative efforts of the home, the school and the community, suggesting that part of the solution lies in this collaborative effort. Boundaries can be crossed and stereotypes changed only through a concerted effort by the three sidesDoctor of Philosophy (PhD)
Book chapters on the topic "Lebanese Higher Education"
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Kawtharani, Jad. "Lebanese Higher Education Landscape." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31816-5_2422-1.
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Kawtharani, Jad. "Lebanese Higher Education Landscape." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 3734–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_2422.
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Chahine, Sobhi Abou, and Issam Damaj. "Review of Governance Policies and Practices in Lebanese Higher-Education Institutions." In Higher Education in the Arab World, 265–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58153-4_10.
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Awada, Ghada M., Hassan B. Diab, and Kawthar H. Faour. "Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education." In Multicultural Instructional Design, 576–604. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch027.
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The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement.
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Awada, Ghada M., Hassan B. Diab, and Kawthar H. Faour. "Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education." In Cross-Cultural Perspectives on Technology-Enhanced Language Learning, 130–58. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5463-9.ch008.
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The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement.
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"Internationalization of Social Sciences: The Lebanese Experience in Higher Education and Research." In Internationalization of the Social Sciences, 213–36. transcript-Verlag, 2010. http://dx.doi.org/10.14361/9783839413074-010.
Full textConference papers on the topic "Lebanese Higher Education"
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Apaydin, Marina, and Christopher Bouri. "Innovation2: Innovative Course on Innovation Takes On the Lebanese Revolution." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11314.
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The purpose of this paper is to showcase the unique learning outcomes derived from an innovative course facing disruption from unforeseen political events. In spite of the tense events on the streets surrounding the university during the Lebanese revolution, which erupted in the middle of the semester, we were able not only to implement pre-planned innovative teaching methods to challenge student thinking and traditional higher education practices, but also leveraged the revolution context to introduce new topics and approaches to course delivery in the face of road closures and risks to students’ wellbeing. Strategic innovation management topics were complemented by the real time innovative strategies to continue education developed jointly by the course instructor and the students, resulting in an Innovation2 effect. Ultimately, the course learning outcomes were reinforced and broadened by embracing the continued uncertainty and relating to the ongoing situation day by day. As Lebanon and AUB enter its second semester of the political revolution, this paper aims to share lessons learned from both, the initial course innovative design, and its delivery in the crisis circumstances of the revolution in order to help faculty dealing with unstable educational context in Lebanon, Middle East and other challenging regions.
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Chedrawi, Charbel, and Julie Valerik. "STUDENT PERCEPTION OF TEACHERS’NON VERBAL COMMUNICATION, AND THE PEDAGOGICAL TEACHER-LEARNER RELATION IN HIGHER EDUCATION: TOWARDS BETTER COMMUNICATION IN THE CLASSROOM, THE CASE OF A LEBANESE UNIVERSITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1383.
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