東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Combating the African "brain drain" ...

Okoroafor, Amarachukwu.

FindBook

Google Book

Amazon

博客來

Combating the African "brain drain" development syndrome through international online learning collaboratives.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Combating the African "brain drain" development syndrome through international online learning collaboratives./
作者:	Okoroafor, Amarachukwu.
面頁冊數:	89 p.
附註:	Source: Masters Abstracts International, Volume: 52-06.
Contained By:	Masters Abstracts International52-06(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556443
ISBN:	9781303918063

Combating the African "brain drain" development syndrome through international online learning collaboratives.
Okoroafor, Amarachukwu.

Combating the African "brain drain" development syndrome through international online learning collaboratives. - 89 p.

Source: Masters Abstracts International, Volume: 52-06.

Thesis (M.A.L.S.)--Georgetown University, 2014.

This item must not be sold to any third party vendors.

This thesis will explore how e-learning collaboratives can be used for knowledge transference in Africa. At the advent of independence, many African countries pushed education as a means to propel self-rule and development. As development stalled in African countries and aid was sought to reverse socio-economic declines, both government and non-government actors created programs designed to address these issues. Unfortunately, a vicious cycle of "dead aid" began to be offered. Rather than assist these nations, the reverse occurred as nations became dependent upon "dead aid that did not support development nor transfer technical knowledge to the indigenous population. Coupled with the exodus of highly skilled citizens, "brain drain", and failure in cultivating an indigenous technical knowledge base, has left a capacity deficit that has further compromised the continent's development. To combat the drain and build capacity for development, the need to improve and expand access to quality tertiary education is essential. The promise of new technology in education, e-learning, paired with the historic success of distance learning in Africa can be the mechanism to achieve this access. According to the literature, collaborative efforts are defined as two or more stakeholder groups working together to share resources to achieve a common goal that could not be achieved independently. Although, popular in the public and private sphere because of its potential to leverage resources and varying expertise , too much emphasis has been placed on just collaborating without the establishment of collaboration principles fundamental for the process. Rebecca Gadja's seminal work "Utilizing Collaboration Theory to Evaluate Strategic Alliances" asserts that to capitalize the power of collaboration, stakeholders must be willing to undertake a "journey" of integration. In this framework higher levels of integration are achieved through greater formalized processes in the area of communication, leadership/decision-making, purpose and strategy between collaborating stakeholders. The Strategic Alliance Formative Assessment Rubric (SAFAR) developed by Gajda will be the model used to evaluate the level of collaboration. This thesis will assess the integration journey of an e-learning collaborative from the State University of New York's (SUNY) Center for Collaborative Online International Learning (COIL) project to determine the degree to which integration was cultivated and thereby collaboration power was capitalized for knowledge transference. These initiatives were part of a 2 year funded project called the COIL Institute for Globally Networked Learning in the Humanities. Twenty-five partner institutes, spanning nineteen countries, successfully implemented twenty-four COIL courses within a three year period. The COIL case studies emerging from the project and institutional literature will serve as primary resources. Ultimately my thesis will substantiate that international e-learning collaboratives, like the COIL project, are the cure for the brain drain experienced in Africa.

ISBN: 9781303918063Subjects--Topical Terms:

517670
Educational technology.

Combating the African "brain drain" development syndrome through international online learning collaboratives.
LDR:04174nmm a2200313 4500 001 2062517
005 20151027073459.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303918063
035 $a (MiAaPQ)AAI1556443
035 $a AAI1556443
040 $a MiAaPQ $c MiAaPQ
100 1 $a Okoroafor, Amarachukwu. $3 3176903
245 1 0 $a Combating the African "brain drain" development syndrome through international online learning collaboratives.
300 $a 89 p.
500 $a Source: Masters Abstracts International, Volume: 52-06.
500 $a Adviser: Charles Yonkers.
502 $a Thesis (M.A.L.S.)--Georgetown University, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This thesis will explore how e-learning collaboratives can be used for knowledge transference in Africa. At the advent of independence, many African countries pushed education as a means to propel self-rule and development. As development stalled in African countries and aid was sought to reverse socio-economic declines, both government and non-government actors created programs designed to address these issues. Unfortunately, a vicious cycle of "dead aid" began to be offered. Rather than assist these nations, the reverse occurred as nations became dependent upon "dead aid that did not support development nor transfer technical knowledge to the indigenous population. Coupled with the exodus of highly skilled citizens, "brain drain", and failure in cultivating an indigenous technical knowledge base, has left a capacity deficit that has further compromised the continent's development. To combat the drain and build capacity for development, the need to improve and expand access to quality tertiary education is essential. The promise of new technology in education, e-learning, paired with the historic success of distance learning in Africa can be the mechanism to achieve this access. According to the literature, collaborative efforts are defined as two or more stakeholder groups working together to share resources to achieve a common goal that could not be achieved independently. Although, popular in the public and private sphere because of its potential to leverage resources and varying expertise , too much emphasis has been placed on just collaborating without the establishment of collaboration principles fundamental for the process. Rebecca Gadja's seminal work "Utilizing Collaboration Theory to Evaluate Strategic Alliances" asserts that to capitalize the power of collaboration, stakeholders must be willing to undertake a "journey" of integration. In this framework higher levels of integration are achieved through greater formalized processes in the area of communication, leadership/decision-making, purpose and strategy between collaborating stakeholders. The Strategic Alliance Formative Assessment Rubric (SAFAR) developed by Gajda will be the model used to evaluate the level of collaboration. This thesis will assess the integration journey of an e-learning collaborative from the State University of New York's (SUNY) Center for Collaborative Online International Learning (COIL) project to determine the degree to which integration was cultivated and thereby collaboration power was capitalized for knowledge transference. These initiatives were part of a 2 year funded project called the COIL Institute for Globally Networked Learning in the Humanities. Twenty-five partner institutes, spanning nineteen countries, successfully implemented twenty-four COIL courses within a three year period. The COIL case studies emerging from the project and institutional literature will serve as primary resources. Ultimately my thesis will substantiate that international e-learning collaboratives, like the COIL project, are the cure for the brain drain experienced in Africa.
590 $a School code: 0076.
650 4 $a Educational technology. $3 517670
650 4 $a Educational sociology. $3 519608
650 4 $a African studies. $3 2122725
690 $a 0710
690 $a 0340
690 $a 0293
710 2 $a Georgetown University. $b Liberal Studies. $3 1022498
773 0 $t Masters Abstracts International $g 52-06(E).
790 $a 0076
791 $a M.A.L.S.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556443