abstract: This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit Worldwide Learning: Higher Education at the Margins, InZone, Kepler, Mosaik, Global Border Studies, and Education for Humanity) in regard to logistics, academics, technology, and pedagogy. The study found multiple ways in which these programs seek to increase inclusion and success of refugee learners. These techniques include (1) free tuition, (2) nutrition, security, and transportation accommodations, (3) gender equity provisions, (4) course accreditation, (5) preparatory courses, (6) student support and development, (7) durable solutions related to employment, (8) tailored curricula, (9) flexibility of course structure, (10) critical thinking & reflection, (11) hybrid, adaptable, and portable course delivery, (12) on-site technology support, and (13) accommodations related to electricity and internet connectivity. / Dissertation/Thesis / Masters Thesis Justice Studies 2019
| Identifer | oai:union.ndltd.org:asu.edu/item:53945 |
| Date | January 2019 |
| Contributors | Abuwandi, Sarah (Author), Swadener, Elizabeth (Advisor), Broberg, Gregory (Committee member), Solyom, Jessica (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 81 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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