International Educational Exchange Research Articles

Higher Education Management Polity

To find out the main elements of the newly adopted management model and the level of application of indigenous and western models and principles, and also to investigate the generalization of education aspects and values in contexts other than their initial ones, we carried out such a study in three federal universities of the United Arab Emirates. Besides the vital nature of the questions to the United Arab Emirates, these interrogate the most troubling yet classic issues afflicting the Gulf and developing states alike. The outcomes show that hegemonic western approaches to higher education management subverts the unique cultural and religious traditions of the UAE that correlates with the local and national tourism environments. These comparative components were spread and controlled by the international higher education exchange culture that was not mandatory but rather, shared. A global higher education system plays an important role in preserving and spreading a standard culture to all states in the world. Received: 15 February 2024 / Accepted: 30 April 2024 / Published: 5 May 2024

Lines of Exchange: Australian and New Zealand Women on Carnegie and Fulbright Programme Awards c. 1930s–1980s

ABSTRACT Narratives of international educational exchange programmes such as the US–sponsored Fulbright and the Commonwealth–centred Carnegie grants reveal the formative role these exchanges played in extending the geographical, scholarly, and professional boundaries of women’s worlds. Notably, these award schemes influenced, shaped and expanded the career aspirations and professional experiences of a group of women from Australia and New Zealand. In this article, we take up the question of the distinctive opportunities each programme presented for women awardees and consider their differing experiences primarily due to the specific programme on which they embarked. We argue that the extent to which participation in an exchange programme might have provided benefits to individual Australian and New Zealand women could also become the spur for awardees to advocate for an expansion of opportunities for other women. Furthermore, we consider whether hidden obstacles existed that hindered women’s career pathways and successes.

UNOFFICIAL CULTURAL AMBASSADORS: EXPLORING THE EXPERIENCES AND PERCEPTIONS OF MALAYSIAN STUDENT SCHOLARS IN AMERICA

International educational exchange programmes promote a person’s intellectual development and cultural understanding, which could also foster mutual cooperation and stronger diplomatic ties between countries. Through these programmes, students can socially interact and learn about others from diverse backgrounds. However, the rise of Islamophobia after the September 11 attacks has inculcated the fear of “the Other” and limited the number of Muslim students allowed to study in America, as Muslim culture and religious values are popularly perceived as incompatible with American values and thus viewed as a threat. This study contributes to the literature of diplomacy by highlighting the experiences of sixteen Malaysian scholars sponsored by the Malaysian government and the challenges they experienced during their educational exchange in America. The aim of this qualitative study is to understand the experiences of Malaysian student scholars by identifying: (1) how they initially perceived America; (2) their motivations for wanting to study in America; (3) the challenges they faced; and (4) how their experiences transformed them. The study found that many students faced initial struggles with racism, cultural challenges, and difficulty in achieving cultural assimilation. However, they were able to overcome misperceptions and negative stereotypes. The findings highlight the positive impact of their academic and cultural exchange, its success in reducing divisiveness, and the influence of soft power in strengthening relations between America and Malaysia.

教育国际化背景下的全英文教学实践研究

In the context of global economic integration, technological advancement, and cultural diversity, the practice of full English-language instruction within the framework of internationalized education in China aligns with the global trend and represents a significant historical development. Full English-language instruction, as a global educational trend, aims to facilitate international educational exchange, enhance students’ comprehensive abilities, and promote cross-cultural adaptability. However, this educational model also faces certain challenges, including issues related to unclear curriculum selection, ambiguous definition of the target audience, insufficiently targeted teaching methods, and inadequate teaching evaluation and feedback mechanisms. To address these challenges, this paper examines the characteristics and current status of full English-language instruction, and proposes a series of practical measures. These measures encompass teacher training, curriculum and materials development, international academic collaborations, as well as quality assessment and improvement. The goal is to elevate the quality of full English-language instruction and further promote the development of internationalized education.

Reflections of American and Turkish Fulbright alumni: An International context in language teaching assistantship

With the increasing global change and as a consequence of internationalization, the prestige of international educational exchange programs has heightened with bilateral agreements among countries. In parallel, plenty of research in academia has resided on Fulbright language assistantship programs whereas most have been designed on pre-service teachers, and a limited number centred on in-service teachers only from one country context. However, almost no studies have been done on international alumni from two countries to compare the perceived impact of this program through their lenses. Hence, six Turkish FLTAs and six American ETAs were incorporated into this qualitative case study to determine the influence(s) of their personal background information on this cross-cultural experience, and the effects they sensed on their teaching profession with Fulbright. Having conducted semi-structured interviews and sifted data through content analysis, the researcher noted its effects on the personal, linguistic, cultural, social, and contextual understandings of scholars. Moreover, professional growth, student-oriented active learning, and dynamic perspectives were described as themes outlining its reflections on their teaching profession. ETAs felt they cultivated “pedagogical content knowledge”, “soft skills”, “enhancing student motivation” and “adjusting teaching to supply student needs” more, whereas FLTAs reported a higher sense of development in “critical thinking skills”.

How Does International Education Exchange Affect China’s Exports? Evidence 54 Countries along the “Belt and Road” in 2007–2018

International educational exchanges have brought favorable conditions for bilateral economic and trade cooperation. Taking 54 countries along the “Belt and Road” as a sample, the article links the “Belt and Road” education exchange with China’s export and analyzes the internal logic mechanism of education exchange affecting China’s export. The study found that studying in China and opening Confucius Institutes significantly promoted China’s export to countries along the line. Among them, Confucius Institutes promote China’s export less than overseas education, and the trade creation effect of overseas education in China is significantly different in different types, regions, and economic development levels. Further research shows that education exchanges can promote China’s export by promoting human capital accumulation in trade partners and establishing internationally friendly relations. Because of this, the international community should actively carry out educational exchanges, enrich exchange forms, improve the level and quality of educational exchanges, and provide international talent support for trade cooperation while promoting the construction of friendly economic and trade relations.

An Exploration of Chinese Language International Education Exchange and Cooperation Model Based on Random Forest Model

Abstract Chinese culture is always the eternal root of the Chinese nation and is an important language tool used in international exchanges between China and the rest of the world. As China’s status in the international arena has been enhanced in recent years, people from all over the world have become increasingly interested in the Chinese language, and more and more people are going to China to study it. Because of this, in recent years, the academic field has been researching the exchange and cooperation model of Chinese language international education, but most focus on quality rather than reality. This paper takes Chinese international education in colleges and universities as the research object and composes and summarizes the results of international scholars’ exploration of the exchange and cooperation model of Chinese international education. Based on the relevant theoretical foundation of the random forest algorithm; then, based on the previous research experience, four hypotheses are put forward on the influencing factors of the Chinese international education exchange and cooperation model, and combined with statistical theory, the correlation coefficient and visualization are used to demonstrate the size and direction of the correlation between each influencing factor and the Chinese international education exchange and cooperation model; then, the random forest algorithm is carried out from two perspectives of feature selection and weighted random forest Then, the random forest algorithm is optimised from two perspectives: feature selection and weighted random forest, and the model of Chinese international education exchange and cooperation is constructed, with the decidability coefficient (R 2) as the evaluation index of model accuracy, and the mean absolute error (MAE) and root mean square error (RMSE) as the evaluation index of model error. The four hypothetical factors (AQI) indices were analyzed for 3, 6, and 9 years respectively. The results of this study show that the index analysis of the random forest algorithm-based model of Chinese language international education exchange and cooperation is highly evaluated. In the analysis of the AQI indices for 3, 6, and 9 years, the coefficient of decidability (R 2) of the four models reached 0.84, 0.74, and 0.63, respectively, with an increase of 14.23% in the evaluation of the indicator coefficients, an average reduction of 5.77% in the mean absolute error (MAE) and an average reduction of 5.42% in the root mean square error (MAE). According to the above results, the random forest algorithm-based Chinese language international education exchange and cooperation model constructed in this paper possesses good correlation analysis, which promotes Chinese language international education exchange and cooperation and facilitates humanistic exchanges between China and other countries in the world to become more in-depth and the common development of the global economy.

Guided disorientation for transformative study abroad: impacts on intercultural learning

ABSTRACT This study examines what factors contribute to intercultural learning during the study abroad experience, drawing on Mezirow’s theory of transformative learning and data from the Intercultural Development Inventory (IDI). Using data from 1,858 US students studying abroad in 27 countries over 6 years (2014–2020), this study constitutes the largest of its kind to date. Additionally, a powerful matching method is used to compare a sample of students enrolled in an Intercultural Communication and Leadership (ICL) course developed by the Council on International Education Exchange (CIEE) with a control group of study abroad students not enrolled in the course. Findings show that cultural mentorship via trained, skilled instructors is more important than other factors associated with intercultural learning while abroad. Furthermore, the findings highlight why international education faculty and administrators should advocate for study abroad in non-English-speaking locations and immersion in cultures that are more dissimilar to the dominant cultural context of US students. The highest learning potential in study abroad occurs when students experience heightened moments of cultural disorientation in unfamiliar cultural contexts and have experienced facilitators to guide them through reflection around intercultural differences.

Disrupted or sustained? Chinese international students’ perceptions of transnational hybrid learning amid politics and pandemic

Impacted by the global COVID-19 crisis and its sociopolitical shockwaves, pre-existing physical mobility patterns and traditional study-abroad experiences have been thoroughly disrupted and transformed. US higher education institutions have utilized the practices of transnational hybrid learning to sustain the quality and progress of international higher education. This article focuses on a study programme that integrates online and offline learning in Shanghai, China, coordinated by a non-profit international higher education exchange agency in partnership with eight US universities and one Chinese university from August 2020 to June 2021. Through semi-structured interviews with 32 Chinese students, this article finds that transnational hybrid learning offers students greater geographical and time flexibility, room for self-paced learning and controls on health risks while ensuring face-to-face interactions and physical activities. In addition, the localization of international education might motivate Chinese students to consider their career development that balances their interests and career prospects in response to political and economic uncertainties. However, the communication and learning gaps, weakened intercultural communication, sustained sociocultural alienation and contradictions of two sociocultural contexts render the overall programme experience less desirable. In sum, this article identifies the potential of virtual mobility beyond geographical and policy constraints in transforming and reimagining the practices of transnational higher education in a post-pandemic world.

CREATIVE INDUSTRIES AS A MECHANISM OF CREATIVE ECONOMY AND STRATEGIC COMMUNICATIONS

In a period of crisis – namely, a pandemic and martial law – the economy is transforming into a system where the main driving forces are the exchange of knowledge, its mutual evaluation, where creativity and creative industries play a significant role, which ultimately form the creative economy, which economist and sociologist Richard Florida called "the new economic era of the 21st century". The purpose of the scientific work is to analyze the tools of Ukrainian creative industries that contribute to the production of a new cultural product or service, have a semantic load, are a resource for strategic communications and increase the potential of the creative economy in martial law (on the examples of successful Ukrainian cases of creative industries in the crisis period). The methodology of the study is based on a combination of systemic and value-based approaches, as well as discourse analysis, which together contribute to the disclosure of structural relationships in the ecosystem of the creative economy (in particular, social capital, entrepreneurial culture, state and international support, innovation potential, reputational capital of Ukraine in the world), their correlations with the peculiarities of national political and economic development and global trends, in particular in times of crisis, such as pandemic and wartime. The scientific work traces the genesis of the formation of a conceptual understanding of the creative economy and creative industries in the Ukrainian dimension, which contains legislative (Order of the Cabinet of Ministers of Ukraine No. 265-r "On Approval of Economic Activities Related to Creative Industries", the Law of Ukraine "On Amendments to the Tax Code of Ukraine and Other Laws of Ukraine on State Support of Culture, Small Business and Creative Industries in Connection with the Implementation of Measures Aimed at Preventing the Occurrence and Spread of Coronavirus Disease (COVID-19)", etc.), terminology (the meaning of the concepts of "creative product", "creative industries", "project", "institutional support grant", etc. was clarified), social and institutional (creation of the Public Union "Center for the Development of the Creative Economy", the National Bureau of the EU program "Creative Europe" in Ukraine, the Startup Fund, the Ukrainian Cultural Foundation (UCF), etc. Special attention in the scientific work is paid to the anonymous online survey of the UCF together with the Ministry of Culture and Information Policy of Ukraine of creative entrepreneurs and creative professionals, which was conducted among UCF 2020-2022 applicants on the state of culture and creative industries during the war (June 2022) in order to form a recovery and strengthening plan, which identified the following needs: transparent competition for managerial positions, restructuring of the management vertical of the industry, international educational trainings and exchange programs for artists and managers of the creative sector; co-production and cooperation in international projects; emphasis on cultural factors in the state international policy; strategy of state support, minimization of document circulation. The analysis of successful Ukrainian cases of creative industries allowed to outline the tools for the development of the creative economy in the crisis period: monetization of hobbies, innovative entrepreneurship, business clustering (in particular, the idea of a cluster of creative industries), brand collaboration, craft production, creation of cultural products such as books, grant/fund support and others, on the terms of donation to support the humanitarian and military needs of Ukrainian society. And the recently created podcast "Frontline of Creative Industries" about the success stories of representatives of this industry, who with their projects resist Russian aggression and support the economy and the institution of national identification of Ukraine, opens up prospects for further analysis of such tools as crowdfunding, revitalization, development of creative clusters of Ukrainian business.

Ideology in Sino-Foreign Cooperative Education: The Application of Big Data Mining Technology in the Work Conducted by Counselors

The globalization of today’s world economy is developing in depth, and international education has gradually taken a new step in order to cultivate higher education talents who can adapt to the new context of development. Sino-foreign cooperative education is the main means for the country to carry out international education and foreign exchange, and it aims to cultivate complex talents who can adapt to the new international trade and exchange in the world. Due to the special nature of the student source and the complexity of the purpose of the school, the teaching concept and mode of Sino-foreign cooperative schools differ greatly from the traditional general higher education, which also puts forward strict requirements on the professional level of counselors. As an emerging technology, big data mining technology has a unique advantage in optimizing the processing and management of a large amount of data. The application of big data mining technology to the management of counselors in Sino-foreign cooperative education is important for improving the quality of education, establishing an efficient educational model of Sino-foreign cooperative education, and promoting the international modernization of national education.

Chinese Preservice Teachers' Perspectives of Mentoring Relationships in an International Learning Partnership.

Mentoring is an essential fixture of teacher education. With growing opportunities for international learning exchanges, there is a need to better understand how cross-cultural mentoring can be characterized by reciprocal learning. This study investigated mentee perceptions of the mentoring relationship in an international, cross-cultural teacher education exchange. We conducted research among 19 Chinese preservice teachers who participated in an international teacher education exchange program, exploring their perspectives on the cross-cultural mentoring relationship and mutual learning. Our findings suggest that learning outcomes are improved in a mentoring relationship when there are strong relational ties, opportunities for reciprocal learning, and a greater awareness of cultural complexity. We contend that there is value in supporting the mentoring relationship directly, which has implications for both international exchanges and teacher education programs.

An Evaluation of Türkiye's Education Diplomacy in the Context of Country Branding

Markalama çalışmalarının kamu diplomasisi ile birlikte ele alınması, farklı alanlara yönelik açılımları beraberinde getirmektedir. Bununla birlikte her devlet eğitime önem vermekte ve eğitim aracılığıyla cazibesini artırarak nüfuz oluşturmak istemektedir. Günümüzde eğitimin, neo-liberal politikalarla değerlendirilmesinden dolayı giderek büyüyen ve rekabetçi bir pazarın oluştuğu uluslararası eğitim, öğrenci değişimi vb. faaliyetler, artık eğitim diplomasisi çerçevesinde ele alınmaktadır. Eğitimin marka değerinin farkına varan devletler, eğitim diplomasisi kapsamında stratejiler geliştirmekte ve dünya kamuoyuna yönelik kısa-orta-uzun vadeli, çok boyutlu iletişim kanalları açmak istemektedir. Son yıllarda Türkiye’nin de eğitim diplomasisi faaliyetlerinin arttığı gözlenmektedir. Bu çalışmada, kamu diplomasisi ve ülke markalama bağlamında eğitim ele alınmakta; bu alanda öne çıkan ülkelerin eğitim diplomasisi açısından ülke markaları analize tabi tutulmakta ve Türkiye’nin eğitim diplomasisi faaliyetlerinin ülke markalamadaki rolü tartışılmaktadır. Ayrıca çalışmada, yeni, özgün bir eğitim diplomasisi tanımı yapılmakta, eğitim diplomasisinin kapsamına yönelik önerilerde bulunmak ve ülke markasına yönelik analiz geliştirmek suretiyle literatüre katkıda bulunulmaktadır. Çalışma sonucunda; Türkiye’nin eğitim diplomasisi faaliyetlerinin hem niceliksel hem niteliksel olarak gelişmekte olduğu; mevcut bölgesel ve küresel sorunlara rağmen Türkiye’nin ülke markalamada eğitim diplomasisinden faydalanması açısından potansiyelinin ve fırsatlarının var olduğu; eğitim diplomasisi faaliyetleri ile Türkiye’nin bir eğitim merkezi olarak tanınmasının ülke markasına katkısı olacağı bulgusuna ulaşılmaktadır.

The Future of International Educational Exchange is Bright

The future of international education and academic exchange is bright. This is not because the world turned out to be flat or that globalization was a good tide that lifted all ships. Instead, there is something in the human spirit from the earliest days of Plato’s Academy that appears to prefer in-person contact and a location outside of one’s home to spur academic thinking and collaboration. And despite the fact that the word “virtual” transformed from an adverb into a noun since the start of the COVID-19 pandemic, there is indication that as soon as it is safe for students and faculty to return to in-person learning on campuses and in classrooms, that is what they intend to do.

Advanced training and international educational exchange: learning, overcoming and experiences

to report my experiences as a researcher during the course of advanced post-doctoral training abroad. theoretical and methodological option for Max van Manen's phenomenology of practice. The activities were developed in the Health Sciences Research Unit: Nursing, in Portugal, Université Catholique de Louvain, in Belgium, and in Escuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, in Spain. participating in a multicenter international research project enabled the acquisition of new scientific knowledge, personal and cultural gains. From a broader perspective, the international graduate and undergraduate nursing networks were strengthened through the mobility of researchers, and overcoming of the "status quo" by the formation of a critical mass environment indispensable for scientific advancement. sharing the experience that you appropriate is about the power of grasping possibilities of a practical experience, in the context of the world, and going through it, motivated by the desire to make internationalization feasible.

PRINCIPLES OF MODERNIZATION OF LANGUAGE STRATEGIES: CHALLENGES OF GLOBALIZATION

One of the main needs of today’s globalized world is the need for intensive communication. Satisfaction of this need, in turn, creates challenges to the language training of the subjects of the communication process. Fluency in one of the world’s languages – English, German, French, etc. – is a necessary condition, beyond which the communication process is much more complicated. Communication with the help of a dictionary or translator has a number of shortcomings, the main of which is the adequacy / inadequacy of the interlocutor’s understanding, comprehension of the substantive meaning of communication. Current language education faces the task of finding and implementing an adequate response to the challenges of a globalized world. The purpose of the article is to analyze the principles of modernization of language education in the context of world experience. It is concluded that the challenges of globalization – the intensification of international communication, intercultural scientific, educational and religious exchanges define a fundamentally new role of language education in the modern information world, aimed primarily at meeting the needs of the individual in rapid adaptation to a changing multicultural world as well as the realization of other needs of human life in a multicultural and multilingual community of people. It is noted that language education is an important tool that shapes the consciousness of the individual and his ability to be socially mobile in society, promotes dialogue between cultures in a globalizing world, around the solution of various problems. In the era of the information revolution, it must provide high communicative functionality of man. Language strategies should be aimed not only at mastering the basic types of speech activity, but also at forming intercultural competence of potential speech subjects, which only together can ensure the readiness of the majority of citizens to communicate in today’s multilingual and multicultural world.

ПРИНЦИПИ МОДЕРНІЗАЦІЇ МОВНИХ СТРАТЕГІЙ: ВИКЛИКИ ГЛОБАЛІЗАЦІЇ

One of the main needs of today's globalized world is the need for intensive communication. Satisfaction of this need, in turn, creates challenges to the language training of the subjects of the communication process. Fluency in one of the world's languages – English, German, French, etc. – is a necessary condition, beyond which the communication process is much more complicated. Communication with the help of a dictionary or translator has a number of shortcomings, the main of which is the adequacy / inadequacy of the interlocutor's understanding, comprehension of the substantive meaning of communication. Current language education faces the task of finding and implementing an adequate response to the challenges of a globalized world. The purpose of the article is to analyze the principles of modernization of language education in the context of world experience. It is concluded that the challenges of globalization – the intensification of international communication, intercultural scientific, educational and religious exchanges define a fundamentally new role of language education in the modern information world, aimed primarily at meeting the needs of the individual in rapid adaptation to a changing multicultural world as well as the realization of other needs of human life in a multicultural and multilingual community of people. It is noted that language education is an important tool that shapes the consciousness of the individual and his ability to be socially mobile in society, promotes dialogue between cultures in a globalizing world, around the solution of various problems. In the era of the information revolution, it must provide high communicative functionality of man. Language strategies should be aimed not only at mastering the basic types of speech activity, but also at forming intercultural competence of potential speech subjects, which only together can ensure the readiness of the majority of citizens to communicate in today's multilingual and multicultural world.

A Study of International Education Exchange at Japanese-Chinese

A Study of International Education Exchange at Japanese-Chinese

Carbon storage estimation in a secondary tropical forest at CIEE Sustainability Center, Monteverde, Costa Rica

Secondary growth tropical rainforests have the potential to sequester large amounts of atmospheric carbon dioxide and as such are an important carbon sink. To evaluate a local forest, a Carbon Neutrality Program was initiated at the Council on International Educational Exchange, San Luis Campus, Monteverde, Costa Rica. The study was conducted on 50 hectares of forest classified as Premontane Wet Forest. The forest, part of the Arenal-Monteverde Protected Zone, is estimated to be aproximately 50 years old and is in the upper regions of the San Luis valley at 1100 m elevation. Assessment of the carbon stock in trees was carried out in two permanent, 1 hectare plots, 100 m by 100 m, Camino Real and Zapote. The plots were divided into 25 subplots, 20 m by 20 m totaling 400 m2 per subplot. Ten subplots in each area were studied which represented 1.6% the total surface area of the forest. All of the trees were measured within the subplots that had a diameter at breast height ≥ 10 cm and the height of 10% of the trees measured. The estimated total CO2 sequestered by the campus forest was 18,210 ton (in 2019).

A Narrative Thematic Study of the Impact of International Placement Experience on Graduate Occupational Therapy Practice

Abstract Aim and Background: Globally, there is movement towards the internationalisation of allied health care. Many universities across the globe are offering international student placements as part of the movement to create therapists equipped to participate in a dynamic, borderless environment. This narrative study sought to contribute to the developing body of knowledge exploring these longer-term impacts. Design and Methods: Seven occupational therapy graduates who completed an international placement as part of their studies were recruited. Narrative data were gathered via in-depth semi-structured interviews, and thematically analysed by coding and grouping similar concepts to develop themes. Results: The overarching themes were the influence of international placement on participants’ paths and practice as therapists. Sub-themes included developing relationships, representing occupational therapy, working with interpreters, cultural sensitivity and empathy, reflective practice, resourcefulness and autonomy. Conclusion: The study identifies ongoing impact of international student placement on occupational therapy practice. Participants gained a rangeof experiences during their time overseas that has influenced their practice as therapists. Future studies would provide further knowledge to inform universities and students of the benefits of undertaking international student placements. Keywords: international educational exchange, professional practice, professional competence