Internationalization Of Education Research Articles

Интернационализация основных программ высшего образования в современных условиях

The subject of the study is the tools to increase the competitiveness of Russian higher education programs, taking into account the geopolitical situation and the development of competition from foreign countries. in the market of educational services. The objectives of the work are to determine, based on statistical indicators of the Ministry of Education and Science of the Russian Federation for 2019-2022, the potential for international competitiveness of higher education programs at the bachelor's, specialist and master's levels and to assess its resistance to external shocks. It has been established that the topic of internationalization of education is of great research interest among Russian and foreign scientists. The internationalization of Russian education is based on strategies to increase competitiveness provided for by the 5-100 Project and the Priority 2030 program. Scaling up the export of Russian education is one of the priorities of Russia's scientific and technical development. The article pays special attention to the study of indicators of leading countries in terms of the number of students accepted for training and the share of those accepted under contracts for the provision of paid educational services in their number in the Russian Federation for the period 2019-2022 in the context of education levels (bachelor's degree, specialty, master's degree). The competitive advantages and disadvantages of Russian education for foreign applicants are highlighted. Conclusions are drawn about the prospects for exporting educational services to the largest states of Eurasia and the Middle East, as well as about the significant potential for promoting master's degree programs in India due to the competitive advantages of Russian education.

Formation of civic stance in the aspect of inclusive decision-making

Issue of forming a civic stance of universities in the context of an inclusive approach to decision-making within the framework of global and national societal values is raised. The paper emphasizes the importance and necessity of studying and implementing progressive global experience in the field of inclusion. The ways of introducing into Ukrainian society the latest paradigm of inclusive social and educational environment of universities as a basis for social protection, social cohesion, and responsibility of citizens of our state in the conditions of modern integration challenges are analyzed as a means of forming civic stance and strengthening the social cohesion of the public. The current issues of the role of universities in society, strategies for shaping their strategies for implementing an inclusive approach to decision-making, promoting career development of students (including those with special educational needs), internationalization of education, etc., are outlined. An analytical overview of trends in the development of higher education institutions as factors of integration into the global scientific and educational space is provided. The urgent state of formation of an inclusive, innovative, socially cohesive society is highlighted, and concepts of reform, bases of a perspective vision of the development of Ukrainian higher education are characterized. Key parameters for ensuring the ability of specialists to compete in society are identified. The prospects for forming the civic stance of universities through an inclusive approach to decision-making for the professional training of specialists in the conditions of an inclusive society are also identified

Cross-cultural teaching in the context of internationalization of higher education

Cross-cultural teaching in the context of internationalization of higher education

Teaching Strategies for Small-Size EMI Classes of Specialized Courses

With the internationalization of higher education, English Medium Instruction (EMI) courses have shown a global growth trend. However, many instructors of specialist subjects lack EMI training and effective teaching methods. Based on the authors’ own teaching experience, this paper analyzes the factors that affect EMI classes, the characteristics of EMI class for specialized courses, and probes into the teaching strategies suitable for this kind of small-size classes.

Marketing Strategies for Internationalization in China’s Higher Education: An Ally or Barrier for Sustainable Development?

In this era of the commodification of higher education, the dominating concept of higher education now is that it functions as a commercial product for the purpose of national economic development. Consequently, the free market rules linked to consumerism seem to rule and shape how higher education should operate. A market-driven strategy may offer a benefit targeting the internationalization of higher education at the cost of sustainable development. This study investigates whether a commercialized strategy in the marketing of internationalized higher education helps or hinders sustainable progress in higher education. Adopting a qualitative method, this paper—the first of its kind in China—aims to obtain a comprehensive understanding of the rationales and current marketing strategies for international students. Here, the goal is to examine whether such strategies promote or hinder the development of sustainable education. The findings revealed that many internationalization marketing strategies may not survive well into the long term, and greater attention should be paid to enhancing the quality of international students and the quality of education they receive, as well as a sustainable higher education system. Institutions of higher education should rebrand themselves by enhancing the quality of what and how they teach, and cultivating competent international human resources.

Internationalization in higher education: Practices and processes of change between Ecuador and the Netherlands

Internationalization in higher education: Practices and processes of change between Ecuador and the Netherlands

Towards Functional Implementation of Internationalisation of Higher Education: Systematic Literature Review

Towards Functional Implementation of Internationalisation of Higher Education: Systematic Literature Review

QUALITY ASSESSMENT IN HIGHER EDUCATION USING A COMPOSITE INDEX. EMPIRICAL EVIDENCE FOR CENTRAL AND EASTERN EU COUNTRIES

Post-secondary education requires a complex organisational structure of higher education institutions, staff and infrastructure. The construction of a comprehensive quality index is necessary to assess the quality of higher education and to improve the higher education system in a country. It is imperative that administrators remain informed about the current state of the system through regular and realistic assessments. Therefore, this study has constructed a composite index to assess the quality of higher education. The quality of higher education in Central and Eastern Europe is analysed using 13 indicators from 11 countries with higher education institutions. Extraction of factor coefficient score matrices was performed by downgrading these indicators using principal component analysis (PCA). Using PCA, two principal components were extracted for analysis and the PCA weighting method was used to determine the importance of each indicator by dual-indicator. Each institution's research activity and the internationalization of higher education were included in this method to determine the efforts made by these institutions. Through the study we observed the differences between the eleven countries in terms of higher education and the importance of each measurement dimension used. These findings can be used to compare the current situation in each country and to find directions for development.

Risks, challenges and social impact of Internationalization of higher education

Risks, challenges and social impact of Internationalization of higher education

Talent cultivation strategies and path choices in the process of internationalization of higher education

Talent cultivation strategies and path choices in the process of internationalization of higher education

Leadership Framework for Internationalisation of Higher Education

Leadership Framework for Internationalisation of Higher Education

Standardization of the fundamental criteria for the internationalization of Higher Education in Mexico

Resumen La internacionalización de la Educación Superior de alta relevancia dentro de las instituciones educativas. En efecto, el abordaje y fundamento radica dentro de los aspectos académicos e institucionales, para la creación de alianzas estratégicas que contribuyan al fortalecimiento del proceso. El objetivo fundamental es proponer un modelo teórico capaz de estandarizar las estrategias fundamentales para alcanzar la internacionalización en Instituciones públicas de Educación Superior, a partir de actividades claves que incorpora los compotentes de Educación en la globalización, investigación educativa, difusión de la movilidad académica y Educación inclusiva. El análisis de datos fue realizado bajo una metodología cuantitativa de carácter descriptivo-correlacional, mediante la aplicación de 86 encuestas a universidades públicas del norte de México. Es así como, el modelo muestra a la Educación inclusiva como el indicador significativo, mientras que el indicador con menor relevancia es difusión de la movilidad académica. En conclusión, se constata que la Educación inclusiva funciona a través de mecanismos encaminados hacia la promoción de la equidad de género, la convivencia cultural de paz y cohesión social, el respeto a la identidad de sexo, la inclusión de personas con capacidades diferentes y la diversidad cultural.

Exploring the implications of university campuses as intercultural spaces through the lens of social justice

The internationalisation of higher education presents an increasingly urgent need to explore how universities can become more welcoming places for all students. Top-down implementation of widening participation and the inclusion of a more diverse and less prepared student population in higher education have led to social and academic exclusion, with systems failing to accommodate this change to support the less prepared intakes. Academic and social/cultural drivers are the key areas for bottom-up implementation of internationalisation strategies to support this influx and change in student profile. However, institutionalised separation of home and international students for academic support and language development provision, and separation of this support from subject disciplines, have increased the obstacles that block inclusive practice. An internationalised campus involves both top-down institutionalised intervention and bottom-up intervention of the academic self, enabling the potential for intercultural construction within and between communities, and promoting agency of the self in connection with others to enact change. Viewing university campuses as intercultural spaces that all students and staff need to navigate and inhabit has implications that this article explores through the lens of social justice and from the bottom-up perspective of language development provision, within the field of English for Academic Purposes, in an arts-based university.

Exploring the role of mobility in fostering the internationalization of teacher education – with a special focus on Europeanness

We are witnessing how significant changes are increasingly impacting our lives, future generations and society as a whole in a constantly evolving world. As a reflection of society and a place of formal education, schools provide guidance for tomorrow’s European citizens and prepare students for future challenges, even if they cannot be predicted. Teachers play a crucial role in facilitating learning, which is closely linked to personal and social development, particularly in the context of a future European society. Therefore, mobility in Teacher Education and beyond is essential to ensure high quality within the profession and to meet the expectation that teachers will become European role models. Improving the recognition of professional qualifications and detailed competences is crucial for sustainable mobility in all its dimensions. This paper aims to stimulate discussion on these issues.

Teachers on the Move: Understanding the New Model of Virtual Mobility Through the Case Study of a Russian University

Virtual mobility has emerged as a new tool for the internationalization of higher education with the advent of information and communication technology in the current scenario. With the outbreak of COVID-19, the landscape of global higher education has altered significantly. In that situation, when physical academic mobility became impossible, the Higher School of Economics, one of the leading universities in Russia, ran a unique digital internship programme for teaching staff from regional universities. In the logic of the digital identity model and push–pull model, the present research has analysed the profiles and motivation letters of 398 teachers from 73 Russian universities which took part in 15 internship programmes since March 2020. The present study fills a gap in the literature by examining how motivation and reasons for participation in virtual mobility may trigger the reduction of inequality in higher education. The findings of the present study revealed that the main reasons highlighted by the teachers for taking part in virtual internship programmes are mostly external and connected with the current tasks imposed by the Ministry of Higher Education and University management. Internal reasons are true mostly for teaching track when teachers are the agents of creating modern pedagogical methods for their courses. Thus, university teaching staff do not feel themselves as the drivers of change. The environment at the higher education level is not ready yet for significant changes.

Understanding Characteristics of Definitions for Internationalisation of Higher Education: Concept Analysis

Understanding Characteristics of Definitions for Internationalisation of Higher Education: Concept Analysis

Attitudes of Graduate and Undergraduate Students towards the Electronic Language Portfolio

The aim of this paper is to explore students’ perceptions of the electronic version of the European Language Portfolio (eELP). The participants of this study were students of undergraduate and graduate degrees in education at two private universities in Spain. Both groups used the digital platform of the European Language Portfolio developed by Spanish Service for Internationalization of Education (SEPIE). The authors used a quantitative survey based on two questionnaires that were used in previously published and cited research, administered through Google Forms. The results of this study indicate that both undergraduate and graduate students value the eELP positively, however graduate students were consistently less positive about this tool. The researchers identified statistically significant levels of dissimilarity in four of the nine items on the survey. The findings of this study offer valuable insights into which aspects of the ePortfolio are most relevant to graduate students and which ones to undergraduate students. Additionally, students’ comments complement the survey findings and shed light on what components of eELP could be improved. It is hoped that this research will encourage educators to consider these aspects in the implementation of the eELP in higher education.

Компаративный анализ интернационализации университетов регионов мира в условиях смены глобального мирового лидера

Qualified personnel plays an important role in the competition between countries for economic leadership that enables the transition to a multipolar world. In this context, the higher education sphere is changing; universities worldwide are increasingly striving to attract the best students to their country. The study aims to identify factors causing changes in the position of universities in world regions and develop recommendations for Russian universities to strengthen their positions in the global education market. The methodology relies on the concept of different historical cycles leading to changes in world leaders. The article offers a contemporary interpretation of higher education internationalisation as a multidimensional process instead of fragmentation. The first section explores the issue of changing the world leader; the second identifies transformations in higher education internationalisation in key world regions; the third assesses university internationalisation as a basis for new rankings and self-assessment. A hypothesis about the correlation between the trend of changing global leaders and the place of national universities in international rankings is confirmed. To assess the trend dynamics, the article proposes authors’ multidimensional indices of higher education and university internationalisation for world countries. It is revealed that China, aspiring to be a world leader, has expanded its share in the education market and increased import volumes by more than 1.5 times, sending its students to high-ranking universities, while the USA has weakened its position. Russian universities occupy middle positions in rankings despite the growth of the country’s share in the global education market. Recommendations offered to Russian universities and the option of their self-assessment can be used by strategic development professionals.

Higher Education Internationalization: A BPMN Global Experience

Higher Education Internationalization: A BPMN Global Experience

International students and precarious societies: The complexity of mobility rationales in a war-torn higher education

It can be bewildering to see international students choosing war-torn societies as their study abroad destinations. Even more surprising there can be a growth of mutual interest between these students and their hosts to support each other amidst escalating precarity. In the context of global neoliberalism, where costs and benefits are calculated rationally with benefits accumulating proportionally to the prestige and world-class degrees obtained by individual beneficiaries, financial investments in precarious futures are hardly understandable. This paper examines the phenomenon of ISM in the precarious society of Ukraine during the Russian invasion. Using Chankseliani's perspective on “hierarchy of rationales” in higher education internationalization, the case-study of Ukraine finds that ISM rationales are more convergent than hierarchical in times of crisis. The economic rationales of ISM become affected by geopolitics amidst the war and the convergence of the two enhances when students make choices based on long-term futures rather than short-term benefits. Thus, despite the Russian invasion, a significant number of international students continued seeking Ukrainian degrees in view of growing opportunities in the vulnerable but highly resilient country pursuing access to the EU. Moreover, the precarious agencies admire the students’ solidarity when their society lives through existential threats. The study of ISM rationales in times of crisis suggests that social resistance to dehumanizing factors brings together precarious students from abroad and precarious universities at home to nurture perseverance and resilience for more sophisticated learning and mobility.