IJHEM 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ 12 Volume 07 Issue 01 2020-08-01

72 https://ijhem.com/details&cid=72 2020-08-30 All students who enroll have success as their main goal. However, most institutions focus their resources on programs for students on honor roll, Dean’s list and those progressing academically.  Little resources remain for those students who stumble. In 2015, 36.2% of white students, 22.5% of black students, and 15.5% of Hispanic students had completed four years of college. This shows a 13.7% gap between black and white students and a 20.7% gap between Hispanic and white students (Wellman, 2017). How do we close this gap in educational completion? This study believes that all students can learn. Consequently, there needs to be educational equity and the development of a basis for instruction and assessment of all students’ learning outcomes. This paper represents an exploratory fundamental and qualitative research that aims to present a refocus on the role of faculty in teaching and learning to reach all students in classrooms. It examines a holistic and collaborative approach to increasing student success using evidence -based qualitative analysis of best practices. This approach has four component parts. Part 1 is the Holistic Component that involves engaging all students in the institution; communicating purposefully to them in a timely manner; and providing all-inclusive comprehensive support services (HC). This part develops and implements measurable benchmarks that motivate, encourage, and enable all students. Part 2 is the Collaborative Component which involves bringing six working teams together: faculty, industry, current majors, alumni, career services, and the community (CC). This part engages the team in maintaining a living curriculum that reflects the ever-changing global economy.  Part 3 is Celebration of Student Success (CSS) which entails the collaborative team owning each milestone, reaffirming teamwork while building trust and persistence. Part 4 is the Assessment of Student Progress (ASP) using the holistic and collaborative approach. The paper concludes that holistic and collaborative teamwork that includes, respects, and empowers all students is the key to reducing the college completion gaps that exist among blacks and Hispanic students.   Adelman, C. (2006). The Toolbox revisited: Paths to degree completion from high school though college. U.S. Department of Education. Washington, D.C: Office of Vocational and Adult Education. American College Testing Program (ACT) 2006. Anoopkumar, M., & Rahman, A. M. J. M. Z. (2016). A Review on Data Mining techniques and factors used in Educational Data Mining to predict student amelioration. In 2016 International Conference on Data Mining and Advanced Computing (SAPIENCE), (pp. 122–133). Asif, R., Merceron, A., Abbas, S., & Ghani, N. (2017). Analyzing undergraduate students’ performance using educational data mining. Computers in Education, 113, 177–194. Asif, R., Merceron, A., & Pathan, M. K. (2015). Predicting student academic performance at degree level: A case study. International Journal of Intelligent Systems and Applications, 7(1), 49–61. Astin, A.W. (1993). What matters in college: Four critical years revisited? San Francisco: Jossey-Bass Bailey, T.R., & Leinbach, D.T. (2005). Is student success considered institutional failure?? The accountability debate at community colleges. New York, NY: Community College Research Center, Teachers College, Columbia University Bailey, T., Jaggars, S., & Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Cambridge, MA: Harvard University Press. Bauman, G. L., Bustillos, L.T., Bensimon, E.M., Brown, M.C., & Bartee, R.D. (2005). Achieving Equitable Educational Outcomes with All Students: The Institution’s Roles and Responsibilities. AAC&U/Ford Foundation. Baum, S., & Payea, K. (2004). Education pays: The benefits of higher education for individuals and society. Washington, DC: The College Board.Bensimon 2004 Bensimon, E.M., Dowd, A.C., & Witham, K. (2016). Five principles for enacting equity by design. Diversity & Democracy, 19(1). Brame, C. J. (2019). Inclusive teaching: Creating a welcoming, supportive classroom environment. In Science teaching essentials: Short guides to good practice (pp. 3–14). San Diego: Elsevier/Academic Press. Calvet Liñán, L., & Juan Pérez, Á. A. (2015). Educational Data Mining and Learning Analytics: differences, similarities, and time evolution. International Journal of Educational Technology in Higher Education, 12(3), 98. Center for Community College Student Engagement. (2013). A matter of degrees: Engaging practices, engaging students (High-impact practices for community college student engagement). Austin, TX: The University of Texas at Austin, Community College Leadership Program. Chen, X. (2015). 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National Center for Public Policy and High Education 2005 Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Volume 2): A third decade of research. San Francisco, CA: Jossey-Bass. Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106(1), 315–329. Pérez, B., Castellanos, C., & Correal, D. (2018). Predicting student drop-out rates using data mining techniques: A case study, (pp. 111–125). Cham: Springer. Purdie, J. R., & Rosser, V. J. (2011). Examining the academic performance and retention of first-year students in living-learning communities and first year experience courses. College Student Affairs Journal, 29(2), 95. Reardon, S. F. (2011). The widening academic achievement gap between rich and poor: New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? 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73 https://ijhem.com/details&cid=73 2020-08-30 Responsible Research and Innovation (RRI) has recently gained recognition as a guiding principle for research to be more inclusive of societal needs. In response, the University of Malta led an internal qualitative study to assess attitudes and perceptions towards RRI. This approach paved the way for cultural and institutional changes that may not have developed otherwise. Academics, non-academic staff and students were interviewed alongside an online questionnaire totaling 29 face-to-face interviews and 226 survey responses. Thematic coding analysis revealed the core theme of fragmentation. Sub-themes stemming from fragmentation include challenges around collaboration, communication, politics, knowledge systems thinking and varied ideas of responsibility in research. While most respondents are in favor of RRI practice, several barriers affect an individual’s capacity to practice this approach, including lack of time and resources, and lack of recognition of public engagement (PE) efforts in the university’s current policies and governance structure. This research allowed for the development of a targeted Action Plan and set of initiatives to successfully begin implementing a culture of RRI best practice, including the establishment of the Committee for Engaged Research and fostering an internal network of individuals who are exemplary in RRI best practice. The thorough and targeted process has produced more significant and tangible results than moving directly into implementation, while also reducing the risk of future problems emerging from rushed initiatives. 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74 https://ijhem.com/details&cid=74 2020-08-30 This study aimed at comparing (i) the perceived ratings of leaders', non-leaders' and students' on leadership effectiveness and (ii) perceived ratings of various levels of leadership against transformational, transactional; and passive avoidant dimensions of leadership using a pragmatist philosophy and a quantitative-qualitative, concurrent, mixed cross-sectional descriptive design. Addis Ababa University (AAU), Debre Berhan University (DBU), and Welkite University (WKU) were randomly selected from each of the three-generation Ethiopian public universities. This study was conducted based on original primary data collected from a total of 506 respondents who filled the survey. These included 333 students and 35 teachers; and 5 top, 16 middle, and 34 lower-level- leaders; and 49 non-leaders among the academic; and 4 top, 5 middle, and 7 lower-level- leaders among administrative staff; and 18 others. About 19 interviewees and 3 FGDS were made. A comprehensive LS and LE questionnaire were adapted, besides in-depth interviews, observation, and document analyses. Each respondent rated his/her immediate supervisor. Descriptive and inferential statistics and ANOVA were employed with corresponding tests of hypotheses. The data proved LS midway between transactional and laissez-faire (MD= 2.5) in the five-point scale. The findings included a moderate score of (M=2.73) for administrative staff middle level leaders and (M=3.37) for top-level academic leaders. Further, LS and LE scores varied favoring ratings made by the academic leadership of the top-level across the hierarchy implying ineptitude. Students' and faculties' and administrative staffs' satisfaction, and LS effectiveness were only found slightly above average. Transactional (TRNAL) rather than transformational LS prevailed in the universities. 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75 https://ijhem.com/details&cid=75 2020-08-30 Internationalised curriculum development is critical to any institution aiming to approach internationalisation in a coherent way. Research on Internationalisation of the Curriculum (IoC), emphasizes the notion of curriculum as encompassing all aspects of learning and works at formal, hidden, and informal levels. The Higher Education Academy (HEA) developed a framework approaching internationalization of teaching, learning & curriculum. Rachel Scudamore, in the guide Engaging Home and International Students, examined the relationship of culture & learning, based on the ‘practical theory’ of Handal & Lauvas (1987), providing useful information and suggestions that informs teaching philosophy. The present work, through critical literature review, reflects upon the HEA framework and Handal & Lauvas’ practical theory, showing new challenges and issues of concerns. It provides recommendations for educators ‘why’ and ‘how’ to internationalize curriculum and teaching and concludes that Handal & Lauvas’ work (1987) should continue to shape teaching approach nowadays. Bennett, C. (1986). Comprehensive multicultural education, theory and practice. Boston: Allyn & Bacon Bordogna, C. &  Harvey, H.(no date)  Reflecting on the HEA’s Internationalising Higher Education Framework,  https://my.heacademy.ac.uk/welcome/ Chism, N. V. N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence: Toward the Best. Academy, 9, 1–3. Croucher, K. & Romer, 2007). Inclusivity in Teaching Practice and the Curriculum. Guides for Teaching and Learning in Archaeology. Number 6. Liverpool: Higher Education Academy. De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: a business and management perspective’. Innovations in Education and Teaching International, 38, 165–173. Green, W., & Whitsed, C. (2015). Critical Perspectives on Internationalising the Curriculum in Disciplines. NL: Sense Publishers Green, W., & Whitsed, C. (2013). Reflections on an alternative approach to continuing professional learning for internationalisation of the curriculum across disciplines. Journal of Studies in Introducing Critical Perspectives on Internationalising the Curriculum 21 International Education: Special Issue, Internationalisation of the Curriculum, and the Disciplines, 17(2), 148–164 Egron-Polak, E., & Hudson, R. (2014). Internationalization of Higher Education: Growing expectations, fundamental values. Paris: IAU. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53: 106. Hofstede, G. (2001) Culture’s consequences (2nd ed.). Thousand Oaks, CA: Sage. Kreber, C. (2001). Designing teaching portfolios based on a formal model of the scholarship of teaching. In D. Lieberman & C. Wehlburg (Eds.), To improve the academy (19, 285-305). Bolton, MA: Anker Publishing Company Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205–221. Leask, B. (2013). Internationalising the curriculum in the disciplines – Imagining new possibilities. Journal of Studies in International Education: Special Issue, Internationalisation of the Curriculum, and the Disciplines, 17(2), 103–118. Leask, B., & Bridge, C. (2013). Comparing internationalisation of the curriculum in action across disciplines: Theoretical and practical perspectives. Compare: A Journal of Comparative and International Education, 43(1), 79–101. Morse, K. (2003). Does one size fit all? Exploring asynchronous learning in a multicultural environment., Journal of Asynchronous Learning Networks, 7, 37–55. Paul, B. and Arcodia, C. (2002). Linking learning style preferences and ethnicity: international students studying hospitality and tourism management in Australia’, Journal of Hospitality, Leisure, Sport and Tourism Education. 1,15–27. Ramburuth, P. (2001). Cross cultural learning behaviour in higher education: perceptions versus practice, Paper Presented in the Proceedings of the Seventh International Literacy and Education Research Network (LERN) Conference on Learning, RMIT University, Melbourne, 5–9 July 2000, Available at: http://ultibase rmit edu.au/Articles/may01/ramburuth1.htm. Trowler, P., & Cooper, A. (2002). Teaching and learning regimes: Implicit theories and recurrent practice in the enhancement of teaching and learning through educational programmes. Higher Education Research & Development, 21(3), 221–240. Zeichner, K. & Liston, D.P. (2011). Reflective teaching: An introduction. NY: Routledge https://ijhem.com/cdn/article_file/2020-08-30-12-33-45-PM.pdf Evangelia Fragouli Internationalization Higher education teaching philosophy culture learning 5403 29 0