Contemporary Literacies:
Life Skills for Professionals  

Shawna Vyhmeister

 


Affective Teaching: A Place for Emotion
in Classroom Learning  

Edward Krishnan

Economic Wealth and Educational Issues:
An International Comparison
Shawna Vyhmeister

Communication Literacy in
Doctoral Research Supervision 

Nicola Wieland

The Nature of Management Dilemmas
Used as Academic Projects
in Higher Education 

Joyce Mondejar-Dy

Education and Youth Criminality in Nigeria  
Johnson Egwakhe and Evans Osabouhien


Child Neglect: Identification and Assessment
J. Horwath
Reviewed by Hanah Spence

Beyond the balanced scorecard: Improving business intelligence with analytics 
Mark Graham Brown   
Reviewed by Sunia Fukofuka

Managing Knowledge to Fuel Growth 
Brad
Jackson  
Reviewed by Ismael Garcia





    


          Contemporary Literacies: Life Skills for Professionals

       Life has changed. It is changing. The skill set that was needed to function in the professional world has changed dramatically in the last 30 years. Gone are the stenographers, the typewriters, the waiting for letters to arrive. Everything is instant. Executives answer much of their own e-mail. Banking is done online. Suddenly, the system administrator is the most powerful employee in the organization. A kid in Poland that you don’t even know can break into your business and change things around while you are sleeping without ever leaving his living room. Oh yes, things are different now.

       So how do we need to be different in order to survive in this new world? What skills should schools be teaching now? What sorts of learning do adults need to do in order to “keep up”? This issue of the International Forum Journal, incidentally (and appropriately) our first fully online issue, addresses some of these issues. Based on a three-day research conference with the same title, these articles discuss some of the concerns relating to contemporary literacies, especially as they relate to higher education.

      In his action research study, Krishnan takes us on a visit to his own classroom, to observe new ways of teaching, and students’ reactions to them. With generous references to the literature, Krishnan proposes changes in our way of teaching that go beyond the traditional student-centered vs. subject-centered duality.

       The educational concerns faced by each country are subject to differences based on many variables. Vyhmeister’s study uses primary data about national wealth and educational focus from a few selected countries to attempt to create a conceptual model of how economic wealth and educational concerns interact.

       With the proliferation of higher education, there is increasing pressure on schools to “produce” PhDs on a predictable schedule, more like the assembly-line model, rather than the “each one an original work of art” model of old. The research phase, and specifically research supervision, focuses on the most variable and sensitive part of the doctoral experience. Wieland explores the role communication skills play in student satisfaction with doctoral research supervision.

       The need for contemporary literacies brings together schools and businesses in search of problems and solutions. Schools need to know what should be taught, and whether they are teaching it, and businesses need solutions they might not have thought of without assistance. Dy’s action research examines the types of problems businesses bring to business-academe partnerships, the skills academic institutions need to teach for successful business careers, and the intervention strategies required for addressing current management issues.

       Education is widely thought to provide the youth with a means of making an honest living. School prepares one for the world of work, among other things. But what happens in a country where recurring strikes disrupt academics and where acute mismanagement deteriorates educational infrastructure? What happens when there are not necessarily jobs at the other end of schooling, or where schooling is not necessarily about learning, but rather about gaining power? What is the relationship between education and crime in such cases?

       What skills do you need to be literate in the 21st century? Certainly this collection of articles suggests a few places we might begin.

 

Shawna Vyhmeister, PhD
Editor,
International Forum
Adventist International Institute of Advanced Studies
Silang, Cavite , Philippines