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The Internationalization of Higher Education

Oct 02, 2014

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The Internationalization of Higher Education. EMERLINDA R. ROMAN University of the Philippines. The Internationalization of Higher Education EMERLINDA R. ROMAN. Globalization has demanded from universities the following:. improvement in the quality of education

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The Internationalization of Higher Education EMERLINDA R. ROMAN University of the Philippines

The Internationalization of Higher Education EMERLINDA R. ROMAN Globalization has demanded from universities the following: • improvement in the quality of education • increases in the quantity of graduates and other outputs • efficiency in the way universities are managed • graduates with a global outlook

The Internationalization of Higher Education EMERLINDA R. ROMAN Higher Education FROMnationalization • curricular programs more responsive to national needs • use of teaching materials that have local or national flavor • use of national language • focus teaching on promoting nationalist ideals (inward looking)

The Internationalization of Higher Education EMERLINDA R. ROMAN Higher Education FROMnationalization TOinternationalization • international higher education’s role in augmenting national capacity with focus on a country’s development as it relates with other countries (outward looking)

The Internationalization of Higher Education EMERLINDA R. ROMAN • International Strategies • cross-border education • internationalizing curriculum

The Internationalization of Higher Education EMERLINDA R. ROMAN Cross-Border Education Reasons/Drivers of Cross-Border Education • Increasing demand for quality higher education • Inadequate opportunities for higher education in the home country • Increasing support and initiatives for studies abroad • national governments • foreign governments • international providers • private sector • Increasing interest in international, regional, country studies programs

The Internationalization of Higher Education EMERLINDA R. ROMAN Cross-Border Education Forms of Cross-Border Education • student mobility • program or institution mobility • professor mobility

The Internationalization of Higher Education EMERLINDA R. ROMAN http://en.wikipedia.org http://en.wikipedia.org http://en.wikipedia.org Student Mobility • Students cross borders to receive foreign education. • Trends*: • Bright students from developing countries cross over to study in the world’s best universities. SOURCE: OECD/Norway Forum on Trade in Educational Services

The Internationalization of Higher Education EMERLINDA R. ROMAN http://en.wikipedia.org http://en.wikipedia.org http://en.wikipedia.org http://en.wikipedia.org Student Mobility • Trends*: • 2. China and India are biggest exporters of students. SOURCE: OECD/Norway Forum on Trade in Educational Services

The Internationalization of Higher Education EMERLINDA R. ROMAN http://www.daelnet.co.uk/images/news/buckingham_palace.jpg http://www.lucky-13.com/orig/Mingo96/cap.gif http://www.dailysoft.com/east-berlin/info.htm http://www.artlex.com/ArtLex/t/images/theatr_sydney.opera.lg.jpg http://www.cruisereviews.com/ren/R-7%20Dover%20to%20Stockholm%20Pictures/Eiffel_Tower.jpg Student Mobility • Trends*: • 3. US, Great Britain, France, Germany and Australia are favorite destinations. SOURCE: OECD/Norway Forum on Trade in Educational Services

The Internationalization of Higher Education EMERLINDA R. ROMAN http://en.wikipedia.org http://en.wikipedia.org Student Mobility • Trends*: • 4. In Asia, Japan is most popular destination. SOURCE: OECD/Norway Forum on Trade in Educational Services

The Internationalization of Higher Education EMERLINDA R. ROMAN Student Mobility • Trends*: • 5. Choice of country and university influenced by: - perceived quality and reputation of university/education system - geography - historical connections to particular countries - language - affordability - accessibility - possibility of subsequent migration SOURCE: OECD/Norway Forum on Trade in Educational Services

The Internationalization of Higher Education EMERLINDA R. ROMAN Program/Institution Mobility • Program or institution crosses borders. • Types*: • Franchising agreement • Twinning arrangement • Distance learning/online education • Branch campuses SOURCE: Simon Marginson and Grant McBurnie, “Cross-border Post-Secondary Education in the Asia Pacific Region”

The Internationalization of Higher Education EMERLINDA R. ROMAN Professor Mobility • Professors cross borders. • - usually part of academic exchange programs • - professors handle courses with international dimensions

The Internationalization of Higher Education EMERLINDA R. ROMAN Internationalizing the Curriculum • Offering courses with international dimension - International relations - International business - International finance - Chinese studies - Japan studies - European studies - Asian studies

The Internationalization of Higher Education EMERLINDA R. ROMAN http://www.freewebs.com/markysan/FLAT%20STANLEY/46-Filipino_Flag_animated.gif http://www.abc.net.au/reslib/200705/r144412_503353.jpg The Case of the University of the Philippines Constraints of a State/Public University • Preference is the Filipino students. • Hiring policy prioritize Filipino nationals. .

The Internationalization of Higher Education EMERLINDA R. ROMAN The Case of the University of the Philippines No. of international students in 2007-2008 No. of international faculty last 3 years No. of international conferences organized in last 3 years No. of faculty sent abroad to read papers in international conferences funded by UP in the last 3 years No. of academic cooperation agreements UP is member of several international networks : 1000 : 341 : 260 : 1709 : 200

The Internationalization of Higher Education EMERLINDA R. ROMAN Internationalization of Higher Education Who benefits?

The Internationalization of Higher Education EMERLINDA R. ROMAN http://www.oecd.org/vgn/images/portal/cit_731/0/54/39748906GlobalForum_50_150dpi.jpg http://www.globalvillageproduct.com/i/chapter/Du_American-Higher-Education_Vol2.jpg Gains from Internationalization of Higher Education • Capacity building • Mutual understanding • Global citizenship

The Internationalization of Higher Education EMERLINDA R. ROMAN http://theguiridispatches.files.wordpress.com/2008/05/brain_drain.jpg http://ebaystrategies.blogs.com/ebay_strategies/images/2007/06/01/brain_drain.jpg Problems with Internationalization • Brain drain • - attraction of higher paying jobs, better working conditions and comfortable lifestyles in developed countries have discouraged students from returning home • - some developed countries are unable to produce their own human resource requirements and compete for foreign professionals • - some developing countries are unable to recoup their investment in their scholars.

The Internationalization of Higher Education EMERLINDA R. ROMAN Problems with Internationalization • International education responds more to market forces than to requisites for nation-building • - Skeptics argue that the ascendance of a market ideology has weakened the concept of country and of nationalism • Migration from public sector to private sector • - BUT, a booming private sector can augment national development efforts.

The Internationalization of Higher Education EMERLINDA R. ROMAN http://www.memeticor.com/memwear/small/knowledge_worker.jpg In the knowledge-based economy, knowledge workers and professionals are the most sought after and the most important competitive advantage that a country can have.

The Internationalization of Higher Education EMERLINDA R. ROMAN Challenge is for countries to translate this competitive advantage into opportunities that will benefit the country. Philippines – “Balik Scientist” Program India – Technoparks have attracted their engineers and scientists back home Taiwan – overseas Chinese invest in Taiwan, some come home to become successful entrepreneurs

The Internationalization of Higher Education EMERLINDA R. ROMAN Brain Drain Brain Gain Challenge is to convert brain drain into “ brain circulation” so that there is “net brain gain” to the country.

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The Role of Higher Education Institutions in the Transformation of Future-Fit Education

Education is a critical driver of the 2030 Agenda . Higher Education Institutions (HEIs) including universities and colleges worldwide are preparing future professionals, conducting meaningful research, and engaging with the community and stakeholders to tackle local, national, regional, and global challenges. These HEIs are at the forefront of the solutions required to advance the Sustainable Development Goals, which underscores the fundamental role of education in creating healthy and inclusive societies as envisioned in the 2030 Agenda. 

The role of HEIs is not confined to that exclusively of higher education per se. In practice, the contribution of HEIs is quite significant to creating a continuum between all levels of education while training future and current teachers, making curricula adjustments and developing new curricula, nurturing ideas and new pedagogical approaches, instilling fundamental values through various learning methods and platforms, and cultivating innovations -including technological ones- to improve the educational experience and educational outcomes.

The debate about the education we need for the future largely depends on the complexities we face and the several conflicting crises and emergencies around us. In this sense, universities and colleges are very well placed to assess such challenges and how they can be addressed. To analyze this, the  United Nations Academic Impact (UNAI)  within the context of the Transforming Education Summit convened by the United Nations, co-organized this event to be hosted by the Center for Global Affairs of New York University , a UNAI member institution in the United States:

Topic: THE ROLE OF HIGHER EDUCATION INSTITUTIONS IN THE TRANSFORMATION OF FUTURE-FIT EDUCATION

Date:  Thursday, 22 September 2022

Time:  10am - 12:30pm (EDT/New York time)

Venue: New York University (United States), with broadcast (further details to be announced prior to the event)

RSVP/Registration form:   Click here

Those who would like to attend this event in-person will need to upload proof of vaccination and booster if eligible to the New York University (NYU) portal and show a "Green" Daily Screener pass upon entry to the campus. Attendees will also be required to follow any mask requirements or COVID-19-related protocols in place. Attendees will receive more information via e-mail about accessing the campus 1-2 weeks before the event.

As of now, registrations for attending in-person are no longer possible.

Please note that UNAI cannot cover travel-related expenses to attend this event, if you decide to do so in-person. 

No certificate of attendance or participation will be provided.

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First panel:   The role of higher education in the transformation of education for the realization of the SDGs

• Mr. Robert Skinner , Deputy Director and Chief of Partnerships and Global Engagement at the Outreach Division of the United Nations Department for Global Communications

Presenters:

• Dr. Carolyn Kissane , Clinical Professor, Academic Director of the graduate programs in Global Affairs and Global Security, Conflict and Cybercrime at the Center for Global Affairs, and Director of the SPS Energy, Climate Justice and Sustainability Lab of New York University (United States)
• Mr. Sarmad Khan , Board Director of the Academic Council on the United Nations System. Co-author of the upcoming book The Sustainable University of the Future: Reimagining Higher Education and Research . Former Head and Senior Policy Adviser of the Resident Coordinator System Leadership Branch at the United Nations Development Operations Coordination Office.  
• Dr. Patrick Paul Walsh , Vice President of Education and Director of the SDG Academy at the Sustainable Development Solutions Network. Professor of International Development Studies and Director of the Centre for Sustainable Development Studies at the University College Dublin (Ireland)
• Dr. Mette Morsing , Head of Principles for Responsible Management Education - PRME) at the United Nations Global Compact. Previous Professor, Misum Chair and Executive Director of the Misum Center for Sustainable Markets, Stockholm School of Economics (Sweden)
• Dr. Priyadarshani Joshi , Senior Research Officer at the Global Education Monitoring Report of the United Nations Educational, Scientific and Cultural Organization – UNESCO. Specialist on Non-State Actors in Education and Education’s Role in the Sustainable Development Goals

Second panel:   Best practices and case studies from the UNAI SDG Hubs

• Dr. Waheguru Pal Singh , Clinical Professor and Director of the United Nations Specialization at the Center for Global Affairs of New York University (United States). Co-Author of the book The Future of Global Affairs Managing Discontinuity, Disruption and Destruction [2021]
• Prof. Juan José Vásquez , Legal Advisor and Professor of Conflict Resolution, Peace and Mediation at the University for Peace (Costa Rica) / SDG Hub for Goal 12
• Prof. Katja Enberg , Professor at the Department of Biological Sciences of the University of Bergen (Norway) / SDG Hub for Goal 14
• Prof. Sheryl Hendriks , Professor and Head of the Department of Agricultural Economics, Extension and Rural Development at the University of Pretoria (South Africa) / SDG Hub for Goal 2
• Dr. Jonas Richard , Professor and Head of the Department of Social Work at Kristu Jayanti College (India) / SDG Hub for Goal 1

Panel discussion on "Strengthening Gender Equality in Generative AI"

This event aimed to facilitate a discourse on academic research related to generative AI with a specific focus on advancing, promoting, and safeguarding gender equality. It will delve into the incorporation of human flaws, such as gender bias, into generative AI systems and emphasize the responsibility of academia and users in ensuring gender equality within these applications.

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• April 6, 2021

Higher Education in the Philippines: Prospects and Challenges

In the next two decades (2020-2040), the Philippines will deepen its focus on the internationalisation of Philippine higher education, enhance regional and global partnerships, and increasingly benchmark internationally to enhance the quality of the country’s higher education sector. There may also be increasing regional partnerships within the ASEAN member countries and its dialogue partners, not only in terms of international student mobility, but also in the delivery and recognition of higher education courses and programmes. Furthermore, the increased focus on digital delivery of higher education caused by the recent health emergency (COVID-19) may not only influence the shift to a hybrid of traditional and digital delivery of higher education, but also enhance digital higher education partnerships within ASEAN and its dialogue partners.

Internationalisation and Global Rankings Although the Enhanced Basic Education Act (2013), the Universal Access to Tertiary Education Act (2017), and the development of Centres of Excellence/Development clearly show the country’s focus on enhancing quality and access to Philippine higher education, international standards and benchmarking have also been undertaken including significant use of International Organization for Standardization (ISO) certifications in both public and private higher education institutions. The mandated use of outcomes-based education in Philippine higher education and the 2019 Policy Standards and Guidelines on Graduate Education, which changed the typology and requirements (including at least one publishable journal article or a capstone project), can also be seen as a result of international benchmarking and practices.

Since 2004, there has been an ongoing process of developing the ASEAN Higher Education Area, and the past years have focused on enhancing ASEAN university co-operation, intra-ASEAN student mobility, and developing harmonisation tools that serve as a strong foundation for higher education co-operation between ASEAN member states.

At the policy level, the focus on internationalisation of Philippine higher education can be seen in the institutionalisation (and eventual passing to law) of the Philippine Qualifications Framework, which is to be refereed with the ASEAN Qualifications Reference Framework. In 2016, the Commission on Higher Education (CHED) not only developed its framework and strategies on internationalisation of Philippine higher education (CHED Memo Order [CMO] 52), but also developed standards and regulations for transnational education programmes (CMO 62). The latest draft of the Philippine internationalisation roadmap, which includes key results areas, indicators, strategic initiatives and programmes, suggests a strengthening of internationalisation of Philippine higher education at sectoral, institutional, individual and systemic levels. The draft roadmap also emphasises the importance of creating a Philippine higher education brand, revitalising and enhancing global and regional partnerships, and capacity-building to promote and sustain the internationalisation of Philippine higher education.

1 Philippine Government, “Philippine Qualifications Framework”, accessed February 17, 2021, https://pqf.gov.ph/

At the functional level, the CHED and a significant number of Philippine higher education institutions have engaged in several internationalisation initiatives with national, ASEAN, and regional and global projects. These include the Europe-funded Tuning Asia-South East and the ANTENA projects, which focus on programme level harmonisation of learning outcomes and capacity building for the internationalisation of Philippine higher education, and the British Council’s “Study on Capacity Building and Institutional Development of Higher Education in the Philippines through Transnational Education”. Furthermore, the Philippines, including several of its higher education institutions, is actively participating in the various activities and programmes organised by the ASEAN University Network and the Southeast Asian Ministers of Education Organization-Regional Centre for Higher Education and Development (SEAMEO-RIHED). Since 2004, there has been an ongoing process of developing the ASEAN Higher Education Area, and the past years have focused on enhancing ASEAN university co-operation, intra-ASEAN student mobility, and developing harmonisation tools that serve as a strong foundation for higher education co-operation between ASEAN member states.

The Philippines, in its ambition to create a knowledge-driven society, not only aims to develop internationally recognised and competent graduates, but also to gain international recognition for the quality of Philippine higher education. Aside from tweaking the country’s higher education system, the Philippines also envisions having several higher education institutions ranked in global university rankings. The QS World University Rankings: Asia 2021 had 14 Philippine higher education institutions ranked. This went beyond the initial target of having at least 10 Philippine higher education institutions globally ranked by 2022. Various CHED initiatives, including funding for institutional research, international accreditations, faculty development scholarships, networking events, mentoring on the development of institutional internationalisation strategies, and even funding for publishing journals, are designed to enhance the quality and internationalisation of Philippine higher education institutions. At the faculty level, both at public and private institutions, international research publications are increasingly becoming a major criterion for promotions mirroring the “publish or perish” phenomenon in the global higher education sector.

2 Commission on Higher Education, Republic of the Philippines, “2019 QS World University Rankings of Philippine HEIs”.

Higher Education and Emergencies  

The recent COVID-19 pandemic has brought about significant challenges to the global higher education sector, including in the Philippines. Apart from the need to equip the higher sector of emergency mitigation efforts, the increasing use of digital technology in the delivery of higher education by most higher education systems is a fact. However, how does this impact the future development of the internationalisation of Philippine higher education? In October 2020, ASEAN education ministers called for the transformation of digital education, while in November 2020, the Korea Foundation together with the Sejong Institute organised the 2020 ASEAN-ROK Partnership Seminar “Building Resilience, Pioneering the Future”, where one of the key topics focused on “ASEAN-ROK cooperation for evolving digital education in the Untact era”. The increased interest in digital education cooperation, along with the utilisation of digital technologies in the higher education sector hints that national, regional and global higher education cooperation will include both traditional and digital education in the coming decades. Systemic changes will possibly occur in the coming decade to develop new rules and standards that incorporate digital education to ensure quality, relevance, and recognition of programmes, courses, and even micro-courses in the higher education sector.  

Internationalisation of Philippine higher education will no longer be limited to the offering of traditional programmes, but will eventually include digital programmes at least initially within the ASEAN region. In fact, in October 2020 amidst the health pandemic, Saint Paul University, Cebu Normal University, and the Philippine Normal University (all Philippine Centres of Excellence in teacher education), together with the CHED and the Philippine Embassy in Phnom Penh, launched the “Developing Global Filipino Teachers Program” to equip, capacitate and enhance competencies of 1,152 Filipino teachers in Cambodia to qualify them in teaching positions and ensure higher salaries. Although not a full higher education programme, this example highlights the use of digital technology in Philippine higher education to offer educational services in an ASEAN member state.  

The Future of Philippine Higher Education

The Philippine higher education sector, its policy initiatives and activities are aimed at developing the Philippines as a knowledge-based society. To achieve this goal, internationalising Philippine higher education, building and enhancing global and regional partnerships, and increasing Philippine higher education presence in the global university rankings are foreseen to be necessary initiatives   in the next two decades. Furthermore, the shift to and increased usage of digital technology in Philippine higher education may lead to a hybrid of both traditional and digital education in the coming years.  

It is envisioned that the Philippine higher education sector will be more open to transnational education providers and potentially international faculty with its strong focus on internationalisation and the further implementation of Philippine policies on transnational education.

Philippine higher education 2030–2040 can be envisioned to be internationally benchmarked (initially within ASEAN standards but eventually with global standards) with an increasing number of joint programmes and transnational programmes offered and delivered by Philippine higher education institutions. With increasing pressure to publish in Philippine academia and the changes in graduate education, there is a strong possibility of having more Philippine higher education institutions ranked in Asian and even global university rankings. It is envisioned that the Philippine higher education sector will be more open to transnational education providers and potentially international faculty with its strong focus on internationalisation and the further implementation of Philippine policies on transnational education. This renewed focus is also highlighted through the passage of the Transnational Higher Education Act in 2019.  

Although there may be challenges in international programme mobility from Philippine higher   education institutions, there is a strong potential for joint programme development and delivery within the ASEAN region and higher education institutions from ASEAN member states. Intra-ASEAN student and faculty mobility are foreseen to increase but the pace of increase will depend on the relevant ASEAN mechanisms and funding developed, as well as bilateral arrangements between the Philippines and partner countries not limited to ASEAN and ASEAN+3 countries. There is a strong possibility of continuing education or short courses delivered by Philippine higher education institutions, particularly to enhance the skills and competencies of overseas Filipinos workers in the next decade. Although the foundation for internationalisation of Philippine higher education is developed at the policy level, it remains a work in progress, but if sustained, Philippine higher education has the potential to deliver international quality education to its citizens at home and abroad, and to several other countries seeking an English-language based budget-friendly international education.  

ROGER Y. CHAO

Roger Y. Chao, JR is an international education development consultant.

LORRAINE PE SYMACO

Lorraine Pe Symaco is a ZJU100 Professor at Zhejiang University, China.

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The Quality Assurance and Accreditation Council (QAAC) in Sri Lanka conducted activities in public universities under the guidance and recommendations of the Standing Committee on QAA. By the end of December 2009, the QAAC was established as a division of the University Grants Commission (UGC). QAAC has become the first quality assured agency in the Asia Pacific Region and has both membership of APQN and INQAAHE. The concept of QA in higher education is a new phenomenon to the Sri Lankan university system, and as such the need for an active awareness campaign at the initial stage was strongly felt. Awareness programmes for academic staff were launched in the year 2005, and up to now almost all faculties’ (82) and departments (478) of all public universities were visited. A detailed account on the activities of the QAA Council as well as the external assessment process is provided through these awareness programs. After the completion of the awareness programs for academic staff, QAA Council intends to launch similar awareness programs for administrative & non-academic staff and students. The principal achievement of the QAA Council is the successful establishment of a national QA function for public universities. This has achieved a great deal in eight (8) years, including developing of Codes of Practice (13 Parts) and a Credit and Qualification Framework (100% completion), as well as undertaking 17 Institutional Reviews, 318 Subject/Programme Reviews and 15 Library Reviews. Also 44 Subject Benchmark Statements were developed with the participation of senior academics and other experts in other institutions.

International Journal of Learning, Teaching and Educational Research

Amenuveve De-Graft Johnson Dei

In the effort to globalize higher education services and embark on innovative knowledge production and dissemination aimed at fitting into the global scheme, quality assurance becomes the sine qua non. Quality assurance (QA) provides the tools and direction to improve the quality of knowledge created, stored and shared at institutions of higher learning. This study assesses the development and practice of QA in institutions of higher learnings (IHLs) in Ghana. The mixed research method was used to collect data from staff and officers of institutions of higher learning who are directly involved ensuring quality in the institutions. Six (6) IHLs participated in this study. The results indicated a generally higher degree of awareness and understanding of the concept of QA at the institutions as all of them have QA department. The institutions are putting in more effort to ensure quality by carrying out internal assessment as there are available policies and strategies aimed at ensuring quality at the institutions. This led to high service quality at the institutions except for the college of health. Besides, the focused areas quality at the institutions: stated vision, mission; governance structure; statutes and conditions of service; academic and programs; clean and siren environment; staffing; and library, technology and information services. Despite these, the study established that the quality assurance units of the institutions lacked the necessary resources (technology, library, staff, laboratories, etc) for effective quality assurance activities.

LITERATURE REVIEW

MUHAMMAD ANEES KHALID

Giri Wiyono

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10 Uses of Drones in Higher Education [Slideshare]

Chief Digital Evangelist, Salesforce

The commercial and private use of drones is soaring. The devices are capturing news video, assisting farmers, filming movies, delivering packages, surveying real estate, recording vacation travel logs, and providing disaster relief. Lux Research projects the market for commercial drones will reach $1.7B by 2025. Each year, $6.4 billion is being spent developing drone technology. As the Internet of Things continues to expand, drones of all sizes are taking their place among IoT devices feeding back torrents of data for analysis.

Along with the drones come new jobs. In the US alone, 70,000 new drone-related jobs are projected within the next three years; 100,000 new jobs are expected by 2025. In order to provide a trained workforce capable of meeting this demand, schools are already jumping in and offering drone programs and degrees.

Brian A. Rellinger , CIO Ohio Wesleyan University has been experimenting with drones on campus to see firsthand how they can used to enhance teaching, learning, research, and service to society. Some OWU students are already bringing drones on campus, further extending the bring your own device concept. I spoke with Brian about all the ways drones can be used for educational purposes. We compiled the list of Ten Uses of Drones in Higher Education below, which is presented in the accompanying slideshare.

Brian Rellinger (Twitter: @rellinb ) learning to fly a drone on the campus of Ohio Wesleyan University

• Enable student projects exploring the intersection between art and technology and research, such as gathering data from sacred forests in Ethiopia, mapping lava flows in Ecuador, and surveying the forest canopy in Costa Rica.
• Loan drones to students for checkout and experimentation.
• Drones are used to capture unique footage of sporting events.
• Create promotional flybys of key campus buildings and features and virtual holiday greeting videos .
• Record footage of unique campus events, such as picnics or move-in weekend .
• Take unique photographs from hard to reach places.
• Facilitate inspections of buildings and monitor construction projects.
• Enhance field projects, such as studying wildlife from a distance, and detailed 3D archaeological mapping
• Monitor agricultural and environmental conditions
• Teach a course on designing and building drones

Drones are also finding their way into K-12 education. The Drones for Schools program is one such K-12 activity. The Greenon High School in Springfield, Ohio, has another program in which students use drone software and perform tasks like mapping out data from a natural disaster and creating a safe evacuation plan.

The cost of drones for educational use ranges from $500 to $3,000 depending on the features, battery life, camera quality, and accessories. They are small and easily transportable, and can fit in a ruggedized hard case for travel. It is possible to utilize open source software for real-time telemetry and to create 3D flight path files viewable with Google Earth, expanding the possible research uses.

Like many new, leading edge technologies, drones come with some concerns. It is important to plan appropriately to achieve a positive outcome. Privacy, policy and the negative connotation of the word drone, are all issues to be considered. Many users of the devices for commercial purposes prefer to call them by other names, including flybot, copter, UAV (unmanned aerial vehicle), RPA (remotely piloted aircraft), UAS (unmanned aircraft system), unmanned aircraft, or just robot. Understanding the concerns and setting clear objectives are key to successfully using drones on your campus.

On the policy front, the Academy of Model Aeronautics (AMA) , a leading community-based organization, has provided guidelines . The AMA, established in 1936, 22 years prior to the founding of the FAA, is petitioning the FAA for a reasonable approach to addressing drone usage. In the meantime, the FAA has issued an interpretation of the Special Rule for Model Aircraft which may seriously impact the use of small drones by institutions and the general public.

Dr. Coye Cheshire, associate dean and associate professor at University of California Berkeley, who led a drone lab experiment in 2013 found that, "Our students emphasized the fun, creative, social and playful side of autonomous flying devices. They developed ways to navigate the devices by voice commands, to 'air dance' to music, and other creative applications that become possible when you put a bunch of sensors on a quad-copter and tinker with it."

Ohio Wesleyan University senior Andrew Wallace, who purchased his own drone, states, "I think the possibilities are endless. From a marketing standpoint, drones offer a way to see the entire campus in a different way. You can capture almost any outdoor event in a less intrusive manner and in a way that people really get excited about."

In addition to co-author Brian Rellinger, the following people contributed to this post:

• David Smallen , VP for Libraries and Information Technology at Hamilton College
• Melissa Woo , Vice Provost for Information Services and Chief Information Officer at University of Oregon
• Kevin Lynch , Chief Information Officer at Colgate University
• Robert Nilsson , Director Vertical Solutions at Extreme Networks

The topic of drones in higher education is just beginning to emerge; we would love to hear more ideas on ways drones can be used in higher education. Tweet us at @rellinb , @hamcio , @mzyw , @raidercio , @RHnilsson , @ValaAfshar if you have additional ideas!

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Spatial Variations of the Activity of 137 Cs and the Contents of Heavy Metals and Petroleum Products in the Polluted Soils of the City of Elektrostal

• DEGRADATION, REHABILITATION, AND CONSERVATION OF SOILS
• Open access
• Published: 15 June 2022
• Volume 55 , pages 840–848, ( 2022 )

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• D. N. Lipatov 1 ,
• V. A. Varachenkov 1 ,
• D. V. Manakhov 1 ,
• M. M. Karpukhin 1 &
• S. V. Mamikhin 1  

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The levels of specific activity of 137 Cs and the contents of mobile forms (1 M ammonium acetate extraction) of heavy metals (Zn, Cu, Ni, Co, Cr, Pb) and petroleum products were studied in the upper soil horizon of urban landscapes of the city of Elektrostal under conditions of local radioactive and chemical contamination were studied. In the soils within a short radius (0–100 m) around the heavy engineering plant, the specific activity of 137 Cs and the contents of mobile forms of Pb, Cu, and Zn were increased. The lognormal distribution law of 137 Cs was found in the upper (0–10 cm) soil layer; five years after the radiation accident, the specific activity of 137 Cs varied from 6 to 4238 Bq/kg. The coefficients of variation increased with an increase in the degree of soil contamination in the following sequence: Co < Ni < petroleum products < Cr < 137 Cs < Zn < Pb < Cu ranging from 50 to 435%. Statistically significant direct correlation was found between the specific activity of 137 Cs and the contents of mobile forms of Pb, Cu, and Zn in the upper horizon of urban soils, and this fact indicated the spatial conjugacy of local spots of radioactive and polymetallic contamination in the studied area. It was shown that the specific activity of 137 Cs, as well as the content of heavy metals and petroleum products in the upper layer (0–10 cm) of the soils disturbed in the course of decontamination, earthwork and reclamation is reduced.

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INTRODUCTION

Contaminants migrate and accumulate in urban ecosystems under the impact of both natural and technogenic factors. The processes of technogenic migration of 137 Cs are most pronounced in radioactively contaminated territories. It was found in urboecological studies that the intensity of sedimentation of aerosol particles containing radionuclides and heavy metals is determined by the types of the surfaces of roofs, walls, roads, lawns, and parks and by their position within the urban wind field [ 12 , 26 ]. Traffic in the cities results in significant transport of dust and associated contaminants and radionuclides [ 15 , 24 ]. During decontamination measures in the areas of Chernobyl radioactive trace, not only the decrease in the level of contamination but also the possibility of secondary radioactive contamination because of the transportation of contaminated soil particles by wind or water, or anthropogenic transfer of transferring of ground were observed [ 5 , 6 ]. Rainstorm runoff and hydrological transport of dissolved and colloidal forms of 137 Cs can result in the accumulation of this radionuclide in meso- and microdepressions, where sedimentation takes place [ 10 , 16 ]. Different spatial distribution patterns of 137 Cs in soils of particular urban landscapes were found in the city of Ozersk near the nuclear fuel cycle works [ 17 ]. Natural character of 137 Cs migration in soils of Moscow forest-parks and a decrease in its specific activity in industrial areas have been revealed [ 10 ]. Determination of the mean level and parameters of spatial variations of 137 Cs in soils is one of primary tasks of radioecological monitoring of cities, including both unpolluted (background) and contaminated territories.

Emissions and discharges from numerous sources of contamination can cause the accumulation of a wide range of toxicants in urban soils: heavy metals (HMs), oil products (OPs), polycyclic aromatic hydrocarbons (PAHs), and other chemical substances. Soil contamination by several groups of toxicants is often observed in urban landscapes [ 20 , 23 ] because of the common contamination source or close pathways of the migration of different contaminants. A comprehensive analysis of contamination of urban soils by radionuclides and heavy metals has been performed in some studies [ 21 , 25 ]. The determination of possible spatial interrelationships between radioactive and chemical contaminations in urban soils is an important problem in urban ecology.

A radiation accident took place in the Elektrostal heavy engineering works (EHEW) in April 2013: a capacious source of 137 Cs entered the smelt furnace, and emission of radioactive aerosols from the aerating duct into the urban environment took place. The activity of molten source was estimated at about 1000–7000 Ci [ 14 ]. The area of contamination in the territory of the plant reached 7500 m 2 . However, radioactive aerosols affected a much larger area around the EHEW, including Krasnaya and Pervomaiskaya streets, and reached Lenin Prospect.

Geochemical evaluation of contamination of the upper soil horizon in the city of Elektrostal was carried out in 1989–1991. This survey indicated the anomalies of concentrations of wolfram, nickel, molybdenum, chromium, and other heavy metals related to accumulation of alloying constituent and impurities of non-ferrous metals in the emissions of steelmaking works [ 19 ].

The aim of our work was to determine the levels of specific activity of 137 Cs, concentrations of mobile forms of heavy metals (Zn, Cu, Ni, Co, Cr, and Pb) and oil products in the upper soil horizons in different urban landscapes of the city of Elektrostal under the conditions of local radioactive and chemical contamination.

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D. N. Lipatov, V. A. Varachenkov, D. V. Manakhov, M. M. Karpukhin & S. V. Mamikhin

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Lipatov, D.N., Varachenkov, V.A., Manakhov, D.V. et al. Spatial Variations of the Activity of 137 Cs and the Contents of Heavy Metals and Petroleum Products in the Polluted Soils of the City of Elektrostal. Eurasian Soil Sc. 55 , 840–848 (2022). https://doi.org/10.1134/S1064229322060072

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Received : 21 October 2021

Revised : 22 December 2021

Accepted : 30 December 2021

Published : 15 June 2022

Issue Date : June 2022

DOI : https://doi.org/10.1134/S1064229322060072

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