15th Annual International Conference on Global Studies:
Business, Economic, Political, Social and Cultural Aspects
20-23 December 2021, Athens, Greece
Program (Athens Local Time)
(Note: each presentation includes at least 10 minutes for questions and discussions if available)
Monday 20 December 2021
Opening and Welcoming Remarks:
- Gregory T. Papanikos, President, ATINER
Laia Comerma Calatayud, Research Fellow, Barcelona Institute of International Studies (IBEI), Spain.
Title: The Global Governance of EU-China Investment Protection Agreements.
Session I on Global Education 11:00-13:00
Gerhard Speckbacher, Professor, WU Vienna, Austria.
Title: Peer Evaluations in a Creative Team Task: Evidence from a Classroom Experiment.SummaryIn this paper, we build on prior research on the attribution of success or failure to analyze, how members of diverse teams assess the performance of peers whom they consider similar (in-group) versus those team members whom they consider dissimilar (out-group). In line with social comparison theory, we argue that individuals show a tendency to assess the performance of in-group peers more favorably (in-group favoritism). However, whether this tendency prevails or even turns into the opposite, crucially depends on whether individuals have knowledge on joint team performance and on whether the team as a whole performed well (team success) or not (team failure). More specifically, we distinguish two settings when making peer performance assessments, one setting where team members do not have knowledge on whether the jointly produced outcome was successful or not, and one setting where team members know that their team succeeded or failed. Building on attribution theory, we argue that knowledge on positive or negative team outcome triggers a causal attribution process, where team members attribute responsibility for success or failure to their peers. The social comparisons involved in this attribution process are subject to self-serving biases and thereby distort peer assessments in predictable ways. As its core argument, social comparison theory posits that in ambiguous situations, individuals seek for social information from comparing themselves with others, and individuals who appear similar to the self are preferred reference points. Information on team success triggers a competitive situation among in-group team members where individuals compete for their share in team success with their in-group peers. Accordingly, in case of team success, evaluators downgrade the contribution of in-group team members as compared to a situation where they do not have knowledge on the positive outcome. Since out-group team members are less used as reference points for social comparison, such downgrading does not occur with respect to out-group team members. We test our hypotheses in an experiment with 247 international student participants and find evidence to support our hypotheses. Beyond our contributions to a better understanding of peer evaluations more generally, we discuss the use of classroom experiments as an innovative form of problem-based teaching. Students are made aware of their biases related to peers whom they perceive as similar or dissimilar.
Hind Aljuaid, Assistant Professor, Taif University, Saudi Arabia.
Mansoor Almalki, Vice President for Development and Quality, Shaqra University and Associate Professor, Taif University, Saudi Arabia.
Title: Implementing Global Citizenship Values in Teaching the English Language.SummaryThe ongoing globalization has largely contributed to an increasingly interconnected world. As a result, there is a need for the creation of global citizenship values among students to equip them to be more competitive and collaborative in resolving emerging global problems like climate change, healthcare pandemics, social justice, and human rights. The English language has become one of the tools to equip students about cultural diversity and cultivate respect for diverse communities. However, all these efforts have not been achieved through teaching the English language. The objective of this study was to explore how global citizenship values may be implemented in teaching the English language. Secondary research was conducted to identify past studies on the topic from different academic databases. Insights from past studies showed that key global citizenship values that teachers implement in the English language include human rights, morals, cultural equality, identity, diversity, intercultural competency, social justice, conflict resolution, negotiation, globalization, and sustainable development. Teachers implement global citizenship values in their language classrooms through brainstorming and encouraging critical thinking and asking questions. Through teacher-centered teaching educators largely explore local values, views, assumptions, and connections related to global citizenship. Teachers also encourage reflection and student-centered learning through a collaborative inquiry about global challenges and their solutions. Despite efforts to implement global citizenship values, teachers experience hurdles like student resistance, lack of a common implementation framework, low teacher competency, lack of professional development opportunities, and absence of a global citizenship curriculum. Future research should corroborate the findings by undertaking primary research using interviews and surveys questionnaires.
Jingjing Fu, Professor, Southwest Petroleum University, China.
Huang Wenjia, Postgraduate Student, Southwest Petroleum University, China.
Title: “MOOC + SPOC + live-lesson” mode in Legal Education of China.SummaryThe outbreak of COVID-19 in 2020 has greatly challenged the traditional teaching methods of higher education around the world. In the context of the normalization of the epidemic, it is a topic worthy of attention that how higher education should respond to this challenge. It is widely known that in order to prevent and control the further spread of the epidemic, many colleges and universities of world have adopted online and offline teaching modes such as MOOC and SPOC. Nevertheless, there is still a lack of relevant researches on how to lead this mode to a higher stage and a sustainable development direction to bring about the reform and innovation of higher legal education. Therefore, this article aims to share Chinese successful legal teaching experiences in the context of the epidemic with the rest of the world based on empirical analysis. The first contribution of this article is to explore the positive effect of the application of “MOOC + SPOC + live-lesson” mode in the legal teaching field in China. According to the analysis of structures and features of the “MOOC + SPOC + live-lesson” mode, it is concluded that the “MOOC + SPOC + live-lesson” mode can better help law students acquire legal knowledge and realize self-knowledge construction. While legal learning is faced with the situation of involving a wide range of concepts, profound theories, and the difficulty to analyze legal cases precisely, by the “MOOC + SPOC + live-lesson” mode, it’s easier to cultivate high-order thinking ability of legal learners, such as “tacit knowledge” and “implicit knowledge”. Secondly, this article explores the construction experiences of the development of “MOOC + SPOC + live-lesson” mode in China. China has constructed massive and high-quality online teaching resources under the way of “government guidance, the dominant role of universities, enterprises’ support and society’s participation”. Therefore, this article argues that the practical experience of online and offline legal education in China since the outbreak of COVID-19 mainly comes from the promotion of international online teaching platform，the cooperation among government，industry，university and research institutes, setting up professional industries in universities for forming a school-running model which integrates schools and enterprises, following the path of synergetic pattern, advocacy of the establishing of worldwide MOOC alliance. On this account, it achieves win-win cooperation in global education.
Angelica Baylon, Director, Maritime Academy of Asia and The Pacific, Philippines.
Title: Sustainable Development in Maritime Education and Training (SDiMET): Global Maritime Study towards a Global Maritime Professional.SummarySustainable Development (SD) in Maritime Education and Training (SDiMET) can be seen as an innovative approach towards global maritime professionals (GMP) development. This IAMU funded study primarily reveals the perspectives of maritime representatives (i.e., presidents, administrative officers, leaders, and teachers) and maritime students on various areas of sustainability. The study looked into the conception and attitude towards SD, the awareness and commitment to SD, institutional measures to address SD, research and innovation of the Institution related to SD, and prioritization of SD in the maritime higher education institutions (MHEIs). A mixed-method approach to research was carried out with data obtained from the 73 institutional representatives and 405 students (from 31 IAMU members from 17 countries) involved in the study. Results suggest SD implementation in maritime higher educational institutions (MHEIs) are less than ideal and therefore needs improvement. Nevertheless, SD is of significant importance and has a place of high priority for MHEIs. However, barriers to the optimal implementation of SD principles in maritime higher educational institutions need to be strategically and committedly addressed. Using the S-D-I-M-E-T acronym for easy recall, MHEIS are encouraged to: S- Supervise campus by institutionalizing SD; D- Develop a team culture of Men and Women for sustainability roles; I- Incentivize or provide incentives to people’s SD initiatives; M- Mix or integrate SD principles into disciplines, policies, procedures, curriculum, and practices; E- Execute and Evaluate sustainable initiatives & projects; and T-Train people for sustainability. The paper ends with conclusions and other recommended actions in navigating the future of MET for sustainability and GMP development.
End of Session I on Global Education
Anastasios Elemes, Assistant Professor, ESSEC Business School, France.
Title: Audit-Firm Profitability: Determinants and Implications for Key Audit Matter Reporting.
Ronagh McQuigg, Senior Lecturer, Queen’s University Belfast, UK.
Title: International Human Rights Law, Domestic Abuse and the Covid – 19 Pandemic.
Presentation was cancelled due to presenter’s unavailability.
Session on Democracy 15:30-18:00
Gregory T. Papanikos, President, ATINER.
Title: The Use of Primaries by Political Parties: The Case of PASOK.SummaryThis paper examines the primary elections of the PanHellenic Socialist Party (PASOK) which were held on 5th and 12th of December 2021. Six candidates run for the position of the president in the first round and two runners-up in the second. As mentioned in the literature, there is a dearth of primary elections studies relative to general elections. The latter attract the attention of mass media for the obvious reason: they determine who or which party will govern the country or any other political entity. Nevertheless, there is a growing literature on primary studies. There are three aspects researched in this literature: (a) primary elections systems, (b) why a political party decides to hold primary elections and (c) the selection criteria candidates and voters. This paper uses this literature to analyze some facets of the history of PASOK’s primary elections, emphasizing the last one of 2021. The most important conclusion emerging from this analysis is that ideology did play a role, particularly the candidate’s stance on their possible collaboration with the right-wing or the left-wing parties. Another important conclusion is that PASOK voters opted for a younger candidate primarily because they want to get out of the current stalemate of PASOK’s low performance in general elections. As predicted in the literature, the competition between the six candidates resulted in a large turnout on the ballot date even though other factors played a role such as a very good weather.
Mary Joy Ponce-Torres, Book Author, Philippines.
Title: The Preservation of Democracy in The Philippines 1898-2021.
Trinh Nguyen Ba, Professor, Vietnam Academy of Science and Technology, Vietnam.
Title: Democracy Index as a Social Entropy Function.SummaryIn thermodynamics, it is common to use a number of quantities to denote the properties of a system, at a given time, for example temperature, pressure, number of components … Among them, which quantity depends only on the position and time of the system, not depends on the form of the process in it, is called the state function. Entropy is a thermodynamic state function, discovered by Rudolf Clausius in 1850. The Entropy function has two very basic properties: First, it denote the degree of freedom of the constructors, the degree of interaction of the components on other components in the system, that is, degree of personal expression of the components in the system. Second, the entropy value is always increasing in the isolating system. The general formula representing the entropy change is ∆S ≥0. From there one can compare the evolutionary level of a system at two different times. At the same time, on the basis of comparing the value of the entropy function, it is possible to compare the evolutionary level of two systems (with equivalent structure). Among social indicators (GDP per capita, democracy index DI, human development index HDI …), only the democratic index DI covers both meanings of the entropy function, because because it satisfies two properties of the this function: * The first is the index DI represents the degree of democratic freedom of structural units (individuals) in the system (society). * Secondly, the DI index always increases during social evolution (at least in 200 years past), that is, DI≥0. (https://voxeu.org/article/democratic-transition; https://www.sv.uio.no/isv/english/research/news-and-events/news/2018/v-dem.html) So, democracy index (DI) can be considered as the entropy function of society. Thus, we can use the DI index to classify the evolution level of countries. We divide the social evolution periods and level of evolution of a particular country on the basis of the DI index (see as the social entropy function). On the basis of the DI 2019 (Wikipedia, EIU.com), the countries around the world are divided into four groups of institutions as follows: Groups A, DI> 8, including countries with fully democratic institutions; Group B, DI: 8 -> 6, including defective democratic countries; Groups C, DI: 6 -> 4, including countries with mixed institutions. Groups D, DI: 4 – 0, include authoritarian states. Because the society evolved in the direction of increasing the DI value, so it is possible to rank 4 groups of countries according to increasing evolutionary level as follows: Group D → Group C → Group B → Group A In that order, most of the Nordic countries, North America, and Australia, belong to the group with the highest level of evolution. Most of the African countries are in Group D, the slowest evolutionary group. Countries that are not part of the capitalist system (socialist) are also included in this group D. Countries with high democracies, are formed by the natural evolution of society. New social forms created by humans (socialist) do not match the natural evolutionary laws of human society. In fact they had been and beeing collapsed.
Letizia Carrera, Professor, University of Bari, Italy.
Title: (Re) Educating to Political Participation. The Democratic Challenge.SummaryIn recent decades, an increasingly significant break in the bond that binds political subjects has been affirmed. An increasing number of citizens have distanced themselves from politics and have ceased to recognize themselves in it and in its institutional representatives. All this reflects and amplifies the crumbling conditions of the sense of belonging to a political community and the sense of personal and collective responsibility for a process of improvement that has ceased to be thought of as possible. The sense of betrayal that many citizens have experienced from the party drift of politics has contributed to trigger this distance from the public arena, from the agora, ending with the production of vicious circuits of renunciation to forms of vocality that they could instead oppose that same drift, imposing a virtuous reversal of march. The subjects found themselves increasingly poor in power and opportunities to participate in the government of their territories. These dynamics have produced the further effect of accelerating the progressive distancing from politics and the growing distrust towards the institutions, pushing the subjects towards individualistic orientations and a privatization of the experience that exposes them to risks of blocks from strategic rationality and of consequent choices of free riding, and to the loss of the sense of belonging to the civil society. The low degree of political effectiveness perceived subjectively and collectively, the feeling of not being able to affect the political level, has accentuated the distance lived with public dimension and the idea of the common good itself. This has impoverished the level of political culture, partly because of the impoverishment of the role of political formation performed in the past by the parties and the absence of other collective entities able to fill that gap. The increasingly low level of political culture of the citizens, both outcome and cause of this growing disaffection and deresponsibilization, exposes to the risk of an increasingly demagogic and populist policy that loses its anchorage of legitimacy in the legal rational dimension to move towards that charismatic-personalistic one. Reciprocally there is a growing reference and reliance on individual political personalities and new leaders who too often move the debate from the rational to the emotional level. The last decades, therefore, have undermined the conditions for the existence of a «critical citizen», a priority objective to ensure fully democratic decision-making and government processes. The goal of full widespread democratic participation requires training courses of political culture, starting from a rethinking and a redesign of the times and spaces of that training so that widespread conditions of learning knowledge and skills elicitation for a full voice are guaranteed. In fact, it is essential to go beyond the episodicity of these paths, toward structured and repeated occasions over time, and also to foresee the existence of third spaces spread over territories that can accommodate those opportunities for training aimed at citizens in an undifferentiated way and disregard the specific place of residence, thus protecting the principle of territorial democracy.
Paul Speck, Retired Professor, University of Missouri, USA.
Title: Media Revolutions and their Democratizing Effects.SummaryGovernment requires decision making and discourse. The broader civic participation is (broad oligarchies, limited democracies, full democracies), the wider the political discussion and greater its vulnerability to the out-sized influence of populist appeals. That vulnerability is especially high when there are major developments in media and media use, (1) when authorities adopt a form of curated communication that excludes some portion of the public, (2) when the general public has increased access, motivation, and opportunity to participate in discourse, and (3) when entrepreneurial actors use the more popular medium to supplant traditional authorities and influence the public. I will briefly explore this thesis by focusing on three historical moments: Classical Athens, the Protestant Reformation, and the current impact of social media on American democracy. Many changes were afoot in each period. In Classical Athens, there was a rise in written culture. At the same time, oral culture was reaching higher levels than ever (Homeric readings, dramatic performances, Socrates, and Sophists) and constitutional changes created platforms (like the Assembly) that increased the impact of individuals who understood how to use oral arguments. Before and during the Reformation, there was a shift from manuscripts to printing and from Latin to vernaculars. The Catholic Church doubled down on Latin, official translations, official interpretations of the Bible, and Latin masses. Bibles translated into vernaculars, higher literacy, and cheaper bibles made Christian sources available to the masses. Reform Theologians who objected to Catholic dogma or hierarchy used literacy, religious tracts, group meetings, and inspirational sermons to persuade followers to reject the curated view of Catholic authority and to consider their own opinions. Social Media marks a significant change in media use. Modern sources of authoritative information (governments, schools, scientists, and news media) are all highly curated. In the late 20th Century US, the basis of authority and curation was generally fact and truth [though there were many exceptions]. With the rise of the Internet, people could instantly obtain almost any information anytime for free. Early on people sought out authoritative sources on the Internet. Then, people became less discriminating and search engines became more manipulative. More and more people found what they were interested in and comfortable with. Search engines and advertisers designed programs to maximize revenue. Political actors used social media to discredit authoritative sources and to create false narratives. Traditional sources lost the trust and attention of many citizens. Their effort to use traditional appeals to counter social reinforcement is largely unsuccessful. All three examples suggest that the public will (democracy) is easily highjacked when sources of more curated information prove unsatisfactory, when a new form of more accessible but less curated information develops, and social actors with ulterior motives (political, religious, financial) use the new medium to reshape public understanding.
End of Session on Democracy
Hari Luitel, Associate Professor, Algoma University, Canada.
Gerry Mahar, Assistant Professor, Algoma University, Canada.
Title: Why Economists Disagree: An Illustration of Irreconcilability Using the US State Level Unemployment Rate Data.
Tuesday 21 December 2021
08:00-10:00 Urban Walk
Olga Mezentceva, Head Online Business School o Financial Analytics FABS, Russia.
Title: Impact of Tighter Monetary Policy on Shopping Mall Business Valuation in Russian Market.
Presentation was cancelled due to presenter’s unavailability.
Nemanja Milenković, Assistant Professor, University of Belgrade, Serbia.
Title: Economic Development of EU Countries – Multivariate Outlier Detection.
Raquel Patricio, Associate Professor, University of Lisbon, Portugal.
Title: Brazil: Country on Hold, Political Tension Running High.
Adele Broodryk, Senior Lecturer, North-West University, South Africa.
Title: Effect of a Soccer Tournament on Baseline Psycho-Hormonal States of Collegiate Female Players.
Joanna Lizinska, Professor, Poznan University of Business and Economics, Poland.
Leszek Czapiewski, Professor, Poznan University of Business and Economics Poland.
Jarosław Kubiak, Professor, Poznan University of Business and Economics, Poland.
Title: Value Migration in the Digital Economy: Empirical Evidence from Europe.
Dihya Hessas, PhD Student, University of Tizi Ouzou, Algeria.
Title: Organizational Change and its Impact on the Human Resource.
Presentation was cancelled due to presenter’s unavailability.
Presentation was cancelled due to presenter’s unavailability.
Session II on Global Education 15:30-17:30
Tilia Stingl de Vasconcelos Guedes, Teaching and Research Associate, University of Applied Sciences for Management & Communication, Austria.
Title: Study In COVID-19 Times – Investigating the Impact of the Pandemic on the Acceptance of E-Learning, Distance Learning, and Distance TeachingSummaryThe COVID-19 pandemic, which seems to be the most profound health crisis of the past hundred years, has been going on for more than one year and a half already. This crisis has not only affected most aspects of human lives but also has changed many of them long-term. In recent years, no other event or phenomenon has managed to spread across the world at such speed and shake society to its core. (Schwab/Malleret 2020) Measures enforcing social distancing have caused several upheavals in education. The sudden closure of most educational institutions put both students and universities’ staff into a demanding situation. As multiple scholars such as Berghoff et al. (2021) or Marczuk et al. (2021) argue, the unexpected pandemic caught even those educational institutes off-guard that were already familiar with digital educational tools and distance learning. Since the beginning of the pandemic, many educational institutions surveyed their students and employees on the impact of the sudden changes. (Arndt et al. 2020) Also in this research paper, the competence team for the Digitalisation of Communication at the FHW University of Applied Sciences for Management and Communication conducted a comparative study on the “Digitization of Teaching”. Two times, first at the very beginning of the COVID-19 pandemic and second one year after the outbreak, this study investigated the behavior and preferences of students and teaching staff linked to their experiences with digital tools. The results were compared to related Austrian studies, such as contributed by Pausits et al. (2021), focusing on the following question: What was the impact on the acceptance of digital education by students and educators in Austrian post-secondary education that the COVID-19-related sudden shift to online education had? This paper presents the findings of this quantitative and qualitative research, which has examined the acceptance of e-learning by students and teaching staff by exploring their needs, questions, and requests. The research uses acceptance theory in its theoretical underpinnings. Its methodology consists of a quantitative survey of students and teaching staff, several semi-structured interviews with teaching staff as well as the review of studies on related topics (Pausits et al. 2021). The outcome of this study shows that full-time and part-time students have different needs and acceptance levels to distance learning and digital tools. However, after one year of being forced to work with digital tools, students’ and teaching staff’s attitudes have generally become more accepting and shifts in their needs and requests could be observed.
Maria Rosaria D’Acierno Canonici, Associate Professor, Parthenope University of Naples, Italy.
Title: “The Future of Education in Post-Pandemic Global World” Suggestions for a Better Methodology.SummaryIn this research, I would like to talk about my experience derived from the observation of results achieved by teenager students (15/16) during and after the long period of pandemic; a pandemic which has totally changed the learning/teaching process. Was the new methodology good or bad? In my opinion nothing is never totally negative or totally positive. Anyway, we were forced to mediate. Now that this terrible illness seems to fade out, I hope that we have learned something more, so to balance the two perspectives and include both of them in the school curriculum. I mean that, by considering the good effects of a distance and a face-to-face learning, we should offer our students both of them, leaving them the chance to choose which subject they prefer to study in a classroom or at home. Of course, the ones which require experiments in a laboratory should inevitably use face-to-face lessons, so offering the chance to stay together and communicate one another while collaborating and exchanging ideas and information. There are two perspectives to be analyzed: 1) Psychological and 2) Educational. From the psychological side, we have to distinguish, at least, two groups of students: a) the very confident and b) the very uncertain and shy. In fact, for some students, especially the very shy ones, who generally find difficult exhibit what they have studied in front of the whole class, working at home, and then expose their work when they think they have achieved a good level, following the lessons with a computer at home has helped them to achieve a more satisfactory level. It has helped to reduce anxiety and also to plan the time from a personal perspective. On the opposite, the very confident ones, working at home and searching new information has offered them the chance to reflect and discuss their opinions before giving a prompt and impulsive answer. In this case, they had the opportunity to modify their first knowledge by confronting it with other points of view. Also, for the teacher, working through a computer, has helped to reduce the stress derived from the urgency to apply the same technique for the whole class, without respecting each student’s time. I mean that, being the teacher forced to finish the program as established by the school curriculum, very often s/he forgets that the variety of the students’ personality, does not allow him/her to proceed with the same rhythm for all the students. In brief, s/he adapts his/her time to the most diligent students by stimulating them and punishing the slowest ones. Of course, attending school and trying to relate with one another is also fundamental for the growth of personality because it offers directly new experiences: their owns and those of others. Then, it has another advantage: motivation. Accepting other students’ evolution and advancement trains the mind to imitate others, not to compete with them, but to stimulate our knowledge, thus enriching our mind, our brain, and our cognition.
Kenneth Lee, Professor, Western New England University, USA.
Title: Keeping the Classrooms Open During the Pandemic.SummaryOn March 10, 2020, the Governor of the Commonwealth of Massachusetts, United States, declared a State of Emergency to respond to the COVID19 pandemic. Then in late March, Western New England University (WNE) changed its entire teaching protocol to online instruction for the remaining of the Spring semester. The decision to move all activities online was in response to state and federal guidelines to minimize social contact among all university personnel and students. For the next couple of months, university administrations throughout the country had to decide on the plan of action for the coming 2020 Fall semester. The majority of the institutions in the United States continued with an online teaching protocol. Weighing all the pros and cons, the WNE administration decided to open the university and have as many of the Fall semester courses in person as possible to better serve our students. Opening the university requires meeting state and federal health and safety guidelines. For example, one crucial guideline states that a minimum of 6-foot (1.83 meters) social distance be maintained. This policy presents a significant challenge to the university, as it reduces the number of students a classroom can hold. The first step is to inventory all existing classrooms throughout the campus and determine each room’s “Social Distance Capacity (SDC).” A team of staff goes to each room and validates the dimensions. The team then determines the optimum seating arrangement for each room to maximize the number of seats. Each room is unique, and obstacles such as doors, columns, and HVAC locations can reduce the seating capacity. Placing chairs near a wall eliminates a significant amount of required square footage and can increase the overall seating capacity. The team generally considers a hexagonal packing arrangement with circles of a 6-foot radius first. However, depending on the room dimensions and shape, this method may not always yield the maximum number of seats. We also placed a plexiglass shield on every instructor station. The second step is to consider all available larger spaces on campus that can convert into teaching spaces. For example, we converted a couple of large rooms in our gymnasium into teaching rooms. We also divided large areas in our campus center into several individual teaching spaces. Lastly, we rearranged the entire Fall semester room assignments by matching the enrollment of each course with the appropriate classroom. As a result, most courses only had a location change, with only a few courses with a time change. WNE also used the SDC data for the 2021 Spring semester courses. While we are planning to return to pre-COVID room assignments for the 2021 Fall semester, the SDC data will help the university better prepared for future pandemics or in case of a COVID resurgence.
William Frick, Professor, University of Oklahoma, USA.
Iman Ahmed Mohamed Azab, Postdoctoral Researcher, University of Oklahoma, USA.
Title: The Best Interests of the Student: Grounding Moral Commitment in Wisdom and Knowledge Traditions.SummaryThis proposal is derived from a substantive study focused on a professional ethic for education and how the best interests of the student can be interpreted and understood as providing a fundamental ethical imperative for the field. The study expands from the use and understanding of students’ best interests to applying the ethical construct to legal cases in education. Wisdom and knowledge traditions significantly overlap on the definitional aspect of interests. Even though empirical research has identified what is meant by “the best interests of the student” varies among practitioners, and the differences among those views are notable, these differences are manifest in relation to serving the particular and unique needs of individual students in their broad, varying social circumstances. This finding comports with the philosophical work of defining interests as both general and specific, recognizing the importance of interests ultimately focuses the educator on the differentiation that exists between students’ claims and appeals. Interests in the most important and fundamental sense, both empirically and philosophically, are normative: those things that are due to children – recognition and consideration of capabilities, needs, habits, and preferences along with attending to the safety, welfare, health, and educational claims of students for their success. This normative orientation focuses on both protection and growth. Ultimately, interests are directed toward the ends of human completion, the formation of students as full persons entailing the enlargement of their dignity, unique projects, and general purposes. The application of an ethic for the profession, where students’ best interests serve as the foundational moral consideration of ethical school leadership, is contrasted with US case law allowing for an analysis of what is legal many not necessarily be ethical.
End of Session II on Global Education
Larissa Pochmann da Silva, Professor, UNESA, Brazil.
Title: A Global Model for Transnational Class Action? Trying to Solve the Puzzle.
Pablo Lerner, Professor, Zefat Academic College, Israel.
Title: Rethinking a New Legal Status of Non-Human Animals.
Wednesday 22 December 2022 Educational Islands Cruise
Thursday 23 December 2023 Delphi Tour
Scientific and Organizing Committee
- Gregory T. Papanikos, President, ATINER.
- Dr. Sharon Claire Bolton, Vice President of Research, ATINER & Emeritus Professor, The Management School, University of Stirling, Scotland.
- Peter Koveos, Head, Finance Unit, ATINER & Professor of Finance, Syracuse University, USA.
- Dr. Henry Thompson, Head, Economics Unit, ATINER & Emeritus Professor, Auburn University, USA.
- Dr. John Pavlik, Head, Mass Media and Communication Unit, ATINER & Professor, Rutgers University, USA.
- Panagiotis Petratos, Vice President of Administration and ICT, ATINER, Fellow, Institution of Engineering and Technology & Professor, Department of Computer Information Systems, California State University, Stanislaus, USA.
- George V. Priovolos, Academic Member, ATINER & Retired Professor, USA.
- Theodore Trafalis, Director, Engineering & Architecture Division, ATINER, Professor of Industrial & Systems Engineering and Director, Optimization & Intelligent Systems Laboratory, The University of Oklahoma, USA.
- Cleopatra Veloutsou, Head, Marketing Unit, ATINER & Professor in Marketing, University of Glasgow, UK.
- Dr. David Philip Wick, Director, Arts, Humanities and Education Division, ATINER & Retired Professor of History, Gordon College, USA.
- Dr. Carol Anne Chamley, Head, Nursing Unit & Associate Professor, School of Health and Social Care, London South Bank University UK.
- Paul Contoyannis, Head, Health Economics & Management Unit, ATINER & Associate Professor, McMaster University, Canada.
- Dr. Chris Sakellariou, Vice President of Finance, ATINER & Associate Professor of Economics, Nanyang Technological University, Singapore.
- Dr. Yannis Stivachtis, Director, Center for European & Mediterranean Affairs (CEMA) and Professor, Jean Monnet Chair, Director of International Studies Program & Director, Diplomacy Lab Program, Virginia Tech – Virginia Polytechnic Institute & State University, USA.
- Dr. Vickie Hughes, Director, Health & Medical Sciences Division, ATINER & Assistant Professor, School of Nursing, Johns Hopkins University, USA.
- Dr. Zoi Apostolia Philippakos, Co-Editor, Athens Journal of Education, ATINER & Assistant Professor, University of Tennessee, Knoxville, USA.
- Dr. Andriana Margariti, Head, Medicine Unit, ATINER & Professor, Queen’s University Belfast, U.K.
- Valia Kasimati, Head, Tourism Unit, ATINER & Researcher, Department of Economic Analysis & Research, Central Bank of Greece, Greece.
- Dr. Georgios Zouridakis, Lecturer, University of Essex, UK.
- Thomas G. Papanikos, President, Institute of Local Development (ΙΤΑΘΑΠ), Sardinia, Akarnania, Greece.
- Mr. Vangelis Kritikos, ex-President of Asteras Tripolis Football Club and President of Panhellenic Association of Sports Economics and Managers (PASEM).