Internationalization Of Higher Education Research Articles

Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course.

Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students.This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students’ full linguistic repertoire in the classroom to support acquisition of discipline content and the target language.Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students’ use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts.

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

AbstractPursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.

Exploring Higher Education Mobility through the Lens of Academic Tourism: Portugal as a Study Case

This study seeks to expand the understanding of international academic tourism by revisiting concepts and their associations with the internationalisation of higher education and analysing the implications of the COVID-19 pandemic. This research takes Portugal as a study case, drawing on secondary data. From a theoretical standpoint, this work makes a significant contribution to addressing persistent conceptual ambiguities. In managerial terms, the findings hold significance for advancing Portugal as an academic tourism destination and raising awareness among tourism and educational stakeholders about the relevance and competitive advantages of international academic tourism. Finally, we reflect upon the pandemic effects and potential repercussions of future challenges on international academic tourism globally.

Practicalities and dichotomies of education policy and practice of higher education in the Golden Triangle Area (Southeast Asia): Implications for international development

Following the paradigm of globalization and development as a means of achieving a better life from the domestic sphere to the international landscape, different stakeholders including scholars, researchers, practitioners, policy makers, and institutions have been focusing on better informed policy and practice with an embedded mission of international development. Educational policymaking and implementation processes of a nation-state are constrained by global economic and political environments. The ongoing status of educational efforts in each country and disputing factors to the implementation of the education policies were examined. In this study, systematic literature review was conducted on the research of higher education policy in line with globalization and internationalization to depict the practicalities and dichotomies in implementing the sectors at the Golden Triangle Area (Laos, Myanmar, and Thailand). The internationalization of higher education in Golden Triangle Area needs promoting its strategic advantage in offering business opportunities through government policies to further promoting as an affordable study destination and attracting international students from ASEAN countries. The factors affecting the higher education quality and capacity of Laos, Myanmar, and Thailand include the need for better quality, barriers to research capacity development, the policy process of quality assurance, and the initiatives for internationalization in all three countries.

REFORMAS DA INTERNACIONALIZAÇÃO DOS CURSOS SUPERIORES NO BRASIL

Objectives: This article aims to analyze the scenario generated by the internationalization of higher education as well as the new roles attributed to universities in the context of higher education reform. Methods: The research used the qualitative method, which sought subsidies from various published sources where a brief theoretical foundation and analysis was made about the reform of higher education, the conception of the university and its social role as well as the internationalization itself and the intentions behind it. Furthermore, the positive and negative points of this process within the Brazilian social context are highlighted, highlighting the improvements to be made. Conclusion: emphasize the need for a direct relationship between academic strategies and social insertion so that, in processes like these that involve students leaving to expand Brazilian higher education, it is not restricted to those who have higher income, but to those who in fact they are able to represent Brazil and exchange scientific knowledge, cultural experiences and social learning.

Research on the Current Situation of China’s Higher Education Students Studying Abroad in the Context of Higher Education Internationalization

In the context of education internationalization, the internationalization of higher education has become a major trend in the field of education in most countries, with international student education as the core. This phenomenon promotes cultural exchanges and integration among countries as well as higher education reform, which is of great significance in enhancing the international influence of higher education in each country. However, there are also some challenges faced by higher education students when studying abroad. The article digs into the origin and history of studying abroad, analyzes the current situation and reasons for higher education students in China to study abroad, discusses the opportunities and challenges faced by higher education students in China when studying abroad, and analyzes the trend of studying abroad in China.

The role of institutional contexts for social inequalities in study abroad intent and participation

We contribute to research on social inequalities in educational attainment by examining the role of institutional contexts for students’ study abroad (SA) intent and participation. To do so, we extend the individual-level rational choice model predicting SA intent and participation depending on students’ socioeconomic status (SES) into a multi-level model emphasizing the importance of context effects. We test our model based on unique micro-level student data, which we supplement with context data. Examining 18,510 students nested in 69 universities, we provide the first in-depth multi-level analyses of SA intent and participation of students from Japan. In line with findings from many Western countries, our results show that higher-SES students are more likely to (intend to) study abroad. Regarding the role of institutional contexts, we find that programs designed to improve SA opportunity structures hardly affect students’ SA intent but significantly positively affect SA participation above and beyond other university-level and student-level characteristics. Importantly, both lower- and higher-SES students benefit from favorable SA opportunity structures. These findings suggest that Japan’s recent push toward internationalization of higher education has created relevant SA opportunities for students from different social backgrounds. Still, higher-SES students are currently overrepresented among those studying abroad because they are more likely to select into universities offering favorable SA opportunity structures. Our analysis calls for more research combining individual-level with contextual-level theories and data to better understand the conditions shaping SES-specific SA intent and participation.

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

<p style="text-align:justify">The pervasive development and momentous changes of internationalization in higher education have led to the acceleration of research on its key component – the curriculum. However, there has not been any comprehensive analysis of the research status of the internationalization of the curriculum (IoC). To address the gap, this study employs the bibliometric method to construct an intellectual structure of research on the topic. The data, retrieved from the Scopus Database, consisted of 386 publications. The extracted data were then analyzed using citation, co-authorship, and keyword co-occurrence analysis. The results reveal a significant growth in research volume during the last ten years and the domination of Global North in the geographical distribution of publications. Besides, the most prominent authors include those who introduced fundamental knowledge on the topic. The most cited works and the most popular publishing sources focus on various aspects of internationalization of higher education. They also show a multidisciplinary interest in the topic. Finally, concerning newly emerged themes of studies on IoC, “cultural competence” and “internationalization at home” are outstanding keywords. The research findings emphasize IoC as a potential research matter. Hence, this study is recommended as a starting point for future researchers when examining related subjects.</p>

TÜRKİYE’DE YÜKSEKÖĞRETİM ALANINDA YAPILAN ÇALIŞMALARIN ULUSLARARASILAŞMA BAĞLAMINDA İNCELENMESİ: BİBLİYOMETRİK BİR ANALİZ

Günümüzde yükseköğretim, sadece bir ülkeye özgü faaliyetlerle sınırlı olmaktan çıkarak uluslararası bir etkinlik haline gelmiştir. Uluslararasılaşma, yükseköğretim kurumları için giderek daha önemli hale gelmektedir. Kurumlar, uluslararasılaşma stratejileri geliştirerek öğrencileri, akademik kadroları, araştırmaları ve yayınlarıyla dünya genelinde tanınırlıklarını artırmaktadırlar. Yükseköğretimin perspektifinin ve taleplerinin çeşitlenmesi, üniversitelerin ön plandaki kurumlar haline gelmesine ve yükseköğretim pazarında daha büyük bir paya sahip olma yarışına girmesine neden olmuştur. Türk üniversitelerinin dışa açılması ve eğilimlerin artması, eğitim hizmet ihracatı beklentilerini artırmıştır. Türkiye'nin yükseköğretimin uluslararasılaşması, yerel ve küresel durumuna etki etmekte ve ülkenin sosyokültürel ve ekonomik gelişimi için önemli bir faktör olmaktadır. Yükseköğretim sistemi, toplumun gelişimine ve ekonomik kalkınmaya önemli katkılar sağlamaktadır. Bu nedenle, yükseköğretim ile ilgili yapılan çalışmaların değerlendirilmesi ve analizi, bir dizi fayda ve sonuç ortaya çıkarmaktadır. Öncelikle, yükseköğretim ile ilgili yapılan çalışmaların incelenmesi, politika yapıcılar ve karar vericiler için büyük bir öneme sahiptir. Bu çalışmalar, yükseköğretim politikalarının oluşturulması ve iyileştirilmesi sürecinde temel bir bilgi kaynağı olarak hizmet etmektedir. Politika yapıcılar, bu çalışmaların sonuçlarına dayanarak daha bilinçli ve etkili kararlar alabilmektedirler. Bu kapsamda çalışmada Türkiye’deki yükseköğretim alanındaki akademik çalışmaların genel durumunu belirlemek, bu çalışmaların ulusal ve uluslararası düzeydeki etkisini değerlendirmek ve gelecekteki araştırma yönlerine ilişkin öneriler sunmak amaçlanmaktadır.

The Mutual Influence Between Economic Globalization and Internationalization of Higher Education

The internationalization of higher education has emerged as one of the major research areas in the current era of economic globalization. However, there are still some unified explanations about the relationship between the two. This paper will explain the relationship between economic globalization and the internationalization of higher education, analyzing a part of the history of economic globalization as well as some literature on higher education internationalization. The research found that higher education internationalization and globalization of the economy are mutually reinforcing, that is, the internationalization of higher education may be able to promote further globalization, while economic globalization can facilitate higher education's internationalization to grow more quickly. However, there are still some problems and obstacles in the mutual promotion of the two, such as anti-globalization, the single way of internationalization of higher education, and few returns. This paper then gives suggestions such as taking education as an important strategy to promote the economy, expanding ways of developing internationalization of higher education, and providing more opportunities to the returned students to these problems at the end that might smoothen the mutual promotion of the two.

Os Impactos da Covid-19 nos Estudantes Internacionais no Brasil e Portugal

ABSTRACT Several studies have highlighted the importance of exploring the impact of the pandemic on the internationalisation of higher education. However, few have addressed the vulnerabilities and strategies of students involved in this type of mobility. This article examines the impact of the Covid-19 pandemic on international students who have been in Brazil and Portugal, using a mixed methodology (questionnaires and interviews). The results show that the pandemic caused widespread stress and anxiety and generated additional precariousness for higher education students, especially those from the Global South. Based on the identification of these vulnerabilities and the responses of these students, we hope those higher education institutions, as well as the governments of the countries of origin and destination will also be able to find responses that contribute to a better equity between the different groups of international students, and between them and their national peers.

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.

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

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.

The Implications of the Varieties of Political Education for Teaching and Learning in International Higher Education

The Implications of the Varieties of Political Education for Teaching and Learning in International Higher Education

Cultural adaptation and transitions within international higher education: University students' experiences of studying abroad during the 2020 Coronavirus pandemic.

This qualitative study explored students' lived experiences of higher education study abroad programs during the Covid-19 pandemic. Studying individual experiences in extraordinary circumstances like a pandemic can reveal personal, organisational and process-related resilience relevant to understanding and planning future events. Online semi-structured interviews with thirteen international students from four continents (North America, South America, Europe and Asia) were conducted amidst the pandemic in the Spring of 2021. Transition Theory underpinned the study. Interviews with students were used to explore personal strategies adopted to support the transition to virtual platforms during the pandemic. Through Interpretative Phenomenological Analysis, four response categories were identified: Functioning in Ambiguity, The Importance of Language and Culture, Reshaping Community, and Alternative Experiences in Intercultural Connectivity. Participants' responses delved into aspects of acculturation, culture shock and resiliency amidst the disruption. These findings may inform future practices for international professionals supporting students studying abroad.

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.

New Approaches to Developing the Global Skills and Intercultural Competence of Future Teachers (Virtual Exchange and Blended Intensive Programs as Possibilities for Future Research and Higher-Education Internationalization)

In a dynamic world, pedagogically oriented universities which are educating future teachers for different types of schools (elementary, middle, high schools) must also adapt and be flexible to the fast-changing environment: cultural, social, religious, political, economic, etc. A new scientific discussion is therefore needed in order to reevaluate the methodologies and ways of collecting data in tertiary education in line with the internationalization of teacher training university education. In the current context of global unrest and uncertainty, it seems inevitable to leverage the potential of current generation of young people – the future teachers in our case and prepare experiential opportunities for them in order to support their global skills (critical thinking, creativity, communication and collaboration, self-regulation and wellbeing, digital literacies, etc.) and intercultural awareness together with soft skills. The aim of the contribution is to reflect on two virtual exchange programs (VEPs) and one blended intensive program (BIP) which were released at Matej Bel University and subsequent methodology that academics in charge used in order to collect and evaluate data from their projects. Multidisciplinary research is a challenging endeavor in pedagogically oriented disciplines, however, it can bring sustainability to initial teacher training. Virtual exchange programs (VEPs) require the teacher/researcher to apply new or modified approaches and gain knowledge which spans multiple research areas.

Internationalization of Higher Education in The Context of Emerging Economies: Facing Challenges and Implementing Policies By Brics Countries

Internationalization of Higher Education in The Context of Emerging Economies: Facing Challenges and Implementing Policies By Brics Countries