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U21 Programme in Global Issues  
 

The U21 Programme in Global Issues is a multi-disciplinary curriculum spanning the boundaries of traditional education, where students will work collaboratively with other students from around the world. It will provide graduates with globally relevant knowledge and skills which will enable them to live and work successfully within the societies they will help lead.

Click on the links below for information about each of the participating U21 universities

The University of Auckland, New Zealand.   Click here if you are an Auckland student
The University of British Columbia, Canada.   Click here if you are a UBC student
The University of Hong Kong, Hong Kong.   Click here if you are a HKU student
The University of Melbourne, Australia.   Click here if you are a Melbourne student
The University of Nottingham, U.K.   Click here if you are a Nottingham student

Useful links

International links

The following are links to further information about subjects offered by participating universities:

University of Auckland

University of British Columbia

University of Hong Kong

The University of Melbourne

University of Nottingham

U21 links

The following are links to further information about the U21 network:

U21 headquarters (based at the University of Birmingham)

U21Global (the U21 online graduate school, based in Singapore)

 

Teaching and learning links

The following are links to further information about online learning:

Online versus face-to-face teaching (from Washington State University

Distance education links and resources (from ITC network)

Ten ways online education matches, or surpasses, face-to-face learning (article by Mark Kassop)

Sloan-Consortium Survey (2005) of leading universities in the U.S. and what their senior management have to say about online education:

Among the key findings from this and the earlier reports:

* Sixty-three percent of schools offering undergraduate face-to face courses also offer undergraduate courses online.
* Only 5% of universities feel that faculty do NOT accept value of online education.
* Three quarters of academic leaders believe that online learning quality if equal to or superior to face-to-face instruction.
* The overall percent of schools identifying online education as a critical long-term strategy grew from 49% in 2003 to 56% in 2005.
* Overall online enrollment increased from 1.98 million in 2003 to 2.35 million in 2004.

 

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