Global Engagement Research Articles

The internationalization of Chinese social sciences research: publication, collaboration, and citation patterns in economics, education, and political science

ABSTRACT Despite recent Chinese government policies aiming to balance international and national publishing patterns, the enduring impact on China's global engagements, publications, and collaborations remains uncertain. Analyzing 8,962 publications from Scopus between 2016 and 2020, the paper assesses publication, collaboration, and citation patterns among the top 500 productive China-affiliated scholars within Economics, Education, and Political Science. Results indicate that publications are primarily in Western journals, with Political Science often focusing on China-specific issues, suggesting potential ‘silos’. Co-authorship patterns show Western dominance, with diverse international collaborations in Education and Economics, but more national-focused in Political Science. The paper concludes with discussions on practical implications and study limitations.

Thematic Evolution and Scholarly Contributions: A Study of the Top 100 Most Cited Papers in the Journal of Religion and Health.

The Journal of Religion and Health (JORH) has significantly contributed to the intersection of spirituality and healthcare since its inception in 1961. We analyzed the top 100 most cited papers published in JORH, which may provide insights into authorship patterns, institutional affiliations, and publication dynamics. The data was retrieved from the Scopus database. Details about the annual growth rate of publications, citation metrics, authorship trends, and collaboration patterns among authors, universities, and countries are provided. A total of 3,359 papers were published in JORH. The top 100 most cited papers exhibited an annual growth rate of 3.14%. The average age of these documents was 12.8years, with each paper receiving an average of 88.87 citations. The analysis identified 289 authors contributing to these highly cited works, of which 11 authors produced single-authored documents, resulting in 12 single-authored papers. The co-authorship rate averaged 3.27 authors per document, with an international collaboration rate of 16%, indicating moderate global engagement. The authors were affiliated with 141 universities across 21 countries. Performance metrics, including the number of papers, citations, h-index, g-index, m-index, HG composite, and q2 index, highlighted the contributions of top authors. The analysis also included a focus on the thematic evolution of papers through unigram, bigram, and trigram analyses. This bibliometric study of the top 100 most cited papers in JORH may underscore the journal's role in fostering interdisciplinary dialogue and highlight areas for future research.

Cultivating Global Competence: A Case Study on Addressing Internationalization Challenges in Private Universities in China

Internationalization in higher education has become a critical trend as globalization and interconnectedness grow, aiming to integrate global dimensions into educational practices to prepare students for a globalized world better. This study examines the internationalization efforts of Guangzhou Huali College, a private university in China, to cultivate global competence among students. Despite facing financial constraints and cultural resistance, the college has made strategic progress by establishing international partnerships, integrating global perspectives into its curriculum, and promoting study-abroad programs. The research, conducted through document analysis, reveals that while significant achievements have been made, faculty training and resource allocation challenges remain. The findings underscore the importance of strategic planning and support systems for internationalization, offering practical guidance for other private universities seeking to enhance their global engagement. The study concludes that fostering an inclusive campus and overcoming institutional resistance is essential for successful internationalization initiatives.

MOOC teaching assistants’ global-engaged learning in the US and China

How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews and focus groups in online contexts to examine engaged learning outcomes of US and Chinese university students who served as MOOC teaching assistants to interact with the course participants from over 50 countries. Findings from pre and post surveys showed that TAs significantly increased their scores on efficacy, political voice, conscious consumption and critical reflection. Further, qualitative analysis showed that TAs worked to adapt their language in their communication with participants, a key aspect of intercultural competence, and that they gained self-efficacy in online communication and in their ability to make a difference. TAs described affordances of online global-engaged learning, including accessibility, time for reflection, lack of implicit bias, creating long-term connections, and reaching large audiences. They also reflected on challenges, including lack of emotional connection, lack of response from participants, language barriers, and perceived lack of expertise. The study offers recommendations for designing online learning and community engagement experiences that can provide opportunities for university students to gain intercultural competence, efficacy, and reflection.

교육에서 글로컬 개념에 대한 고찰

The term glocal, a blend of "global" and "local," is increasingly prevalent in educational settings and policies. However, its meaning and pedagogical implications remain underexplored. This study aims to analyze the concept and applications of glocal in education to establish a foundational framework for glocal education. To achieve this, the study first examines the concept of glocalization and then analyzes its usage in education through media reports and prior research. Prior studies predominantly focused on two areas: using glocal as a keyword and exploring "glocal competencies." Media analysis revealed that glocal is often associated with universities outside the metropolitan area and government-initiated policies, such as the “Glocal University 30” initiative. This research defines glocal education as "education that fosters glocal competencies—such as global citizenship, understanding and engagement with local communities, and contributing to humanity and the broader community—based on regional and local contexts." Glocal competencies include global citizenship, understanding and engagement with local communities, community-mindedness, multicultural competence, and global skills. In education, glocal is actively practiced in higher education but is also applicable to school education, community-based education, and lifelong learning. It can be approached from the perspective of global citizenship education rooted in regions and places. Glocal applies to all regions and should not remain merely as a keyword for "Education in non-capital regions" or policy project titles.

Internationalization of Higher Education: Critical Examination of Virtual Intercultural Exchange Models at Moroccan Universities

This article explores an intercultural and international teaching approach for higher education through the implementation of Collaborative Online Intercultural Learning (COIL) models to bolster cross-cultural communication competence among Moroccan EFL students. In particular, the integration of virtual exchange models aims to internationalize teaching practices and simultaneously equipping undergraduate students with critical skills such as intercultural awareness, intercultural competence, empathy, and global citizenship. These skills are essential for effective communication in diverse cultural contexts. The article underscores the importance of developing students' ability to critically engage with cultural differences, reflect on their own cultural assumptions, and navigate the complexities of intercultural interactions in a globalized world. The COIL approach fosters not only language proficiency but also an ethical understanding of the cultural 'other,' thus preparing students to become active participants in a multicultural and interconnected world. To pursue this endeavor, the study adopted a qualitative research method in order to investigate the role of tele-collaborative projects in Moroccan higher education. The article presents a case study of involving students and teachers from Morocco and the United States, highlighting how the COIL model enhances cross-cultural awareness, promotes dialogue, and deepens understanding of diverse cultures. The findings reveal that incorporating COIL was key to both internationalizing teaching methods and fostering students' intercultural competence, making it a valuable tool in preparing students for global engagement.

Learning Achievement in English of the Students at A Private University in Pathum Thani Province Through the Use of the Padlet Application

Background and Aims: Students who achieve high levels in English are better prepared for both academic success and global engagement. It builds self-assurance and provides access to a wide range of opportunities in various fields. Thus, the objectives of this study were 1) to examine the efficiency of teaching English through the use of the Padlet application the students at a Private university in Pathum Thani province, and 2) to compare the learning achievement in English of the students at a Private university in Pathum Thani Province through the use of the Padlet application. Methodology: The participants in this study were 50 students from a private university in Pathum Thani Province who enrolled in Basic Writing in English in the third semester of the academic year 2023, selected through stratified random sampling and simple random sampling methods. The research instrument consisted of 10 sets of English achievement tests. The data was analyzed by Percentage, Mean, Standard Deviation, and t-test. Results: The results found that 1) the efficiency of teaching English through the use of the Padlet application of the students at a private university in Pathum Thani Province (E1/E2) was 81.82/83.18. 2) The learning achievement in English of the students at a Private university in Pathum Thani province through the use of the Padlet application was significantly higher than before at the 0.01 level. Conclusion: At a private university in Pathum Thani Province, the use of the Padlet application dramatically increased student learning achievement and significantly increased the efficiency of teaching English (E1/E2: 81.82/83.18). This shows a significant improvement in English proficiency after the intervention, proving the usefulness of Padlet.

Localized Internationalization Framework in Higher Education for Undergraduate Institutions in the Context of Emerging Engineering Disciplines

This study explores the integration of global perspectives within engineering literacy education through localized internationalization efforts at Guilin University of Electronic Science and Technology (GUET). Focusing on the experiences of faculty members and administrative staff, the research investigates how GUET applies its localized internationalization model to emerging engineering disciplines. Utilizing a qualitative research design, data were collected through semi-structured interviews and focus group discussions with participants directly involved in curriculum development and international collaboration projects. The Concept-Construct-Theme (CCT) method was employed for data analysis, allowing for the identification of key themes related to the implementation, challenges, and effectiveness of the internationalization initiatives at GUET. The findings highlight the critical role of tailored educational strategies in enhancing global competencies while maintaining regional relevance. The study also underscores the importance of addressing resource limitations, institutional support, and faculty development to strengthen internationalization efforts. The insights gained from this research offer valuable recommendations for improving practices and policies in higher education institutions aiming to balance global engagement with local context.

Epidemic preparedness and response capacity against infectious disease outbreaks in 186 countries, 2018–2022

ObjectivesDisruptive public health risks and events, including infectious disease outbreaks, are inevitable, but their effects can be mitigated by investing in prevention and preparedness. We assessed the epidemic preparedness and response capacities of health systems in 186 countries from 2018 to 2022.MethodsWe utilized data from the International Health Regulations (IHR) State Party Self-Assessment Annual Reporting (SPAR) submissions to assess health systems’ IHR capacities to (1) prevent, (2) detect, (3) respond, (4) enable resources and coordinate, and (5) ensure operational readiness from 2018 to 2022. We categorized the IHR capacities into five levels, with level 1 denoting the lowest level of national capacity and level 5 the highest. We calculated each index’s capacity level as the arithmetic mean of its related indicators and analyzed changes over time using the Mann–Kendall nonparametric trend test.ResultsSPAR reporting marginally improved from 92.9% (182 of 196 countries) in 2018 to 94.9% (186 of 196 countries) in 2022, with considerable improvement in all five capacity domains over this period: prevention (58.4 in 2018 to 66.5 in 2022), detection (74.7 to 78.3), response (56.5 to 67.8), enabling resources and coordination (63.0 to 68.3), and ensuring operational readiness (62.8 to 69.9). From the 2022 submissions, 116 (62%) countries reported functional (Level 4 or 5) prevention capacity, 162 (87%) had functional detection capacity, 118 (63%) had functional response capacity, 121 (65%) had functional enabling resources and coordination capacity, and 133 (72%) had functional operational readiness against public health events. Across all the indexes, the WHO African Region reported the fewest countries with functional capacity in these domains.ConclusionsThere was an overall increase in functional capacity across all five domains at both global and regional levels; and a high percentage of countries achieved functional capacity across all domains in 2022. However, a significant number of countries, particularly in the Global South, have yet to achieve functional competence in these capacities, leaving the world vulnerable to the persistent risk of epidemics and infectious biohazards. Strengthening IHR competencies through local, national, and global engagements must be urgently prioritized to achieve global health security against infectious diseases.

Towards GPU-enabled serverless cloud edge platforms for accelerating HEVC video coding

Multimedia streaming has become integral to modern living, reshaping entertainment consumption, information access, and global engagement. The ascent of cloud computing, particularly serverless architectures, plays a pivotal role in this transformation, offering dynamic resource allocation, parallel execution, and automatic scaling-especially beneficial in HTTP Adaptive Streaming (HAS) applications. This study presents an event-driven serverless cloud edge platform with graphics processing units (GPUs), managed by Knative, tailored for video encoding. Two implementations of the High Efficiency Video Coding (HEVC) codec have been encapsulated in the functions: HEVC NVENC (Nvidia Encoder), that uses GPU acceleration, and x265 that only uses CPUs. Experiments focused on measuring the impact of replica requested resources on cold start, scalability and resource consumption with different allocated resources on slim and fat virtual machines (VMs). The best results are obtained when four slim replicas of the functions are deployed on a fat VM with a 8.4% reduction in encoding time for x265 and a 15.2% improvement for HEVC NVENC compared with other deployment scenarios. Comparatively, HEVC NVENC encoding is 8.3 times faster than x265. In multiresolution scenarios, GPU encoding drastically reduces segment encoding time by a factor of 12.4 between non-GPU and GPU-accelerated. These findings are important for live streaming applications where low latency is critical at all stages of the streaming process.

THE DIPLOMAT WITHIN: LEADING WITH UNITY IN A MULTIPOLAR WORLD

AbstractThe authors, who have varied and extensive experience in areas such as business and law, note that their “article leverages our collective experiences worldwide as leaders, lecturers, coaches, and speakers, that underscore the increasingly urgent need for diplomacy skills in everyday human interactions.” They further discuss the importance of diplomacy and diplomatic skills in modern workplaces. The authors “introduce the following three‐tiered Personal – Organizational ‐ External Diplomacy Framework, inspired by modern diplomatic thought. It cuts through dense literature on diplomacy and provides a navigational tool on how to add diplomacy skills into the organization’s DNA to nurture peaceful coexistence and achievement of goals, from interpersonal to global engagements.” They discuss three steps in detail, which in their words are (1) Mastering Personal Diplomacy, (2) Developing Organizational Diplomacy, (3) Developing External Diplomacy. For instance, core skills in step 1 are, in their words, self‐awareness, emotional intelligence, systems thinking, positive regard for others, effective communication, and trust building skills. Step 2 includes, in their words, Leadership Diplomatic Composure, Psychological Safety and Performance, Learning and Development, Engagement and Dialogue, Diversity and Teamwork, and Strategic Implementation. Step 3 includes, in their words, Engagement with External Stakeholders, Leadership in Global Challenges, and Public Diplomacy and Policy Advocacy.

Assessing nursing students’ e[formula omitted]health literacy and foresights to global health challenges during COVID[formula omitted]19 restrictions: A cross-sectional study with a machine learning approach

AimThis study aims to assess the e-health literacy and foresights to global health challenges of nursing students during the COVID19 restrictions. BackgroundAs the healthcare environment becomes more digitalized, understanding how nursing students perceive and prepare for global health challenges during the COVID19 restrictions and e-health literacy is crucial for customizing educational strategies to enhance their capabilities. DesignA descriptive and correlational study design was employed. MethodsThe study included 310 nursing students from six universities in Istanbul, Turkey, encompassing both state and foundation institutions. Data were collected via online surveys, including an Information Form, a Foresight Form for Global Health Challenges and an E−Health Literacy Scale. The study extended beyond conventional statistical analysis by incorporating a tree-based ML model, specifically a Random Forest classifier, to identify complex patterns and relationships affecting e−health literacy and global health perceptions. ResultsThe analysis indicated that e−health literacy levels among nursing students are significantly shaped by their academic year, participation in global health courses and engagement with international health organizations. ML techniques pinpointed the ability to discern high−quality online health resources as a pivotal skill, emphasizing the need for nursing curricula to focus on advanced critical evaluation skills. ConclusionsThe findings stress the necessity of integrating critical evaluation and information−seeking skills into nursing education to equip students for the complexities of a globalized health landscape.

A History of International Engagement in the Council for Exceptional Children Since 1980. Part 1: Organizational Components

Abstract Is the Council for Exceptional Children (CEC), arguably the largest professional organization in exceptional education in the world, international or not? What does it mean to be international? An integrative literature review of primary sources of CEC news articles, reports of initiatives and workgroups, and columns in CEC publications that provided records of the Council’s internationally related thinking and activities involving countries outside the United States and Canada was conducted to reconceptualize CEC’s international nature since 1980. In this article, we report the findings from these sources that provide evidence of international aspirations and activities at times for six organizational components of CEC—mission and vision, policy, units, committees, work groups, and membership. There were instances of international thinking and efforts in these components. Both are necessary for meaningful international engagement, as neither is sufficient on its own. Our results suggest, though, that each may have been wanting. Recommendations are provided on how CEC can increase its global engagement through these elements.

Psychological and Cultural Preparation of University Students to Face the Challenges of Globalization in Alignment with the Sustainable Development Goals (SDGs): A Field Study

Objectives: This study evaluates the cultural and psychological preparation of university students to confront globalization's challenges by assessing the current state of such preparation from both faculty members’ and students’ perspectives. Background: University education is crucial for fostering higher-order thinking, talent development, and abilities that equip students to navigate the negative impacts of globalization. However, the extent of students' cultural and psychological readiness to face these challenges remains unclear. The study is aligned with the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 8 (Decent Work and Economic Growth), focusing on building competencies for global engagement. Method: A survey method was employed to collect data from faculty members and students, examining psychological and cultural preparation, including self-esteem, socialization, and intercultural competence. Gender and academic discipline differences were also explored. Results and Discussion: The findings revealed generally low levels of both psychological and cultural preparation, with no significant differences between faculty and student views. Male students scored higher in psychological dimensions like self-esteem and socialization, while female students performed better in cultural preparation. Additionally, students from scientific disciplines exhibited higher levels of psychological and cultural readiness than those from other fields. Research Implications: The study emphasizes the need for targeted initiatives to enhance students' psychological and cultural preparedness, especially in non-scientific disciplines, to effectively confront globalization's challenges. Originality/Value: By identifying specific gaps in psychological and cultural readiness, this study provides practical recommendations for improving university education to better prepare students for global challenges.

Why Do Global Cities Engage with Global Climate Governance? The Case Studies of Shanghai and Chicago

As climate change intensifies, cities-particularly global cities-are emerging as critical players in addressing its challenges. Rising sea levels, extreme weather events, and other climate-related impacts threaten urban areas, compelling cities to take action. This article explores the motivations behind global cities' engagement in global climate governance, focusing on both internal and external drivers. Using Chicago and Shanghai as case studies, the research investigates how cities' roles as policy implementers, combined with the pursuit of political and economic gains, push them to the forefront of climate leadership. Externally, the inability of international negotiations to make significant progress, along with gaps in the global governance system, compels cities to intervene and address these shortcomings. By analyzing these dynamics, the paper highlights the growing importance of cities as influential actors in global climate governance and emphasizes their unique capacity to drive climate action.

Barriers to global engagement for African researchers: A position paper from the Alliance for Medical Research in Africa (AMedRA).

Barriers to global engagement for African researchers: A position paper from the Alliance for Medical Research in Africa (AMedRA).

Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?

Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students.

The international education association of Australia’s first 20 years: strengthening public diplomacy and social licence through professional development, advocacy and research

PurposeThe article examines the ways in which professional associations representing those working in international education are able to shape national systems and thereby change the ways in which the country engages internationally. This is particularly significant for Australia, which has one of the world’s most internationalised higher education systems.Design/methodology/approachThis paper presents a case study of the International Education Association of Australia, which since 2004 has played a central role in shaping international education policy and practice. It provides an insider account of three authors who have held senior roles in the Association, drawing on first-hand knowledge of institutional history.FindingsThe case study illustrates the ways in which the Association’s professional development, research and policy advocacy activities have helped to broaden Australia’s engagement in international education from a narrow commercial focus. The resulting deeper engagement with a broad range of issues associated with international engagement, including student welfare, outbound mobility, curriculum, migration and transnational education, has transformed policy and practice in Australia.Originality/valueAlthough international education is coming to play an increasingly significant role in many systems, little has been written about the role of professional bodies in influencing the character and quality of international engagement. This paper makes a valuable contribution by demonstrating the practical measures that can be employed by international education professional bodies to strengthen public diplomacy and the social licence for global engagement.

Communication dynamics: Fintech’s role in promoting sustainable cashless transactions

The integration of Fintech is revolutionizing global financial engagement, moving away from traditional payment systems. This study, thus, explores the interaction between communication dynamics, Fintech use, intentions, cashless transactions adoption, financial literacy, personal innovativeness, and socioeconomic development in Pakistan. The study employs a dual methodology, encompassing “PLS-SEM and Probit Model alongside Propensity Score Matching technique.” The survey targeted small business owners and individuals involved in informal sectors, encompassing roles such as fruit and vegetable vendors, small shop owners, taxi drivers, and auto rickshaw operators. A total of 394 responses were analyzed. The findings highlight the facilitating role of individuals’ intentions to use cashless transactions, acting as a mediator through which Fintech use fosters actual behavior. Moreover, the study finds financial literacy and personal innovativeness as critical moderating factors. Adopting cashless transactions emerges as a pathway to enhanced financial inclusion, particularly impactful for small business owners. The achieved financial inclusion has the potential for profound financial inclusion implications, as evidenced by its positive effects on sustainable livelihoods, living conditions, and social development among small business owners and individuals operating within the informal sector.

A Study on the Global Opportunity Program Expanding Horizons and Fostering Global Engagement

The Global Opportunity Program (GOP) represents an ambitious initiative aimed at broadening educational and professional opportunities for students through international experiences. In an increasingly interconnected world, programs like the GOP are designed to equip students with the global competencies necessary for success in a diverse and rapidly changing environment. This study explores the objectives, implementation, and impact of the GOP, focusing on how it facilitates global engagement, enhances educational outcomes, and prepares students for the complexities of a globalized workforce. In an era marked by increasing globalization and interconnectedness, the ability to navigate diverse cultural contexts and work environments is becoming ever more essential. The GOP emerges as a pivotal educational initiative designed to equip students with the global competencies necessary to thrive in a dynamic international landscape. By providing opportunities for students to engage in international study, work, and community service, the GOP aims to expand educational horizons and foster a deeper understanding of global issues.