@article{timus_bartlett_bartlett_ehrlich_babutsidze_2023, title={Fostering inclusive higher education through universal design for learning and inclusive pedagogy - EU and US faculty perceptions}, ISSN={["1469-8366"]}, DOI={10.1080/07294360.2023.2234314}, abstractNote={Academic debate highlights the need to develop suitable teaching and training practices to accompany the implementation of universal design for learning (UDL) and inclusive higher education policies. This study addresses this need by investigating the relationship between knowledge and utilization of inclusive pedagogy, on the one hand, and the degree of implementation of UDL principles, on the other hand. While inclusive pedagogy is uniquely different from UDL, the two hold great value for one another and contribute equally to advancing inclusive education. This research is based on a quantitative analysis of original data from an international survey, comparing US and EU responses. It reveals that all the variance across gender and country of employment in UDL implementation is due to knowledge and utilization of inclusive pedagogy. Therefore, we argue that higher education institutions must invest in increasing faculty understanding and practical implementation of inclusive teaching through professional development to achieve scalable UDL implementation. This will contribute to tackling new developments in international education, such as ensuring inclusive and equitable education for an increasingly diverse student body and preparing students for engaging in social justice and positive global change, in line with United Nations Sustainable Development Goals.}, journal={HIGHER EDUCATION RESEARCH & DEVELOPMENT}, author={Timus, Natalia and Bartlett, Michelle E. and Bartlett, James E. and Ehrlich, Suzanne and Babutsidze, Zakaria}, year={2023}, month={Jul} }
 @article{bartlett_han_bartlett_2018, title={Perceptions of mainland Chinese students toward obtaining higher education in the United States}, volume={8}, DOI={10.32674/jis.v8i2.95}, abstractNote={Since 1978, when the first group of 50 mainland Chinese students came to the United States for education, increasing numbers of mainland Chinese students have come to the United States to get a degree (Lampton, Madancy & Williams, 1986). In 2009, China surpassed India, becoming the largest source country of international students in the United States, and since then, China has the most international students seeking education in the United States (Open Doors Data, 2015). The purpose of this Q methodology study is to explore personal perspectives of mainland Chinese students on the value of getting a degree in the United States. Data analysis grouped similar viewpoints. Based on data from ten mainland Chinese students, we categorized three different groups of mainland Chinese students: job and education group, education group, and migration group.}, number={2}, journal={Journal of International Students}, author={Bartlett, M. E. and Han, W. and Bartlett, J. E.}, year={2018}, pages={623–637} }