PCAH2022


PCAH2022

June 16-19, 2022 | La Maison de la Chimie, Paris, France

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Speakers

  • Martín Aiello
    Martín Aiello
    National University of Tres de Febrero (UNTREF), Argentina
  • Jared Baxter
    Jared Baxter
    Independent Researcher, United States
  • Grant Black
    Grant Black
    Chuo University, Japan
  • Georges Depeyrot
    Georges Depeyrot
    French National Center for Scientific Research (CNRS), France
  • Dominique M. Galli
    Dominique M. Galli
    National University of Tres de Febrero (UNTREF), Argentina
  • Tim Gore
    Tim Gore
    University of London Institute in Paris, France
  • Guido Gryseels
    Guido Gryseels
    Royal Museum for Central Africa (RMCA), Belgium
  • Judith Lehmann
    Judith Lehmann
    Heinrich Böll Foundation, Germany
  • Anne Liskenne
    Anne Liskenne
    La Grande Chancellerie de la Légion d’Honneur, France
  • Harald A. Mieg
    Harald A. Mieg
    Humboldt-Universität zu Berlin, Germany
  • Paul Voerkel
    Paul Voerkel
    Friedrich Schiller University Jena, Germany

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Programme

  • Knowledge sans Frontières
    Knowledge sans Frontières
    Keynote Presentation: Tim Gore, University of London Institute in Paris, France
  • Undergraduate Research – Best Practices from an International Perspective
    Undergraduate Research – Best Practices from an International Perspective
    Panel Presentation: Martín Aiello, Dominique M. Galli & Harald A. Mieg, Paul Voerkel
  • Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
    Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
    Panel Presentation: Grant Black, Judith Lehmann & Harald A. Mieg
  • From Nazi Spoliations to Ongoing Restitutions in the 21st Century, an Official French Cultural Point of View
    From Nazi Spoliations to Ongoing Restitutions in the 21st Century, an Official French Cultural Point of View
    Keynote Presentation: Anne Liskenne
  • Restitution of African Cultural Heritage and Its Challenges
    Restitution of African Cultural Heritage and Its Challenges
    Keynote Presentation: Guido Gryseels
  • Vincent van Gogh and the Allegory of the Road
    Vincent van Gogh and the Allegory of the Road
    Featured Presentation: Jared Baxter
  • Whose Heritage? Reconsidering the Museum as a Global Commons
    Whose Heritage? Reconsidering the Museum as a Global Commons
    Panel Presentation: Anne Liskenne & Guido Gryseels

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Organising Committee

The Organising Committee of The 2nd Paris Conference on Arts & Humanities (PCAH) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Grant Black
    Grant Black
    Chuo University, Japan
  • Georges Depeyrot
    Georges Depeyrot
    French National Center for Scientific Research (CNRS), France
  • Steve Cornwell (1956-2022)
    Steve Cornwell (1956-2022)
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Donald E. Hall
    Donald E. Hall
    University of Rochester, USA
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA
  • Ljiljana Markovic
    Ljiljana Markovic
    University of Belgrade, Serbia
  • Haruko Satoh
    Haruko Satoh
    Osaka School of International Public Policy (OSIPP), Osaka University, Japan
  • Krisna Uk
    Krisna Uk
    Association for Asian Studies (AAS)

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PCAH2023 Review Committee

  • Dr Grant Black, Chuo University, Japan
  • Professor Georges Depeyrot, French National Center for Scientific Research (CNRS), France
  • Professor Donald Hall, Rochester University, United States
  • Dr Barbara Lockee, Virginia Tech, United States
  • Professor Ljiljana Markovic, University of Belgrade, Serbia
  • Professor Haruko Satoh, Osaka University, Japan
  • Dr Krisna Uk, Association for Asian Studies (AAS)

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IAFOR Research Centre (IRC) – “Innovation and Value Initiative”

The IAFOR Research Centre (IRC) is housed within Osaka University’s School of International Public Policy (OSIPP), and in June 2018 the IRC began an ambitious new “Innovation and Value Initiative”. Officially launched at the United Nations in a special UN-IAFOR Collaborative Session, the initiative seeks to bring together the best in interdisciplinary research around the concept of value, on how value can be recognised, and measured, and how this can help us address issues and solve problems, from the local to the global.

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Conference Outline

Thursday, June 16, 2022Friday, June 17, 2022Saturday, June 18, 2022Sunday, June 19, 2022Virtual Presentations

Location: Online

10:05-10:20: Online Conference Opening Address
Joseph Haldane, IAFOR, Japan

10:20-12:00: Livestream Presentation Session 1
Room A: Interdisciplinary Education
63043 | The Effects of Different Early Literacy Programs On Reading and Creative Thinking Demonstrated in Taiwanese Primary School
64047 | Professional Development of Teachers: Comparison of Czech and Russian Educational Systems
63913 | Distinguishing Oneself: Motivations and Expectations of International Students at a Sino-Foreign Institution in China
63325 | Mathematics Therapy in Mental Disorders

Room B: Interdisciplinary Education & Society
63787 | The Impacts of the COVID-19 Pandemic on Children With Special Educational Needs, and Their Parents
62625 | How has our Perspective on the Importance of Education Changed After the Pandemic?
63265 | Is Inclusive Education Possible in an Unequal Society?

Room C: Foreign Languages Education & Applied Linguistics
63834 | Liberty, Equality, Fraternity: Trauma-informed English Language Teaching to Adults
63953 | University Students’ Perceptions of Using a Communication Platform for English Speaking Courses
63764 | Fostering Global Skills in the EFL Classroom through Forms of Online Collaborative International Learning
62879 | The Importance of Maintaining a Heritage Language for the Acquisition of French (L3)

12:00-12:10: Break

12:10-13:25: Livestream Presentation Session 2
Room A: Interdisciplinary Language
63974 | From Self to Selfie: The Study of Artists’ Respond to Self-Representation in the Social Media Age
62430 | Adapting to Language Norms in the New Normal
62942 | “Usefulness without Use”, or, the Power of the Virtual: Lu Xun, Biopolitics, and the Efficacy of Literature

Room B: Media, Film Studies, Theatre, Communication
62938 | Story Metamorphosis in the Age of Metaverse and Artificial Intelligence
64011 | Narrating National Identity through Visual Political Communications in Mega-media Events: Imagetextual analysis on Beijing Olympic Games 2008 and 2022
62996 | Re-Structuring the Multilayer of Japanese Cultural Agents-Actors Towards Thailand from 1970s to its Way in 2010s

Room C: Interdisciplinary Arts
64002 | Photopoetry as you have never Read/ Seen before: A Study of Alaa Abdel-Hadi’s Shagin (2003)
64013 | An Ethnographic Study on the Self-identity and Cultural Integration of Overseas Cantonese in the UK in a Multicultural Context
63040 | Empowering Biracial Identity Through Art

13:25-13:35: Break

13:35-14:50: Livestream Presentation Session 3
Room A: Interdisciplinary Education
61932 | Design Options and Learning Analytic Pathways in Doing Agile Scrum Team Work in Education
63762 | Recommender Systems for Education: A Case of Study Using Formative Assessments
63903 | A Precursor to Change: How Understanding Faculty Change Readiness Can Support EDI Change Initiatives

Room B: Interdisciplinary Education & Society
63095 | Education (Digitalization of Teaching): One of the Difficulties in the Social Inclusion of Children With Disabilities
63287 | Supporting Students With Disabilities Transition From High School to College
62981 | Indigenous Sensitized Teacher Education Program: The Missing Aspect

Room C: Higher Education
63607 | Exploring the Realities of Sexually Diverse Students in Higher Education in the African Context: A Case of a Lesotho University
63678 | The Negotiation of Academic Citizenship and Identity in Research Universities: Experiences of UK and Philippine Academic Staff
63647 | Developing Teaching and Learning Resources for L2 Learners’ English Academic Writing: Preliminary Findings in a National University in Japan

14:50-15:00: Break

15:00-16:40: Livestream Presentation Session 4
Room A: Foreign Languages Education & Applied Linguistics
63009 | Adapting Materials to Teach Mixed-ability Classes
62604 | Use of Comics for Enhancing Productive Skills and Motivation in Dental Students
63731 | Song Creation With Familiar Music for Young EFL Students
63628 | Impact of WhatsApp on EFL Learners’ Reading Abilities

Room B: Teaching Experiences, Pedagogy, Practice & Praxis
62970 | Measuring Digital Readiness among TLE Teachers: An Assessment of the State of New Normal Classroom Setup in Cluster VII
62631 | Learning to Teach Online During the Pandemic: Chilean EFL Pre-service Teachers’ Experiences in their First Online Practicum
63750 | New Teacher Resilience: Impact of COVID-19 on New Teacher Retention and Perceived Supports
63718 | Factors Impacting to Tvet Engineering Students’ High Dropout During Remote Teaching and Learning

Room C: Curriculum Design & Development
63722 | The Wonders of Customized and Present Virtual Reality within the Curriculum
62941 | Personal Viewpoint Ethnography Utilizing GoPro™ Cameras to Capture Student Information Seeking in School Libraries
62589 | “The Art of Seeing” and Envisioning Cultures in VR

Location: Maison de la Chimie

14:30-15:00: Conference Registration | Salle 251

15:00-15:15: Welcome Address & Recognition of IAFOR Scholarship Winners | Salle 262
Joseph Haldane, IAFOR, Japan

15:15-16:00: Keynote Presentation | Salle 262
Knowledge sans Frontières
Tim Gore, University of London Institute in Paris, France

16:00-16:30: Panel Presentation | Salle 262
Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Judith Lehmann, Heinrich Böll Foundation, Germany
Harald A. Mieg, Humboldt-Universität zu Berlin, Germany
Grant Black, Chuo University, Japan (Moderator)

16:30-17:00: Extended Coffee Break | Salle 251

17:00-18:30: Panel Presentation | Salle 262
Whose Heritage? Reconsidering the Museum as a Global Commons
Georges Depeyrot, French National Center for Scientific Research (CNRS), France (Moderator)

Keynote Presentation (16:30-17:15)
From Nazi Spoliations to Ongoing Restitutions in the 21st Century, an Official French Cultural Point of View
Anne Liskenne, La Grande Chancellerie de la Légion d’Honneur, France

Keynote Presentation (17:15-18:00)
Restitution of African Cultural Heritage and Its Challenges
Guido Gryseels, Royal Museum for Central Africa (RMCA), Belgium

18:00-18:45: Conference Photograph | Salle 262

Location: Maison de la Chimie

09:00-10:15: On-site Parallel Session 1
Salle 269: Arts - Teaching and Learning the Arts
63014 | Examining Music Teacher Identity: Reassessment on Perceptions of Stringed Instrument Teachers During a Pandemic
62362 | Collaboration in Asynchronous Learning Networks: An Investigation of Effective Pedagogical Practices in the Musical Ensemble Setting
63111 | Creative Ageing: Research Methods With Older Artists at the School of Fine Arts in Porto

Salle 234: Design, Implementation & Assessment of Innovative Technologies in Education
63991 | Could the Advancement of Artificial Intelligence Replace the Role of Teacher in 21st Century Educational System? A Critical Review Analysis
64007 | What Are the Patterns Between Personality and STEM Attitudes? A Pilot Study With Educational Data Mining Approach
62905 | Students’ Online Engagement and Usage of Discussion Boards on BlackBoard©: A Study from the UAE
Break
62700 | Teaching Arabic To Gen Z During The Pandemic
62123 | The Relationship Between Cognitive Linguistic Approach and Right-hemisphere of the Brain in Developing EFL Learners’ Pragmatic Proficiency
63966 | Can a Multimedia Educational Website Enhance Phonetic Training? Benefits, Challenges and Learners’ Perceptions

Salle 233: Nurturing Creativity & Innovation: New, Innovative & Radical Education
63984 | Creative Ideas of Rural Students in Indonesia Toward the Mask Waste Issue Through STEM Activity in the Post COVID-19 Pandemic
63840 | Pedagogy of Creativity: Preparing Educators for Innovative Teaching and Learning
63090 | Retrolearning as an Educational Strategy and Practice

Salle 232: Higher Education
63567 | Spotlighting Student Success: A Stakeholder Approach to Analyzing and Improving Student Performance Through Program Reviews
63891 | Rising Out of the Ashes: A Case Study on Teacher Preparation During a Pandemic
63712 | The Future of Well-being in Higher Education: New Directions from Students’ Perspectives in the UAE

10:15-10:30: Coffee Break | Salle 201

10:30-11:45: On-site Parallel Session 2
Salle 269: Media, Film Studies, Theatre, Communication
63624 | The Influence of Instagram on Consumer Behavior and Brand Community: Effect of Location on Brand Positioning in Northern Cyprus
63044 | Indonesia’s Elimination of Sexual Violence Bill: A Framing Analysis of Coverage by Foreign Online Media
63815 | Mediums, Messages, Massages: Perceptions of Conflict in Social Media Engagement of the Russia-Ukraine War

Salle 234: Foreign Languages Education & Applied Linguistics
62700 | Teaching Arabic To Gen Z During The Pandemic
62123 | The Relationship Between Cognitive Linguistic Approach and Right-hemisphere of the Brain in Developing EFL Learners’ Pragmatic Proficiency
62589 | “The Art of Seeing” and Envisioning Cultures in VR

Salle 233: Professional Training, Development & Concerns in Education
64049 | Teacher Training in Non-formal Science Learning Contexts: Contributions to Elementary Teachers’ Knowledge and Motivation
62386 | Life Dynamics as Language Education and Intercultural Communication Method for Graduating Liberal Arts and Education Students of Jose Rizal University
62988 | Grammatical Laboratories as a Tool for Innovative Grammar Teaching Practices
Break

Salle 232: Higher Education
63956 | Outdoor Fieldwork for Multidisciplinary Undergraduates in Singapore: Design, Implementation and Outcomes
62915 | Leading University-Community Engagement: Female Leaders, Disruption and Resilience
62716 | ‘You’re Getting Two for One With Me’: Community Engagement Professionals and the Carnegie Classification

11:45-11:50: Short Break

11:50-12:30: Featured Presentation | Salle 269
Vincent van Gogh and the Allegory of the Road
Jared Baxter, Independent Researcher, United States
This session will be live-streamed and will be available on catch-up

12:30-13:30: Lunch Break

13:30-14:20: On-site Parallel Session 3
Salle 269: Social Justice, Development & Political Movements (Workshop)
64041 | Crossing Borders: How to Overcome Institutional Barriers to a Pedagogy for Social Justice

Salle 234: Gifted Education, Special Education, Learning Difficulties & Disability (Workshop)
62312 | Senses and Sensibilities: An Inside View on Recognizing and Supporting Individuals with Sensory Issues

Salle 233: Professional Training, Development & Concerns in Education (Workshop)
62045 | Moving Professional Development Training for In-service Teachers Online: Complications and Accomplishments in Project Talent

Salle 232: Learning Experiences, Student Learning & Learner Diversity
63115 | Student Achievement is Elevated within a Positive Learning Environment through Proven, Research-Based Classroom Management Strategies

14:20-14:35: Break

14:35-15:50: On-site Parallel Session 4
Salle 269: Interdisciplinary Arts & Humanities
63988 | Art for Perinatal Loss
62609 | A Perspective of Love: Possible Misconstruction of Loving-Kindness

Salle 234: Challenging & Preserving: Culture, Inter/Multiculturalism & Language
63755 | To What Extent Lebanese University Students Perceive Themselves as Intercultural Communicators
62710 | Using Undergraduate Research Experiences to Foster Transdisciplinary Education in Hawai’i

Salle 233: Education, Sustainability & Society: Social Justice, Development & Political Movements
62912 | Do We Need a Paradigm Shift in Social Work Education? Make Empowerment Happen
63057 | School Shuttering, Racial (In)Justice, and the Fight for Equitable Educational Access

Salle 232: Teaching Experiences, Pedagogy, Practice & Praxis
63831 | How Cultural Orientation influences Culturally Responsive Teaching Attitudes and Practices Among Early Childhood Teachers in the United States
64179 | Post-Covid Infant and Toddler Nursery Environments: Innovations in Early Education That Support Resilience

15:50-16:05: Coffee Break | Salle 201

16:05-17:45: On-site Parallel Session 5
Salle 269: Interdisciplinary Arts
63857 | The Curious Case of a "Lady Oriented Film" From India: Feminist Films, Film Censorship and the Nature of Indian Democracy
62966 | Through the Lens of Contemporary Photographers: Aspiration Towards Modernity, a Resistance from Behind the Scenes in Iran
63591 | Digital Black Counterpublics: Leveraging Technology for Impact, Engaged Research, and Territorializing the Freedom Colony Diaspora
63248 | Narrators of the Historical Memory of San Basilio de Palenque: A Decolonial Project of the Kuchá Suto Collective Youth

Salle 234: Learning Experiences, Student Learning & Learner Diversity
63939 | Implementing Multicultural Teacher Education- Lessons Learned From One University
63464 | Using Empathy as a Core Teaching Strategy: From Persona Profiles to VR Experiential Learning
62497 | The Relation Between Bullying at School and Cyberbullying – Risk and Protective Factors
63074 | A Longitudinal Study of Sibling Bullying and Mental Health in Adolescents with Autism Spectrum Conditions: The Role of Self-Esteem

Salle 233: Teaching Experiences, Pedagogy, Practice & Praxis
63387 | Nurturing Resilience Amongst Pre-service Teachers: Critical Reflections of Teacher Educators in the South African Context
63606 | The Impact of the COVID-19 on Teachers’ Sense of Efficacy and their Attitudes Towards Online Learning
63635 | Post Pandemic Issues and their Effect on Teacher Retention in the United States
62314 | Teacher Attitudes Towards Online Teaching in the Covid Pandemic

Salle 232: Interdisciplinary
63700 | Use Free Research-Supported Resources to Improve Learning Environments, Ensure Academic Integrity and Help All Students Succeed
63881 | iBEARS: An Interdisciplinary Method for Teaching Young Students to be Scientists
62978 | Using Hybrid Language in Scientific Process Instruction as Perceived by Teacher Educators – TE’s Self-study
63972 | Rethinking University Agendas in an Uncertain World: Implications for Curriculum Design and Delivery

17:45-17:55: Short Break

17:55-18:40: Panel Presentation | Salle 269 & Online
Undergraduate Research – Best Practices from an International Perspective
Martín Aiello, National University of Tres de Febrero (UNTREF), Argentina
Harald A. Mieg, Humboldt-Universität zu Berlin, Germany (Moderator)
This session will be live-streamed and will be available on catch-up

Location: Maison de la Chimie

09:00-10:40: On-site Parallel Session 1
Salle 269: Language Development & Literacy
63839 | Modern Multimedia Language Labs in Foreign Language Education
62587 | To Kill More Birds with One Stone: Re-examining the Functions of Cross-linguistic Mixings Used by Multilingual Children
63652 | Text Summarization of News in Tamil Epaper Using Machine Learning
63813 | How Does CEFR-B2 Relate to IELTS Band Scores and Academic Vocabulary Scores?

Salle 234: Learning Experiences, Student Learning & Learner Diversity
64268 | Changing Trends and Attitudes After Online Education
64052 | A Pilot Study of Nursing Students’ Use of Mobile Devices in Online Learning
63038 | Marketing Strategies in the Literature Class to Create Active Learners
63118 | The Use of Technology to Overcome Transitional Challenges of First Year Students from Face-to-Face to Online

Salle 233: Higher Education
63530 | Cross-cultural Learning Experiences Among Graduate Students in France and the United States: A Case Study
63138 | A Hybrid PhD: Preparing Globally Responsive Higher Education Leaders
62620 | Entrepreneurship Education as Part of Higher Education Reform in Egypt

Salle 232: Adult and Continuing Education
62500 | Using AI to Boost Labour Market Correspondence After Receiving a Diploma in ITC Industry
63907 | A Critical Analysis of Initial Assessment Procedures in Adult and Community Learning in the UK
62986 | The Rising Importance of Soft Skills for IT-Students: Working Online in Agile Globally Distributed Teams During the Pandemic
64025 | Empowering Vocational Students to Meet the Future Job Market Needs by Applying Project-based Methods in TVET Education

10:40-10:55: Coffee Break | Salle 201

10:55-12:10: On-site Parallel Session 2
Salle 269: Interdisciplinary Arts & Paris
64009 | East Versus East: The Failure of Ilya Repin’s Parisian Cafe at the 1875 Paris Salon
63011 | New Revolutions in the Arts, Humanities and Education: Past, Paris 2022 and Future
64251 | Coffee and Protest: The Origins of the New Left and Student Protests Movements of the 1960s Against the Status Quo

Salle 234: Educational Policy, Leadership, Management & Administration
63996 | Grade Repetition in Spain: Exploring the Reasons Behind an Ineffective Educational Measure
63053 | Policy Consultations: Do Communities ‘Really’ Participate in Making the Decisions That Matter to Them? – Finding Evidence of the Evidence
62916 | Managing Schools for Success: A Multi-source Inquiry

Salle 233: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
63841 | Academic Self-Concepts and Social-Emotional Factors in Gifted Identified Children and Adolescents
63116 | Becoming More Resilient through Social Media: Deaf Users of Reddit
64176 | Resilience and Extreme Situations

Salle 232: Foreign Languages Education & Applied Linguistics
63042 | Discussing “Self” Through Process-Focused ESL Writing Lessons
63119 | Influences of Literature-to-film Adaptations in TEFL Undergraduates’ Reading Interest

12:10-13:10: Lunch Break

13:10-14:00: On-site Parallel Session 3
Salle 269: No Sessions Scheduled

Salle 234: Higher Education (Workshop)
63849 | Flipping the Virtual Classroom: Tools, Techniques, and Strategies for Enhancing the Online Experience

Salle 233: ​​Teaching Experiences, Pedagogy, Practice & Praxis (Workshop)
63006 | Engage Your Students to Respond to Instruction Through Differentiation Strategies That Promote Self-efficacy, Connectedness and Relevancy, Attention and Interest

Salle 232: Gifted Education, Special Education, Learning Difficulties & Disability (Workshop)
63379 | “You Don’t Look Like You Have a Disability”: Putting a Spotlight on the Spectrum

14:00-14:15: Coffee Break | Salle 201

14:15-15:55: On-site Parallel Session 4
Salle 269: Literature & Arts
62807 | Teaching Pride and Prejudice in New Media Forms Utilising Critical Literacies
64113 | The Creative Writing Workshop in the Virtual Space
62885 | Evolving Mango Metaphor in Diaspora Literature
64039 | Re-reading Japanese Literature in the Anthropocene: Escaping from Empire and Moving toward Gender Equality and East Asian Community

Salle 234: Teaching Experiences, Pedagogy, Practice & Praxis
63999 | Exploring a Standardized Training Framework that Provides Individualized Student Experiences
63882 | Digital Humanities and Maker Pedagogy to Teach the Shoah in 2022
64050 | A Novel Approach to Problem Solving – The Use of Sustainable Development and Circular Economy in Project-based Method (Integrated Design)
63181 | Teaching Real-Time Programming for Embedded Microcontrollers by using Cloud-Based Simulator

Salle 233: Teaching Experiences, Pedagogy, Practice & Praxis
64118 | Language Assessment Literacy: Mainstream Teachers’ Knowledge and Practice With English Learners in the USA
63904 | Resilience and Advocacy: Exploring the Legacy of Slavery With International ESL/EFL Students
63523 | Exploring Resilience in Indigenous Pewuenche Teachers in Alto Bíobio, Chile – Sharing Experiences From Four Case Studies
62965 | The Power of Syncronous Sessions in Distance Education: Building Community and Resilience in the Age of COVID-19

Salle 232: No Sessions Scheduled

15:55-16:05: Closing Session
Joseph Haldane, IAFOR, Japan

Virtual Poster Presentations
63943 | Envisioning the Future: Ten Keys to Enhance Resilience Predictors Among Inmates
64018 | USA Rural High School Students Creating Safe Spaces to Develop Community-Focused Techno-Social Projects
63935 | The Practice of Curriculum Leadership at a Senior High School in Southern Rural Area in Taiwan
63519 | Utilizing Co-creation Method in Learning Marketing and Design Skills – Experiences of Made in Maaseutu Project During the Covid-19 Pandemic

Pre-Recorded Video Presentations
63666 | “Forms”: Creating Visual Composition Through the Movement of Dance and Artificial Intelligence
64036 | Semi-Finished: A Reflection on VR Painting Practice
63050 | Musical Composition: Nora Overture for Big Band Ensemble
64031 | Maternal Love in the Blank: Charlotte Kann’s Pleasant Days in Life? or Theatre?
64008 | The Mediatization of Folk Art: From Narrative Study of Paper Cutting in Fujian, China
64014 | Read the Clock and Take your Time: Museum-University Collaboration Model from Zero to One
62516 | The Development of Practice and Learning System of Khon
62542 | The Arrangement of Lagudua Song in Duet Style for Violin
62682 | Music Composition: Nora Suite for Saxophone Quartet
63997 | Creative Storytelling in Arts and Design From the Perspective of Interaction
62330 | “Sorry, My Birthday Party Has Been Cancelled.” – Considerations of Puppetry and Conscious Literature Education on Serious Themes of Covid-2019 and Climate Exchange in Early Childhood Education
63429 | Reimaging Academic Operations with APL nextED Faculty Management System/Portal
64026 | Resistance and Freedom and the Lived Experiences of French Jews in the Works of Samuel Beckett
63605 | The Place of Memory and the Memory of Place
62210 | Sociocultural Issues Experienced by Adults Learning Maltese as a Second Language
62923 | We Love to Hate ‘Emily in Paris’ Because We Love to Hate Ourselves: American Female Viewer’s Ambivalence to “Emily”
64054 | Research on the Application of Virtual Reality in the Field of Handicrafts
63949 | The Role of Trauma-Informed Teaching and Learning in Building Resilience Among Racial-Ethnic Minority University Students During COVID‐19 and Beyond
63235 | Students’ Experience Two Years Into the Pandemic at a Bulgarian University
63837 | A Redesign of Principal Education Program During the COVID-19 Crisis
63862 | Designing for the Future: Professionalizing the Field of Curriculum Design in the Age of EdTech
62712 | A Computer-based Interactive Program for Teaching the Psychological Theory of Lev Vygotsky
63767 | Teacher Beliefs of Educating Diverse Students in Inclusive Settings
63917 | DDMATH: New Approaches for Teaching Mathematics to Blind and Visually Impaired Students
63223 | Resilient Modelling for Sustainability Communication: Developing an Adaptive Organization Sustainability Communication Model (OSCM)
63701 | Right to Education of the Marginalized Communities in India
63041 | Interrelation between Working Memory & Consciousness Consequent SLA
64060 | What Relationship Do Students Have With Mathematics? A Survey in Primary Schools in Martinique, France
62182 | Enhancing Online Post-secondary Learning Experiences Through Meaningful Interactions in FSL
62778 | Learning and Teaching TESOL Online During the Pandemic – Experiences From Chinese International Students and Their Lecturer in New Zealand
63103 | Pronunciation – Phonological Awareness Training for Tertiary ESL Students to Enhance Academic Experience – On and Off Campus
63869 | The Translation and Dissemination of Wuthering Heights in China from the Perspective of Pierre Bourdieu’s Field Theory
64016 | Identifying Ideologies of War and Peace in EFL Reading Material for Peace Education: A Systemic Functional Linguistics Approach
63001 | Delivery Formats, Course Persistence, and Completion Rate: A Comparison of Online, Face to Face (F2F), and Blended Developmental Courses
63056 | Higher Education: The Future is Blended
63211 | Understanding Pain by Working It Out: Teaching Literature Interactively to Build Resilience
63945 | Interpreting International Students Experiences in Terms of Their Higher Education Integration
63961 | Centralization of Faculty Systems/Processes for an Improved Faculty Experience
64048 | Indicators to Manage the Enjoy-Learn Impact of Kahoot on the Engagement Learning
63899 | Resilience, Social Support, and Coping in First-Generation Immigrant University Students in the Era of COVID‐19‐related Depression, Anxiety and Stress
63079 | Village to City: Intercultural Experientialities of Global South Students in Canadian Higher Education
62798 | Dealing with Mathematics Anxiety in This Time of COVID-19
62969 | The Effects of the Concept-mapping Method on International Students’ Learning and Perceptions
63117 | Online Learning Perceptions and Online Learning Self-efficacy: Do Students’ Characteristics and Access to Technology Matter?
63692 | Internationalization at Home through the Pandemic Era: A Qualitative Study on Tertiary Students in Hong Kong and Japan
63861 | Why Parents Do What They Do: Developing and Validating a Survey for the Mathematical Lives of Parents and Children
63414 | 21st Century Education Model: We Need Museums Now More Than Ever
63690 | How Preschool Children Articulate Learning Through Polaroid Photography
64106 | Developing Imaginative Thinking : A Qualitative Study of Animation Curricula in Institutes of Higher Learning (IHL), Singapore
62557 | Foster Critical Thinking Skills through Movies and Multimedia
63188 | Effectiveness of Bite-sized Learning: The Certis Continuing Professional Development Study
63645 | 3. Multimodal Learning

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Martín Aiello
National University of Tres de Febrero (UNTREF), Argentina

Biography

Martín Aiello is a full professor at the National University of Tres de Febrero (UNTREF) and is in charge of the Institutional Development Project. He is also Senior Researcher and teacher of the postgraduate courses on Education, and ex-Director of the PhD on Education.

Previously, Dr Aiello worked at the International Institute for Educational Planning, UNESCO and was Research and Development Coordinator at the Latin American Regional Center in Buenos Aires, Argentina. He was also a full professor of the Higher Education Department, Academic Director of the Master and PhD programs on Higher Education and UNESCO Chair on "History and Future of the University" at the Social Sciences School at the University of Palermo, Argentina.

Dr Aiello has also served as the Researcher and Academic Programmes Coordinator at the Laboratory of Interactive Media (LMI), University of Barcelona, Spain, and as General Secretary at Buenos Aires Center of the University of Bologna, Italy.

Panel Presentation (2022): Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Jared Baxter
Independent Researcher, United States

Biography

Jared Baxter is an independent researcher living in Washougal, Washington, USA. Over the last six years, his research has focused on Vincent van Gogh, in particular, how Vincent's enduring embrace of Christianity manifested itself in his later life and artwork. His research has been published in the January, 2014 Art History Supplement, and the July, 2014 Anistoriton Journal of History, Archaeology and Art History. Numerous mainstream outlets have also commented on his work including The Huffington Post, ArtNet News, The Siouxland Observer, and The Da Vinci Code author Dan Brown.

Mr Baxter has participated in several previous IAFOR conferences, including as a Featured Speaker at the 2015 & 2021 Asian Conference on Arts & Humanities (ACAH) and as the Keynote Speaker at the 2019 European Conference on Arts & Humanities (ECAH). He has accepted invitations to other academic conferences, including the 2015 Dutch Association of Aesthetics and the 2016 International Conference on The Arts in Society. He is currently filming a documentary, learn more at www.jaredbaxter.com.

Featured Presentation (2022): Vincent van Gogh and the Allegory of the Road
Grant Black
Chuo University, Japan

Biography

Dr Grant Black is an associate professor in the Faculty of Commerce at Chuo University, Tokyo, Japan, where he has taught Global Skills and Global Issues since 2013. Grant is engaged in diverse roles as a global manager, systems builder, executive leader and university professor. His research and teaching areas include global management skills, intercultural intelligence (CQ) and organisational management. He also has taught Japanese Management Theory at J. F. Oberlin University (Japan), and a continuing education course in the Foundations of Japanese Zen Buddhism at Temple University Japan. Previously, he was Chair of the English Section at the Center for Education of Global Communication at the University of Tsukuba where he served in a six-year post in the Faculty of Humanities and Social Sciences. He holds a BA Highest Honors in Religious Studies from the University of California, Santa Barbara; an MA in Japanese Buddhist Studies from the University of California, Los Angeles; and a Doctor of Social Science (DSocSci) from the Department of Management in the School of Business at the University of Leicester. Dr Black is a Chartered Manager (CMgr), the highest status that can be achieved in the management profession in the UK. In 2018, he was elected a Fellow of the Chartered Management Institute (FCMI) and Fellow of the Royal Society of Arts (FRSA). Grant is President of Black Inc. Consulting (Japan), a business & university global strategic management firm based in Tokyo which helps individuals and organisations achieve their global targets. He is the director of the newly formed Nippon Academic Management Institute (NAMI) and the author of the forthcoming “Education Reform Policy at a Japanese Super Global University: Policy Translation, Migration and Mutation” (Routledge, 2021). He serves as a Vice-President and Auditor for the International Academic Forum (IAFOR).

Dr Grant Black is a Vice-President (at large) of IAFOR. He is a member of the Business & Economics section of the International Academic Advisory Board.

Panel Presentation (2022) | Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Georges Depeyrot
French National Center for Scientific Research (CNRS), France

Biography

Georges Depeyrot is a monetary historian at the French National Center for Scientific Research (CNRS) in Paris. He began his scientific career in the 1970s studying coin finds and joined the CNRS in 1982. After some years he joined the Center for Historical Research in the School for Advanced Studies in the Social Sciences (EHESS) and is now a professor at the École Normale Supérieure. After his habilitation (1992), he specialised in international cooperative programs that aim to reconsider monetary history in a global approach. He has directed many cooperative programs linking several European countries, including those situated at the continent’s outer borders (Georgia, Armenia, Russia, and Morocco). Professor Depeyrot is the author or co-author of more than one hundred volumes, and is the founding director of the Moneta publishing house, the most important collection of books on the topic of money. Professor Depeyrot is a member of the board of trustees of the Centre National de Recherche Scientifique.

Dominique M. Galli
National University of Tres de Febrero (UNTREF), Argentina

Biography

Dominique M. Galli graduated from the Ludwig Maximilian University of Munich, Germany, with a PhD in microbiology. After completing her postdoctoral studies in San Antonio, Texas, she joined the faculty of Indiana University–Purdue University Indianapolis (IUPUI), Indiana, where she launched a successful biomedical research career and currently serves as the Director of Biomedical Sciences in the School of Dentistry. Previous appointments include IUPUI Assistant Vice Chancellor for Research and until recently Executive Director of the Center for Research and Learning, where she oversaw and directed various undergraduate research programs. She is one of the co-authors of The Cambridge Handbook of Undergraduate Research (2022).

Panel Presentation (2022): Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Tim Gore
University of London Institute in Paris, France

Biography

Tim Gore is Chief Executive Officer of the University of London Institute in Paris (ULIP). He has held senior leadership positions in career postings in France, UK, India, Jordan, Dubai, Singapore and Hong Kong with experience in higher education; cultural relations; diplomacy and commercial enterprise. He has worked closely with a range of government organisations in the countries he has served in receiving the OBE for his work in India-UK bilateral relations while he was leading the British Council’s education work in India. ULIP has been a part of Franco-British academic relations since the end of the 19th century and is in a unique position as a research-led British campus in France offering a range of UK degree programmes. Tim recently co-authored The Evolution of Transnational Education with Routledge publishers.

Guido Gryseels
Royal Museum for Central Africa (RMCA), Belgium

Biography

Guido Gryseels has been Director General of the Royal Museum for Central Africa (RMCA) since 2001. The RMCA is a federal scientific institute. It conducts research both in human and natural sciences, has a major program in development cooperation in 12 African countries and is active in information dissemination and projects to promote world citizenship. The AfricaMuseum has colonial origins but has been subject to a major renovation in 2018. In recent years, the AfricaMuseum has been in the middle of controversies surrounding the colonial past of Belgium and restitution issues.

Previously, Guido Gryseels was service chief on International Agricultural Research at the Food and Agricultural Organisation of the United Nations in Rome, Italy. Between 1979 and 1987, he was a scientist and assistant to the Director General at the International Livestock Centre for Africa in Addis Ababa, Ethiopia. He has a PhD in Agricultural Economics from the University of Wageningen, Netherlands, and has graduate degrees from the Universities of Leuven, Belgium, and New England, Australia. Guido Gryseels has been chair of the European Ethnology Museums Directors Group. He is also a member of the Board of Trustees of the Belgian Development Cooperation Agency Enabel and is chair of the Program Committee of Food and Business Research at the Netherlands Foundation for Scientific Research.

Keynote Presentation (2022) | Restitution of African Cultural Heritage and Its Challenges
Panel Presentation (2022) | Whose Heritage? Reconsidering the Museum as a Global Commons
Judith Lehmann
Heinrich Böll Foundation, Germany

Biography

Judith Lehmann taught literature, cultural studies and philosophy of science, steered cross-faculty projects at various universities, directed the editorial department of a Swiss publishing house, and the Argentinian office of the German Academic Exchange Service (DAAD). Currently she heads the international scholarship division at the Heinrich Böll Foundation, Berlin.

Panel Presentation (2022) | Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Anne Liskenne
La Grande Chancellerie de la Légion d’Honneur, France

Biography

Anne Liskenne has been the archivist of La Grande Chancellerie de la Légion d’Honneur since 2019. For almost ten years previously, she was the Head of Looted Art Archives at the French Ministry for Europe and Foreign Affairs. She made it possible for the public to get access to and make the most of the Finding Aids on the Internet fund. She has also participated in many work groups in France and Germany: the “Musées nationaux récupération” (2013-2015) within the French Ministry of Culture; the international Task Force “Schwabinger Kunstfund” created by Germany in 2013 to investigate on the origin of Cornelius Gurlitt’s collection; the reissue of Rose Valland’s book Front de l’art in 2014, which has been an essential work to help comprehend the Nazi plunder under the Occupation; and finally the publication of Hermann Goering’s collection catalog in 2015.

Keynote Presentation (2022) | From Nazi Spoliations to Ongoing Restitutions in the 21st Century, an Official French Cultural Point of View
Panel Presentation (2022) | Whose Heritage? Reconsidering the Museum as a Global Commons
Harald A. Mieg
Humboldt-Universität zu Berlin, Germany

Biography

Harald A. Mieg is (honorary) professor of Metropolitan Studies and Innovation at Humboldt-Universität zu Berlin and also affiliated to the Swiss Federal Institute of Technology, Zurich. The focus of his research is on planning processes in cities, research methodologies, and inquiry-based learning. Main book publications: "The Social Psychology of Expertise" (2001) and "The Cambridge Handbook of Undergraduate Research" (2022).

Panel Presentation (2022) | Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Paul Voerkel
Friedrich Schiller University Jena, Germany

Biography

Paul Voerkel studied to become a high school teacher and completed master's studies in German as a Foreign Language, Mediaeval and Modern History, Spanish and Educational Sciences at the University of Leipzig, Germany. He obtained his PhD with a retention study of Brazilian German Studies at the Friedrich Schiller University Jena, Germany.

He worked as a lecturer of German as a foreign language at universities in Germany, Ecuador and Brazil. Currently, he is a comprehensive school teacher as well as a research assistant at the Chair of Methodology / Didactics for German as a Foreign and Second Language at the Friedrich Schiller University Jena. His areas of expertise are Research-Based Learning, Teacher Education and Cultural Studies.

Panel Presentation (2022): Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Knowledge sans Frontières
Keynote Presentation: Tim Gore, University of London Institute in Paris, France

The global knowledge community can be justifiably proud of some of the achievements of the last few years. Vast undertakings have attempted to grapple with knotty problems that do not respect national boundaries. Two prominent examples are the work on understanding and combating both climate change and COVID-19. Universities and their knowledge communities are crucial actors in this space and how successfully they engage in such globalised undertakings will affect us all.

Universities are unique institutions with remarkable longevity, their origins date back many thousands of years. Universities pride themselves on global engagement and their ability to cross frontiers. However, they are not global institutions in themselves as they remain tied in complex ways within national boundaries and preoccupations and are themselves buffeted by forces and challenges that are difficult to navigate. What are the challenges and opportunities facing universities and their epistemic communities? How can they better address the building and sharing of knowledge that benefits global development and all of society?

This talk looks at the nature of universities and their international strategic approaches; it considers how knowledge is created and shared through research and higher learning and teaching but also how it is threatened by events in the environment surrounding them and their own strategic or ad hoc decisions. Some ways forward and promising developments will be considered.

Read presenter biographies
Undergraduate Research – Best Practices from an International Perspective
Panel Presentation: Martín Aiello, Dominique M. Galli & Harald A. Mieg, Paul Voerkel

In conjunction with the forthcoming release of The Cambridge Handbook of Undergraduate Research, IAFOR is delighted to host an exclusive panel discussion on best practices in implementing undergraduate research viewed from an International Perspective. The panel will be moderated by Harald A. Mieg, Humboldt-Universität zu Berlin, the lead editor of the Undergraduate Research Handbook. We will start with input from Dominique M. Galli from Indiana University-Purdue University Indianapolis (IUPUI), United States. She led the Handbook section on experiences and models of undergraduate research implementation and will provide a brief overview. Also visiting is the author of the Argentina chapter, Martin Aiello, and the authors of the Brazil chapter, Paul Voerkel, Monica Freitas, and Marcos Verissimo Alves. They will share their experiences from their countries. The discussion will focus on the international diversity of undergraduate research implementation. A Q&A session is included.

Read presenter biographies
Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Panel Presentation: Grant Black, Judith Lehmann & Harald A. Mieg

In conjunction with the recent release of The Cambridge Handbook of Undergraduate Research, IAFOR is delighted to host an exclusive panel discussion with the editors Judith Lehmann of the Heinrich Böll Foundation, and Harald A. Mieg, (honorary) professor of Metropolitan Studies and Innovation at Humboldt-Universität zu Berlin along with several Europe-based chapter authors. The panel discussion, titled ‘Undergraduate Research: Nurturing the Next Generation’, will be led by Grant Black, an IAFOR VP, associate professor at Chuo University in Tokyo, Japan and a co-author of the Japan chapter of the book. Their discussion will explore current issues in the development of undergraduate research for the next generation in Europe with attention to both theory and practice in various academic disciplines. The interview will be followed by a Q&A session.

Read presenter biographies
From Nazi Spoliations to Ongoing Restitutions in the 21st Century, an Official French Cultural Point of View
Keynote Presentation: Anne Liskenne

From June 1940, the Germans occupied Paris and the whole of France in 1942. They immediately looted cultural goods - works of art, books and archives - belonging to Jewish families, galleries, Freemason associations and French services, and sent them to Germany, the main depot being in Bavaria.

In May 1945, Germany surrendered unconditionally. From this year onward, the entire restitution policy implemented by the Allied governments of the Western bloc has been based on the “London Inter-Allied Declaration Against Acts of Dispossession committed in Territories under Enemy Occupation or Control” of January 1943. In France, several services were shortly created to recover more than 100,000 looted works of art and more than 10 million books.

But in this terrible disorder, with the dispersion of hundreds of thousands of individuals, how was it possible to identify their owners? For art dealers, governments and museums, this question is still open. In an ever-changing international context, the cooperation between governments has helped the provenance research. I shall present from an official cultural perspective how this work can be done nowadays.

Read presenter's biography

Image caption: German soldiers of the Hermann Göring Division posing in front of Palazzo Venezia in Rome in 1944 with a picture taken from the Biblioteca del Museo Nazionale di Napoli before the Allied forces' arrival in the city.

Restitution of African Cultural Heritage and Its Challenges
Keynote Presentation: Guido Gryseels

The Royal Museum for Central Africa (AfricaMuseum) was established in 1898 as a colonial institute by King Leopold II. From the start, it was both a museum and a multidisciplinary research institute. The permanent exhibition of the museum remained unchanged from 1956 until the beginning of the 21st century. The AfricaMuseum was, until its renovation, often labelled as the last colonial museum in the world. In 2013 the AfricaMuseum embarked on a major renovation program that ended in a new permanent exhibition and a renewal of its infrastructure. The new permanent exhibition focuses on contemporary Africa, has a very critical view of the colonial past of Belgium, focuses on themes with a direct link to sustainable development and puts the African voice as central in the exhibition. In developing the new exhibition, the inputs of African experts, members of the African diaspora in Belgium, were very important. The renovation program also included the renewal of the museum’s infrastructure with a doubling of spaces for the public, the construction of a new entrance pavilion with conference facilities, and a total renovation of the museum building. The AfricaMuseum was closed between 2013 and its reopening on December 9, 2018. In its first year, it received nearly 400,000 visitors and more than 800 journalists from 45 different countries. Since the reopening of the museum, the Belgian society has given major attention to issues related to the colonial past, leading to the creation of a special parliamentary commission on the colonial past and reconciliation. The AfricaMuseum has one of the largest ethnographical collections of African cultural heritage and is therefore also in the centre of the debate on restitution issues. The AfricaMuseum has large and diverse collections of African cultural and natural heritage, such as 128,000 ethnographic objects, 10 million zoological specimens, 4 km of archives, 80,000 tropical wood samples, and 15,000 rocks and minerals.

An overview will also be given on current approaches on restitution in Belgium and other European countries.

Read presenter's biography
Vincent van Gogh and the Allegory of the Road
Featured Presentation: Jared Baxter

Paris, 1886 – Broke, Vincent van Gogh moves in with his younger brother Theo, a successful art gérant. Over the next two years, Vincent meets the Impressionists, their secular influences well-documented.

Vincent’s original stint as a Parisian denizen, however, came a decade earlier while being groomed for the role Theo would assume. Vincent’s last chance to prove himself a capable art dealer, he was too distracted and obsessed with the scriptures. He hoped, like his father, to spread the gospels; bringing consolation to the suffering. After five years with his uncle’s firm, Vincent was fired, admonished to never set foot in Goupils again.

Vincent retreated to London. On Sunday, October 29th, 1876, he delivered his first sermon at the Wesleyan Methodist Church. He borrowed heavily from John Bunyan’s The Pilgrim’s Progress. The homily was impassioned with Vincent’s belief that we are all pilgrims on earth, on a long, upward road to reconnect with God. Today, art historians are fortunate that he recorded the entirety of those thoughts in a letter to Theo.

This presentation seeks to refine and redefine Vincent’s complicated Christology, exploring the allegory of the road in dozens of his later sketches, drawings and paintings; arguing, while his style and aesthetics constantly evolved over his ten-year career as an artist, Vincent’s desire to visually spread the gospels remained his raison d’être.

Image: Selection from Vincent van Gogh's Artist on the Road to Tarascon (1888)

Read presenter's biography
Whose Heritage? Reconsidering the Museum as a Global Commons
Panel Presentation: Anne Liskenne & Guido Gryseels

The modern museum is a product of a mania for collecting, cataloguing, documenting and archiving that reached its zenith during the nineteenth century, as the spoils of trade, conquest and colonisation began to pour back to the great European cities, and be housed in great palaces of culture and learning. Museums and galleries were places where the rich could show off with generous loans or donations as contributions towards the collective cultural wealth and prestige of the nation. These p(a)laces and their collections were recognized as of importance not just to the citizens of the countries, but to those overseas. Later this concept would be understood in the universalist language of world heritage.

Museums are unquestionably positive participants in the public good and in that of education and arts. However, how and what is presented is subject to increased questioning. A lot of what is now housed in museums is effectively the result of theft, plunder, or unfair contracts, or of dubious provenance. From colonial wars, through genocide and plunder, these great objects often hide problematic or dirty pasts. If this is the case, then what are the political, ethical and issues surrounding the righting of past wrongs, and of return of items, and how should their stories shape the positioning or works and our appreciation of them?

Read presenter biographies
Grant Black
Chuo University, Japan

Biography

Dr Grant Black is an associate professor in the Faculty of Commerce at Chuo University, Tokyo, Japan, where he has taught Global Skills and Global Issues since 2013. Grant is engaged in diverse roles as a global manager, systems builder, executive leader and university professor. His research and teaching areas include global management skills, intercultural intelligence (CQ) and organisational management. He also has taught Japanese Management Theory at J. F. Oberlin University (Japan), and a continuing education course in the Foundations of Japanese Zen Buddhism at Temple University Japan. Previously, he was Chair of the English Section at the Center for Education of Global Communication at the University of Tsukuba where he served in a six-year post in the Faculty of Humanities and Social Sciences. He holds a BA Highest Honors in Religious Studies from the University of California, Santa Barbara; an MA in Japanese Buddhist Studies from the University of California, Los Angeles; and a Doctor of Social Science (DSocSci) from the Department of Management in the School of Business at the University of Leicester. Dr Black is a Chartered Manager (CMgr), the highest status that can be achieved in the management profession in the UK. In 2018, he was elected a Fellow of the Chartered Management Institute (FCMI) and Fellow of the Royal Society of Arts (FRSA). Grant is President of Black Inc. Consulting (Japan), a business & university global strategic management firm based in Tokyo which helps individuals and organisations achieve their global targets. He is the director of the newly formed Nippon Academic Management Institute (NAMI) and the author of the forthcoming “Education Reform Policy at a Japanese Super Global University: Policy Translation, Migration and Mutation” (Routledge, 2021). He serves as a Vice-President and Auditor for the International Academic Forum (IAFOR).

Dr Grant Black is a Vice-President (at large) of IAFOR. He is a member of the Business & Economics section of the International Academic Advisory Board.

Panel Presentation (2022) | Presentation and International Discussion on The Cambridge Handbook of Undergraduate Research
Georges Depeyrot
French National Center for Scientific Research (CNRS), France

Biography

Georges Depeyrot is a monetary historian at the French National Center for Scientific Research (CNRS) in Paris. He began his scientific career in the 1970s studying coin finds and joined the CNRS in 1982. After some years he joined the Center for Historical Research in the School for Advanced Studies in the Social Sciences (EHESS) and is now a professor at the École Normale Supérieure. After his habilitation (1992), he specialised in international cooperative programs that aim to reconsider monetary history in a global approach. He has directed many cooperative programs linking several European countries, including those situated at the continent’s outer borders (Georgia, Armenia, Russia, and Morocco). Professor Depeyrot is the author or co-author of more than one hundred volumes, and is the founding director of the Moneta publishing house, the most important collection of books on the topic of money. Professor Depeyrot is a member of the board of trustees of the Centre National de Recherche Scientifique.

Steve Cornwell (1956-2022)
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Obituary: Professor Steve Cornwell (1956-2022)

President of IAFOR (2016-2022)

It is with great sadness that we write of the passing of the President of IAFOR, Professor Steve Cornwell, who died of cancer earlier this week in Osaka, Japan. He was Chairman of the International Academic Advisory Board, and a member of the Board of Directors. He was also until March of this year Vice-President of Osaka Jogakuin University. Before moving to Japan and becoming an academic he held a number of management positions in non-profit organisations in the arts and theatre sectors in the United States.

An extremely popular professor, as well as a highly capable senior administrator, Steve Cornwell was one of IAFOR’s earliest and strongest supporters. As a Professor of English and Interdisciplinary Studies he identified strongly with our core mission of encouraging interdisciplinary discussion, facilitating intercultural awareness, and promoting international exchange.

He was a respected academic in the field of English language teaching, holding an MA in English from Wake Forest University, an MFA from Virginia Tech., an MAT from the School for International Training, and an EdD from Temple University. He also taught on the MATESOL program for The New School in New York, and was engaged with teacher professional development both in Japan and abroad, serving in many roles both local and national with the Japan Association for Language Teaching (JALT), including three terms on its National Board of Directors, as Director of Programme from 2010 to 2016. He also worked closely with the Bangladesh English Language Teaching Association (BELTA) for several years, jointly putting on professional development events for English teachers in Bangladesh.

From 2009, Professor Cornwell helped nurture and shape IAFOR, bringing to bear a wealth of experience in directing academic institutions, international programmes, and administering NPOs. He helped guide IAFOR’s Osaka conferences from 2010 onwards as the local conference chair, and was a popular face at events, often leading the traditional welcome address, and telling overseas delegates how much better his beloved Osaka was than Tokyo.

A founding member of the International Advisory Board of IAFOR, he became steadily more involved with the organisation over the years. Following the death of the Reverend Professor Stuart Picken in 2016, Steve Cornwell agreed to become the Chair of the restructured International Academic Advisory Board, and President of the organisation.

His input, insight and deliberation was indispensable in guiding IAFOR through challenging times, notably the 2011 earthquake and nuclear crisis, and the ongoing coronavirus pandemic.

Professor Cornwell was an educational leader of great resolve, but with enormous kindness and unwavering integrity. He was a man of great resilience, and despite suffering the tragedy of his wife’s death in 2019, whom he loved dearly, and his own cancer diagnosis, he continued to embrace life with dignity and humour. He was a loyal and true friend to many, seeing and encouraging the best in them.

His memory will live on in the hearts and minds of his many friends and colleagues, and in the thousands of students he taught and inspired.

Joseph Haldane
Chairman and CEO, IAFOR

Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Founder, Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s global business and academic operations.

Dr Haldane’s research and teaching is on history, politics, international affairs and international education, as well as governance and decision making, and he is a Member of the World Economic Forum’s Expert Network for Global Governance. Since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and, since 2017, Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within the University.

In 2020 Dr Haldane was appointed Honorary Professor of UCL (University College London), through the Bartlett School of Sustainable Construction. He holds Visiting Professorships in the Faculty of Philology at the University of Belgrade, and at the Doshisha Business School in Kyoto, where he teaches Ethics and Governance on the MBA, and is a member of the Value Research Center. He is also a Member of the International Advisory Council of the Department of Educational Foundations at the University of Hawaiʻi Mānoa.

Professor Haldane has given invited lectures and presentations to universities and conferences globally, including at the United Nations Headquarters in New York, and advised universities, NGOs and governments on issues relating to international education policy, public-private partnerships, and multi-stakeholder forums. He was the project lead on the 2019 Kansai Resilience Forum, held by the Japanese Government through the Prime Minister’s and Cabinet Office, and oversaw the 2021 Ministry of Foreign Affairs commissioned study on Infectious Diseases on Cruise Ships.

Dr Haldane has a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the Université Paris-Est Créteil, Sciences Po Paris, and Nagoya University of Commerce and Business, as well as visiting positions at the French Press Institute in the Université Paris-Panthéon-Assas, and the schools of Journalism at both Sciences Po Paris, and Moscow State University.

From 2012-2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu), and since 2015 has been a Trustee of HOPE International Development Agency (Japan). He was elected Fellow of the Royal Asiatic Society in 2012 and the Royal Society of Arts in 2015. He lives in Japan and holds a black belt in Judo.

Donald E. Hall
University of Rochester, USA

Biography

Donald E. Hall is Dean of the Faculty of Arts, Sciences, and Engineering at the University of Rochester, USA. Prior to moving to Rochester, he was Dean of Arts and Sciences at Lehigh University, USA. Dean Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Over the course of his career, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously Chair of the Department of Foreign Languages) at West Virginia University. Before that, he was Professor of English and Chair of the Department of English at California State University, Northridge, where he taught for 13 years. He is a recipient of the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz, Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden, Romania, Hungary, and China. He served on numerous panels and committees for the Modern Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure and Promotion, and the Convention Program Committee. In 2012, he served as national President of the Association of Departments of English. From 2013-2017, he served on the Executive Council of the MLA.

His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics of social change and activist intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over our social, vocational, and sexual selves. Among his many books and editions are the influential faculty development guides, The Academic Self and The Academic Community, both published by Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies were both published by Routledge Press. Most recently he and Annamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global competencies in students and interdisciplinary dialogue in and beyond the classroom.

Professor Donald E. Hall is a Vice-President of IAFOR. He is Chair of the Arts, Humanities, Media & Culture division of the International Academic Advisory Board.

Barbara Lockee
Virginia Tech, USA

Biography

Barbara Lockee is a professor of Instructional Design and Technology in the School of Education at Virginia Tech. Since 1996, she has engaged in teaching and research related to instructional design and distance education, and has advised the research of more than three dozen doctoral students. Her scholarly inquiry is focused on mediated and online education and has been funded by various federal agencies, including the National Science Foundation, the US Department of Agriculture, and the US Agency for International Development, among others. She has also consulted for a variety of organisations, including the NASA Jet Propulsion Laboratory, the US Army Training and Doctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book, Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible and pragmatic for those who develop educational courses and programs in workplace contexts.

Dr Lockee is Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Ljiljana Markovic
University of Belgrade, Serbia

Biography

Dr Ljiljana Markovic is Dean, Chairperson of the Doctoral Studies Program and Full Professor in Japanese Studies at the University of Belgrade, Serbia. She has previously served as Vice Dean for Financial Affairs, Faculty of Philology, University of Belgrade (2008-2016). She holds the positions of Chairperson of the Association of Japanologists of Serbia, Member of the University of Belgrade Council, Chairperson of the University of Belgrade SYLFF Committee, Member of the Republic of Serbia, Ministry of Education, Science and Technological Development, Bilingual Education Board, and Member of the Republic of Serbia, Ministry of Culture, Committee on Books Procurement for Public Libraries. In 2010 she received the Gaimu Daijin Sho Award from the Minister of Foreign Affairs of Japan, and in 2011 she received the Dositej Obradovic Award for Pedagogical Achievement. She is the author of a large number of publications in the fields of Japanese studies and economics.

Haruko Satoh
Osaka School of International Public Policy (OSIPP), Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Osaka School of International Public Policy (OSIPP), where she teaches Japan’s relations with Asia and identity in international relations. She is also co-director of the OSIPP-IAFOR Research Centre and she was previously part of the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities.

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “China in Japan’s Nation-state Identity” in James DJ Brown & Jeff Kingston (eds) Japan’s Foreign Relations in Asia (Routledge, 2018); “Japan’s ‘Postmodern’ Possibility with China: A View from Kansai” in Lam Peng Er (ed), China-Japan Relations in the 21st Century (Palgrave Macmillan, 2017); “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds.), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, 5(2), 181–198, (July 2012); “Post- 3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds.), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Krisna Uk
Association for Asian Studies (AAS)

Biography

Krisna Uk is the Association for Asian Studies (AAS) Senior Advisor to the Board of Directors, in charge of project development, outreach and strategic initiatives. Prior to joining the AAS, she was the Executive Director of the Center for Khmer Studies, designing and running programs focused on the history, politics and culture of Cambodia and neighbouring countries in Southeast Asia. Krisna studied at the University of California-Berkeley and holds a Masters degree in comparative literature from the University of Paris-Sorbonne and an MSc. in environmental change and management from Oxford. Her experience in Cambodia also includes overseeing landmine clearance programs and a period living in a remote village in the northeast of the country researching impacts of the Indochina War on ethnic minority communities. This formed the basis for her PhD in social anthropology at Cambridge University and subsequent book on the same topic.