International Education Model Research Articles

Research on the International Education Model of Wuhan Institute of Technology under the New Development Pattern of Double Circulation

Research on the International Education Model of Wuhan Institute of Technology under the New Development Pattern of Double Circulation

Global Studies Certificates As An Instrument for Building Capacity for Community College Internationalization

Community college campus internationalization is only represented in a small portion of the institutions in the U.S. Global Studies Certificates (GSC) are in an even smaller proportion of community colleges, but offers a credentialed program for curricular and co-curricular activities to be used to work with campus internationalization. This pilot study looks at 23 community colleges with established GSC programs. Building capacity for campus internationalization cannot be just a tiny effort, it must be a comprehensive effort involving administration, faculty, staff and students. Utilizing Raby’s (2012) International Education model and Schultz’s (1960) Human Capital Theory in education, GSC’s will be examined to determine the effectiveness to establish pathways for integration of campus internationalization into the mission, outcomes, and culture of the campuses examined.

Research on Higher English Internationalization Education Model and Evaluation Index System Based on Multi-Source Information Fusion.

With the continuous development of the global economy, the degree of internationalization and openness has gradually deepened. Higher English internationalization education also needs to keep pace with the times and keep pace with international development. At this time, it is necessary to build a multi-source information fusion algorithmic higher English international education model and evaluation index system to better adapt to the trend of higher English international education in the future. In the current higher English teaching process, it is necessary to change the traditional teaching concepts, change the previous teaching ideas, continuously expand the horizons, build an international and diversified English teaching training program, and actively absorb excellent education concepts from foreign excellent teaching models, which has better promoted the development of English teaching.

Using Innovation Hubs as Global Educational Collaboration Centers: Changing the International Education Model

This paper adapts existing international educational models to address collaborative education using innovation hubs as the coordinating mechanism. Our goal is to improve global engagement and mobility of students during their educational path. In this paper, we address challenges in international education through an approach based on collaboration among universities with innovation hubs. We base our discussion on theories of organizational change and knowledge management. Qualitative data collected from three partner universities, two in Germany and one in the United States, are presented. Each had specific innovation hubs but none used these resources in a structured international context. We explore ways in which an innovation hub developed and operated by multiple international education partners might be an appropriate platform for new ways of collaboration. An innovation hub might provide a mechanism by which global partners learn in rich ways across diverse platforms, norms, and motivations. Theory grounded in organizational adaptation, open innovation and global education suggests that integrating an innovation hub with international education programs may yield effective results at the individual (students, staff, faculty) and the organizational (intellectual property, reputation, etc.) levels. Desired outcomes include creating mutual benefits through collective knowledge generation and implementation of new ideas. We conclude that implementation of this model would involve a change process, thus specific characteristics and indications for change management should be applied. We offer recommendations for implementing this model and discuss implementation options and the involvement of global partner faculty, students, and staff.

Governing the International Student Experience: Lessons From the Australian International Education Model

Utilizing the Australian case as an exemplar, we argue that a stable education export “industry” needs to be governed by a robust governance network. We tell of an international education model defined by the prioritization of profit and the belief that students are consumers whose entitlements are determined by the marketplace. The crisis this perspective induced led to the emergence of a more mature governance regime, but problematic aspects of the original model remain. We argue that to achieve stability, a governance network needs to be created, a network that is comprised of a range of stakeholders who have the capacity to countervail each other’s power and by so doing curtail practices that place international students and academic values at risk. We suggest the Australian case is an important exemplar of the difficulties that can be generated if the commercialization of international education is inadequately governed and that this exemplar should be accorded due heed by students, faculty, university managers and regulators.

How Patronage Politics Undermines Parental Participation and Accountability: Community-Managed Schools in Honduras and Guatemala

This article shows how patronage politics affects a popular international education model: community-managed schools (CMS). Focusing on Honduras’s CMS initiative, PROHECO (Programa Hondureno de Educacion Comunitaria), I demonstrate how patronage can undermine CMS accountability. Whereas supporters argue that CMS increases accountability, partisan incursions systematically block parents from selecting teachers and influencing other features of program management. This account suggests that CMS, like all development and governance initiatives, can be profoundly shaped by the political context. But CMS is not inevitably undermined by patronage. In neighboring Guatemala, CMS reveals little patronage but rather reflects the more salient political Guatemalan legacy: polarization. The article concludes that, to achieve gains in accountability through models of parental participation, donors and education officials should carefully consider political context.

The enduring effects of a United World College education as seen through a graduate’s eyes

This article describes a study that examined evidence of the enduring effects of United World Colleges (UWC) education, arguably the only purely ideology-driven international education model. The study adopted an interpretive phenomenological analysis of an autoethnography by a UWC graduate. The study found that the graduate has incubated her own ideal in seeking relevance to the changing world for the whole life environment that UWC had provided to nurture international togetherness on a personal level and across the globe.

Cultural internationalism at the Cité Universitaire: international education between the First and Second World Wars

In the 1920s, French scholars and bureaucrats created the Cité Universitaire in Paris. The institution housed university students from around the world. The Cité founders formulated a model for the Cité that reflected ideological concerns in interwar Europe with a focus on pacifism, international education and cultural internationalism. The organisers of the Cité attempted to adhere to these theories to make the organisation viable in the politically strained interwar era while simultaneously demonstrating the continued excellence of French education. The French attempted to combine the goals of international education with the continued hope of national educational superiority. This article describes Germany and France as the earlier ‘national competition’ model of education. It traces the early history of the Cité as it incorporated the new international education model. Finally, it examines sports and social gatherings at the Cité, which was used as a specific venue to show examples of cooperative exchange.

What will characterize international education in US public schools?

This article develops a working model for international education in US public schools with consideration of the curricula and accreditation standards utilized by the broad group of overseas institutions known as `international schools'. It addresses the public international school identity question in a decade in which public schools in many states and countries are taking an increasing interest in international education and in nurturing globally-minded students; the article also proposes a web-based forum in which such a model can be further refined.

Neo‐conservative globalism and the internationalisation of education: Insights from the trans‐national mobility of young Edward said

In this article Said's (1999) autiography, his strategically constructed contextualisation of his youthful world, is read for possibilities for interrupting the confrontional model for international education promoted under neo‐conservative globalism. As a work of active interpretation this article explores the international education of Said, the life he chooses to publicly display in his autobioghraphy. This includes the Arab world where he was born and spent the early years of his international education (1941–51) as well as his life in the USA where he also went to school and university. Throughout his life Saud took part in the US/America and Arab Palestinian cultures which neo‐conservative globalism promotes as being ‘at odds with each other, viewed as mutually exclusive, presented in terms of Self versus the Other (Ghazoul 1992:158).

The Development of a Model for International Education with Special Reference to the Role of Host Country Nationals

Based upon an extensive literature review, and personal experience of teaching in an international school in Germany, this article develops a model previously put forward for the conceptualization of an environment for learning in an institutional context, and specifically explores the role of host country nationals, as students and teachers, in supporting the promotion of international-mindedness. Suggestions for improvements in achieving the goals of international education in similar schools to that described are included.

Teaching across Cultures: A Model for International Education in the Natural Resources

Abstract To help meet the demand for graduates with international skills, Purdue University's Department of Forestry and Natural Resources has teamed with the Sveriges Lantbruks Universitet (Swedish University of Agricultural Sciences) to offer a jointly taught, four-week summer course that brings together Swedish and American faculty and students. Alternately taught in the United States and Sweden, the course includes lectures on international resources issues, an extended field tour, team projects, leadership training, and communications practice.

Ten Years of International Teaching of Comparative Law: The Strasbourg Experiment

The International Faculty for the Teaching of Comparative law has completed a decade of experimentation. Since the Faculty represents the first massive attempt to organize a widely representative group of professors serving under an international directorate and teaching students from many lands,1 its experience merits evaluation. It may become a model for international education generally along with the Hague Academy of International Law. This has been recognized by the Secretariat of the United Nations as it prepares a dossier on a prospective International University, for the Faculty's experience has been included in that dossier.