Editorial Committee Introduction
Welcome to Issue 2 Volume 2 of The IAFOR Academic Review. In this edition we, the editorial committee, bring together a selection of the most interesting contributions from our Education conferences, with respect to discussion surrounding Higher Education and Learning. In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge, which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning, and learners can experience the same teaching in very different ways. Students (as well as educators) are part of complex social, cultural, political, ideological and personal circumstances, and current experiences of learning will depend in part on previous ones, as well as on age, gender, social class, culture, ethnicity, varying abilities and more. The papers selected by the editorial committee for this special edition certainly reflect the international, intercultural and interdisciplinary approach that lies at the heart of both IAFOR and the global goals of Higher Education that we both work and live in as career academics.
Michael Liam Kedzlie
Editorial Committee
The IAFOR Academic Review
Articles
Meeting the Challenge of Higher Education: Creating Transformational Spaces that Empower Learners
By Jeannie Herbert, Charles Sturt University, Australia
American Business Education: Past, Present, and Future Trends
By Steven L. Rosen, Prefectural University of Hiroshima, Japan
Widening Access or Narrowing Student Choice? The Re-emergence of Elitism in the UK Higher Education System
By Steve Talbot, James Johnston and Alan Reeves, Business School, University of the West of Scotland, Paisley
French Higher Education Culture Changes and the Internationalization Strategies of Universities (Field Research)
By Darya Loyola, University Paris 2 Panthéon-Assas, France
Is it Cheating if Nobody’s Watching? Conflicting Beliefs about Dishonesty in Online Learning
By Christine Piper, Clemson University, USA
Lori K. Tanner, Clemson University, USA
Richard Hartsell, University of South Carolina Upstate, USA
Critical Thinking as a Tool for the Development of Interdisciplinarity in University Education
By Maria Bednarikova, Slovak University of Technology in Bratislava, Slovakia
The IAFOR Academic Review is published under ISSN: 2188-9570.
