International Educational Institutions Research Articles

Latest Open Doors report examines trends in international student enrollment

The Institute of International Education, in collaboration with the U.S. Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics since 1948 on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of American students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Climate lessons from the cold edge: rethinking the university as an ethical ecology

Purpose This largely conceptual study aims to draw from the author’s experience of conversations with Svalbard’s educators, lessons for international higher education institutions’ engagement with climate change education and thinking for non-specialists. Design/methodology/approach In situ discussions with Svalbard’s educators informed the theoretical work of the author towards the development of conceptual conclusions. The theoretical frame used – “Red Biocentrism” – draws on both radical left and green thought to posit an emplaced, materialist understanding of author’s, participants’ and place’s intra-related contributions. Findings That, insofar as universities represent nodes in an ethical ecology, they have a capacity to realise that which is obvious in Svalbard – their role as embassies for their learning places, generative of spokespeople or ambassadors. Originality/value There is sparse published research into the work of Svalbard’s climate educators, as a pedagogical project undertaken under such extreme and rapidly changing environmental conditions. This study represents the first to reflect on what can be learnt from the educators of Svalbard by Universities elsewhere.

Methods of Modelling Electronic Academic Libraries: Technological Concept of Electronic Libraries

Abstract The relevance of examining modelling methods in academic electronic libraries is justified by the need to understand the library’s structure and ensure its operation in technological terms. The purpose of this study is to analyse the applied modelling methods for electronic libraries serving Kazakhstani and international higher education institutions. The study employed basic (structural, comparative-comparative) and additional (analytical-synthetic, graphical) methods. During this study, it was found that the main modelling methods for modern electronic libraries include the following: conceptual with the establishment of a clear hierarchy between objects of the electronic library and attributes of search queries, logical using search categorisation, informational employing the semantic principle of material construction and systemic-functional ensuring a balance between functions, structure, technologies and the management system. In particular, after modelling the structure of Kazakhstani, British and American digital libraries at universities, it was determined that the Yale University Electronic Library Collection is built on the method of logical modelling, the Electronic Library at L.N. Gumilyov Eurasian National University uses the systemic-functional method, the Cambridge University Electronic Library employs the informational method and the Al-Farabi Library uses the conceptual method.

Problems of implementing BIM technologies in the educational process

The article discusses educational process improvement for architect training concerning modern technologies, such as digitalization, information modeling, and cyber technologies. Reviewed and proposed mechanisms, methods, and means of modernization of education, concerning the introduction of BIM technologies to the bachelor's and master’s training course for ensuring quality of professional training of construction and architectural personnel. Influence factors, trends, and alternatives for implementing the concept of BIM in the educational process in the form of end-to-end integrated design and joint work in a team are identified. At the same time, the lack of personnel in Ukraine with in-depth knowledge of BIM technologies of various levels is emphasized. The article focuses on the relevance of the organization of progressive training, starting from the junior courses of a specialized university or college (institutions of higher education) to professional advanced training courses or other post-graduation training in licensed training centers. Emphasized are the creation of educational programs and their bringing to the standards of information modeling - as effective ways of construction and architectural personnel training. That involves completion of relevant training for bachelors, becoming proficient at the BIM-management course by masters, interdisciplinary interaction in education, the skills to manage corporate content, generate an IFC container, etc. The following components are emphasized: the need to retrain the teaching staff, improve the qualifications of teachers and provide proper resources, expand the means of enhanced automation, acquire BIM application experience of leading international education institutions, attract modern professionals with adequate experience, to actively demonstrate the BIM software potential, to consult production facilities, to conduct multi-level stimulation - as essential links of a single BIM chain. The set of technologies that must be mastered by a student during BIM training, the relationship of educational tasks, data transfer formats, and standards for creating an information model for effective management of the design, construction, and operation of facilities in the near future are discussed.

Promoting equity in study abroad: A focus on first-generation and students of color in the USA

Education abroad is considered a high-impact practice with short-term benefits such as intellectual development and higher retention and university graduation rates, along with more long-term benefits such as personal and professional development. Thus, it is important to ensure that all students have an equal opportunity to study abroad; however, research shows that this is not the case. For example, in the United States, the majority of study abroad participants are white (68% according to Institute of International Education [IIE], 2022), and the racial and ethnic diversity of study abroad participants is well below the percentage of undergraduate students of color overall. First-generation college students also make up a small proportion of the students who study abroad, with some coming from racial and ethnic minoritized backgrounds as well. This lack of diversity in study abroad should be a major concern for institutions of higher education. To address this issue at our own university, we surveyed 137 first-generation and students of color to gather data on their interests, opinions, and reservations about study abroad. Results demonstrate that they are overwhelmingly positive about study abroad but are concerned about cost, fitting it into their degree plan, and not knowing languages other than English. Additionally, 81% reported that they did not know where to start or how to get involved in study abroad. These results suggest that a more equity-minded approach with targeted interventions is needed to increase study abroad participation among first-generation and students of color.

Cultural Diversity & Policy Making: India’s G-20 Presidency.

India's policy, diplomacy, and international outreach endeavours are shaped by its cultural diversity and richness, which presents the nation's distinct identity to the globe. The main issues covered in a number of topics are summarized in this abstract, including cultural diplomacy, policies influenced by diversity, India's soft power potential, and methods for promoting Indian culture internationally. India has the potential to be a soft power due to its rich cultural legacy, dynamic democracy, and long history. India has demonstrated its power to affect global agendas and perceptions through cultural, diplomatic, and economic methods through projects such as its presidency of the G-20. India promotes its ideals of inclusion, tolerance, and respect for all people by utilizing its rich cultural legacy to build international collaboration and ties. India's foreign policy is based on cultural diplomacy, which allows the nation to present its rich history and customs to the world. India facilitates intercultural discourse, strengthens interpersonal relationships, and advances a more comprehensive comprehension of its multifaceted cultural mosaic through the organization of cultural exchanges, festivals, and exhibitions. India connects with global audiences through cultural centers, educational exchange programs, and internet outreach to promote awareness and recognition of its cultural richness. India's diverse culture has an impact on policy in a number of areas, including social welfare, language, education, and healthcare. India undertakes programs to protect minority rights, encourage linguistic variety, and incorporate indigenous knowledge systems into governance and development strategies because it understands the value of protecting and developing cultural heritage. India keeps its promise to social justice and inclusivity by tackling socioeconomic inequalities and empowering neglected populations. There are many different ways to promote Indian culture internationally, ranging from digital outreach and cultural diplomacy to supporting the cultural industries and encouraging tourism. India uses its cultural resources to draw visitors, present its artistic creations, and promote cross-cultural exchange via international cultural institutions, festivals, and exhibitions. India's attempts to promote its unique cultural history are strengthened when it collaborates with international organizations, educational institutions, and diaspora populations. This increases global appreciation and recognition of India's cultural outreach. In summary, India's cultural diversity and richness are important advantages that help to shape its foreign ties and global identity. India bolsters its soft power and promotes more understanding, collaboration, and harmony in an increasingly interconnected globe by embracing its cultural history, fostering cultural exchange, and interacting with global audiences.

What did Open Doors 2023 reveal about international students?

Since 1948 the Institute of International Education, in collaboration with the United States’ Bureau of Educational and Cultural Affairs, has been gathering data and publishing statistics on the number of international students enrolling in American colleges and universities, their countries of origin, and the number of Americans students studying abroad. This is a definitive survey of international and U.S. higher education student mobility.

Fostering Global Competence in Teacher Education: Curriculum Integration and Professional Development

In an increasingly interconnected world, global competence in teacher education is paramount. This qualitative study delved into the perspectives of teacher education students, exploring their insights and experiences regarding integrating global competence into educational practice. Through in-depth interviews and thematic analysis, several key themes emerged, shedding light on the multifaceted nature of global competence. Participants emphasized the necessity of understanding diverse languages, cultures, histories, and geographical landscapes, highlighting their role in fostering intercultural empathy and appreciation. Moreover, the study elucidated the challenges faced in promoting global competence within the educational system, including curriculum constraints and limited opportunities for experiential learning. However, amidst these challenges, participants identified various strategies and recommendations for enhancing global competence in teacher education. These recommendations included integrating cross-cultural content into the curriculum, providing experiential learning opportunities, investing in professional development for educators, and fostering partnerships with international educational institutions. By addressing these recommendations, educators and policymakers could pave the way for a more inclusive and globally-minded educational system, equipping students with the skills and knowledge necessary to thrive in an interconnected world.

Project-based learning through the lens of SEEM: enhancing implementation in the Brazilian context

PurposeThis study aims to mitigate the inherent challenges associated with implementing project-based learning (PjBL) by integrating it with the service engineering methodology (SEEM). The study demonstrates that combining PjBL with a methodological approach provides a step-by-step procedure that facilitates the practical application of PjBL and preserves the development of competencies inherent to PjBL.Design/methodology/approachAction research methodology was used to assess the effectiveness of combining PjBL learning strategy with SEEM. Data was collected through observations, questionnaires and focus group discussions to evaluate students’ expectations and perceptions of this combination.FindingsThe results show that PjBL implementation combined with SEEM enabled the organization of class dynamics, helping to mitigate difficulties encountered in the application of PjBL. Students conveyed that the integration of PjBL with SEEM afforded them a guiding structure without compromising their autonomy in decision-making for proposed solutions. It proved efficacious in honing skills pertinent to service design and analysis, teamwork, solution formulation, creativity and innovation stimulation.Research limitations/implicationsThis research has been limited to four classes in one university in Brazil. Besides, PjBL was combined with only one methodology (SEEM). Therefore, this needs to be tested in broader settings and contexts.Practical implicationsThe article highlights the potential benefits of PjBL in bridging the gap between academia and the professional world while acknowledging the challenges involved in its implementation, combining PjBL with a methodology that provides a sequence of steps to be followed.Social implicationsThe social implications of implementing PjBL in higher education in the Brazilian and international contexts are multifaceted. The adoption of PjBL encourages instructors to adapt their learning strategies and align them with the evolving needs of worldwide society. Through PjBL, Brazilian and international higher education institutions may contribute to the development of individuals who are not only knowledgeable but also capable of applying their knowledge effectively in practical situations around the world.Originality/valueThe theoretical contribution lies in suggesting that combining PjBL with a methodology that provides a sequence of steps to be followed (such as that exemplified through SEEM) can address intrinsic issues that consider the complexity of PjBL implementation, preserving the development of competencies inherent to PjBL.

The role of Guanxi in fostering adaptability and work engagement among educators in international educational institutions.

The present study delves into the intricate relationships between individual adaptability, various dimensions of Guanxi-Ganqing, Renqing, and Xinren-and work engagement among educators working in international educational institutions across major cities in China. Guanxi refers to complex system of social networks and influential relationships that facilitate business and other dealings. Ganqing, Renqing, and Xinren represents distinct but interconnected dimensions. Ganqing refers to the emotional bonding or personal affection that is developed within a Guanxi relationship. Renqing can be understood as the norm of reciprocity or the social obligation to respond to another's needs and to maintain the balance of give and take in relationships. Finally, Xinren: This dimension represents trust and credibility in Guanxi relationships. Employing online data collection via the Qualtrics platform, the study investigates the impact of individual adaptability on work engagement, particularly examining the mediating roles of different Guanxi dimensions. Utilizing Hayes' Process Model 80 for mediation analysis, our findings demonstrate a statistically significant direct effect of individual adaptability on work engagement, thus supporting Hypothesis 1 (H1). The analysis reveals that this relationship is partially mediated by other variables within our model. Significantly, the study highlights the nuanced roles of the Guanxi dimensions of Ganqing, Renqing, and Xinren in this context. Both Ganqing and Renqing were found to amplify the effect of individual adaptability on work engagement, confirming Hypotheses 2a and 2b. However, while Xinren increased the effect size, it did not significantly mediate the relationship between individual adaptability and work engagement, leading to the rejection of Hypothesis 2c. Furthermore, our research provides new insights into the interplay between these Guanxi dimensions. Specifically, Ganqing and Renqing significantly influenced Xinren, which in turn impacted work engagement, thereby supporting Hypotheses 3a and 3b. This mediated chain model suggests a more complex interaction between these factors than previously understood. Our analysis also reveals the differential impacts of these Guanxi dimensions. Notably, Ganqing exhibited a greater influence on work engagement compared to Renqing and Xinren. This finding underscores the critical role of affective bonds in social ties and their importance in enhancing work engagement. These results, robust across statistical metrics including R, R-squared, MSE, F, and p-values, are detailed in our results section and illustrated in Figure 3. The study contributes to the understanding of how individual adaptability and various Guanxi dimensions interact to influence work engagement, offering valuable insights for both academic research and practical application in organizational settings. These findings are contextualized within Confucian values and the ongoing internationalization of education. The study thus advances the theoretical discourse while offering practical recommendations for educators and institutional policies. Limitations and future research directions are also elaborated.

Analyzing Science Communication Discourses in a Global Society: A Case Study of a Graduate School Classroom

This study anchored on constructivist grounded theory aimed to unveil discourses on science communication in a glocal society in a Philippine graduate school classroom. Virtual interviews were done with the participants. In vivo coding technique and narrative discourse analysis were used for data analysis. Results revealed seven emerging discourses on science communication in a graduate school classroom. These are 1) popularizing research- and evidenced-based knowledge, 2) focusing on truth and authenticity, 3) synergy of thinking skills, 4) social media engagement, 5) science communication in policymaking, 6) emancipation and empowerment through education, and peace and global understanding. The emerging discourses of Filipino graduate students reflect how they perceive science communication when positioned globally and applied locally. Science communication is a conduit for making science relevant and impactful to all social contexts through sound and accurate knowledge sharing and engagement of scientific and technical information. Integrating it into allied disciplines to maximize its practical application may emphasize science communication in an academic setting. Future researchers may replicate this study by exploring other methodologies and collaborating with international partner educational institutions to look into intercultural and cross-cultural constructs along this research interest.

Understanding Chinese International Students' Struggle in Canadian University during COVID-19: A Literature Review

The economic impact of international students in Canada is tremendous. As the enrollment of domestic students has decreased, the admission of overseas students has made up for the financial losses that Canadian institutions suffer due to the drop in domestic student enrollment. China is a significant exporter of international students to Canada, sending a sizable number of them there yearly. Chinese international students' entrance to Canadian universities is being impacted by the COVID-19 pandemic. This article contends that because of their temporary immigration status, international students in Canada are at risk. It does this by drawing on the literature analysis approach. They are not included in the majority of government assistance initiatives intended to assist Canadians during this outbreak. The majority of overseas students struggle financially and psychologically as a result of the pandemic. The circumstance is causing a further drop in the admittance of international students, with economic repercussions for Canadian institutions. The report advances our knowledge of the struggles faced by international students and educational institutions during the COVID-19 pandemic by examining the issues they face as well as the methods needed to increase their resilience and universities' capacity.

School Performance Evaluation of Chinese International Language Education Institutions

As an institution of international Chinese language teaching and cultural dissemination, the scientific evaluation of Chinese international language education institutions is conducive to sustainable high-quality development. This paper designs the performance evaluation indicators of Chinese international language education institutions from the four dimensions of input, process, output and benefit. Taking the Confucius Institute at XX University in Spain as an example, this paper evaluates its school running performance with the help of the Analytic Network Process-Fuzzy Comprehensive Evaluation model. Research has found that the Confucius Institute at XX University in Spain has a good performance rating and a relatively optimistic performance situation. However, the scores of input performance and output performance are relatively low, and there are problems such as unstable funding sources, unreasonable use of funds, and non-standard financial management.

Assessment of math anxiety as a potential tool to identify students at risk of poor acquisition of new math skills: longitudinal study of grade 9 Italian students.

Numerous international educational institutions have sounded the alarm about the gradual increase in the number of students failing to achieve a sufficient level of proficiency in mathematical abilities. Thus, the growing interest in identifying possible solutions and factors interfering with learning seems justified. In recent years, special attention has accrued to the possible role played by emotional factors. In the present investigation, students in the first grade of a technical vocational secondary school are followed to assess the influence of math anxiety (MA) on the development of skill acquisition in calculus. A math skills assessment test is administered on two occasions, at the beginning and end of the school year. Results highlighted that the score on the anxiety scale, administered at the beginning of the year, negatively correlated with the score obtained on the mathematics test, administered at the end of the school year: the higher the level of anxiety, the worse the performance. Furthermore, the score obtained in the second administration makes it possible to divide the students tested into two groups: students who improved their performance and students who did not benefit at all from repeating the test. In these two groups, an analysis of the relationships between the outcome of the end-of-year mathematics test and the level of MA at the beginning of the year showed that MA correlates negatively with performance only in students who will fail to acquire new expertise in mathematics over the course of the school year. The results suggest that MA may interfere with the smooth development of math skills. Assessing the level of MA at the beginning of the school year could prove to be a useful tool in identifying which and how many students are at risk of failing to achieve the skills expected from the usual course of instruction. A consideration of anxiety as one of the variables at play in the genesis of learning difficulties may prompt educators to modify teaching methodology and strategies by increasing focus on the impact of the emotional dimension on learning.

METHODICAL ASPECTS OF DETERMINING THE EFFECTIVENESS OF FREE ECONOMIC COOPERATION IN THE SYSTEM OF COOPERATION MANAGEMENT OF HIGHER EDUCATION INSTITUTIONS

Introduction. The Cooperation of Cooperation in Higher Education Institutions is becoming the most important component of the innovation process. For regional politicians, it is a vital component of regional innovation policy, as the successful use of R&D results of local free economic zones is important for the competitiveness not only of the region but also of the country as a whole.
 There is a clear shift towards regionalization in higher education innovation policy and technologies. One of its consequences is the expectation from universities to create networks and establish regional connections. It is also important to create broad shared cluster networks, although most clusters focus on weak local networks. Nevertheless, network members are responsible for more patent applications than others. Moreover, it seems that the quality of patents is not reduced in cooperation with the universities of one regional cluster.
 The hypothesis of the research is to substantiate the methodological recommendations and proposals to increase the effectiveness of the interaction of free economic zones in the management system of cooperation of higher education institutions.
 The purpose of the study is to substantiate the features and effectiveness of the interaction of free economic zones in the management system of cooperation of higher education institutions.
 The methodology of scientific research is general and special research methods: logical and comparative analysis in revealing the principles of forming the scientific essence of cooperation
 of higher education institutions; the method of induction was used to make formal-logical generalizations, which allows the formulation of a general conclusion based on the analysis of individual facts and phenomena, the method of deduction was used to obtain intermediate (partial) conclusions based on the analysis of the general process, the method of abstraction was used to identify processes due to the neglect of random phenomena, For modeling and calculations used special software and hardware: MS Excel, RSPSS, programming language "R".
 Conclusions and prospects for further research. Theoretical and methodological provisions for managing the development of cooperation of international higher education institutions, based on maximizing resource complementarity and minimizing institutional incompatibility, and whose main goal is to ensure the development of cooperation of international higher education institutions as a way to improve areas (education, research, technology transfer).
 The scientific and methodological provisions of ensuring the management of the development of cooperation of international higher education institutions, which are based on selected key areas and strategic opportunities from the cooperation of international free economic zones, which allows to ensure the effectiveness of their international activities and provides a basis for leveling economic opportunism.
 Keywords: institutions of higher education (HEI); interaction of HEIs; cooperation; integration; innovation policy of HEIs; management system of HEIs.

MODELING THE APPROACHES TO MANAGING JOINT CO-OP INSTITUTIONS OF HIGHER EDUCATION

The paper offers an overview and an in-depth analysis of a management framework for developing cooperation between international higher education institutions. Given the key areas and strategic opportunities from the international higher education institution partnership, the study has identified the specifics of international cooperation that can affect the performance efficiency of international activities of higher education institutions along with providing a better focus on the range of mechanisms that can be adopted to boost cooperation between international higher education institutions to increase their efficiency. In addition, the study explores the validity prospects for the above management mechanism as an effective toolkit to enhance HEI global competitiveness. The research findings demonstrate that a higher education system, in the narrow sense, is a set of organizations (institutions) that produce (provide) educational services to individuals (consumers) who pursue higher education. From this perspective, the higher education system includes institutions of higher education, as well as other organizations: licensing, certification and accreditation bodies and research institutions that carry out analytical research in the area of higher education development; monitoring organizations – to maintain higher education quality assurance; media; NGOs; donor organizations. In this context, the primary objective of the education system is to gain maximum effectiveness and efficiency of educational activities. Apart from the above, this paper seeks to explore the effects from education internationalization, thus demonstrating that this process is critical in terms of fostering harmonization of different education systems (at the global level, as well as in the nation-wide settings). The study also asserts that education internationalization creates favourable environment to effective implementation of the goals of sustainable development, in particular those related to human capital development through education. Within the framework of this research, sustainable development of society in the context of higher education and science internationalization and global progress of humanity as well as the institutionalization transformations in political, economic and social domains is viewed as a holistic and multi-level interaction of economies, societies, states, social institutions, cultures, peoples, nations, worldviews, etc. that ultimately affects both the national models of education and science, as well as translates into a change of the global educational and research paradigm.

FOREIGN LANGUAGE TRAINING OF EASTERN EUROPEAN HUMANITARIAN COLLEGES STUDENTS USING CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHOD

The article is devoted to the study of the peculiarities of using the method of content andlanguage integrated learning (CLIL) in the process of foreign language training of humanitarian collegesstudents in several Eastern European countries (Poland, the Czech Republic, Slovakia). Based on theanalysis of scientific and methodological literature, the authors found out that during the last decade theCLIL method has been rapidly spreading in the European educational space in three main forms: so called«hard», «soft» and «partial immersion». In Eastern Europe, the «hard» form of CLIL is the mostwidespread, because, according to educators, it is better able to implement the idea of integrating learningin a certain discipline and a foreign language. At the same time, practical teachers are aware that only abalanced combination of foreign language and non-philological content can give the best educationaleffect. In pedagogical practice, the CLIL method is often used by teachers of special (non-philological)disciplines who possess high level of foreign language training. However, the latter often subconsciouslypursue only one goal of learning - language, evaluating the overall success of students mostly from theperspective of success in a foreign language. Therefore, it is more logical to train a subject teacher whowill have a high level of competence in the foreign language field than a foreign language philologist whohas additional subject specializations. The authors found out that as of today, in contrast to most EUcountries, there are not many accredited programs in humanitarian colleges in Eastern Europe that arefully focused on the training of CLIL teachers. Humanitarian colleges offer only select courses, which are often elective ones. Although practicing and prospective teachers (who are interested in developing theirprofessional competences in CLIL) have access to courses offered by national and international postgraduate teacher education institutions, but this is clearly not enough. Thus, the authors come to theconclusion that the strategy of adequate systematic training of CLIL teachers does not yet have a cleardefinition in humanitarian colleges of the studied countries (Poland, the Czech Republic, Slovakia).Under such conditions, the authors recommend starting with an assessment of existing competencies andclarifying the needs of a teacher interested in systematic work using CLIL method. This assessment canbe based on the requirements described in the Recommendations of the European Commission on thetraining of such specialists, the Table of Competencies of the CLIL teachers, reflections of the teachersthemselves, feedback from students, educational institutions administrations, other interested parties.

Values of Clinical Observational Learning in Work-Integrated Learning in Health Sciences Education: Students' Views and Experiences

Students' competency is a critical concern in health sciences education. Therefore, work-integrated learning has become an integral part of health sciences programmes at higher education institutions. This study explored students' views and experiences of clinical observational learning to promote work-integrated learning in the acupuncture programme at a South African university. The authors used the Technological, Pedagogical, and Content Knowledge (TPACK) model as a theoretical lens to guide this study, involving five participants who were purposively selected. A qualitative descriptive single case study design was employed within an interpretivist paradigm. Five participants were recruited for this study. The authors employed semi-structured interviews as the data collection instrument. The data were analysed using the six-step thematic analysis. The findings revealed that students agreed that clinical observational learning significantly improved clinical competency. They reported that clinical observational learning assisted them in memorising content knowledge and obtaining practical experience. Furthermore, participants highlighted that a lack of space, insufficient time, and incompetency of observed student practitioners negatively affected their learning experience. This study concluded that higher education institutions should employ clinical observational learning in the curriculum to assist in transitioning students from theoretical knowledge to clinical practice. It is recommended that further research must be conducted at national and international higher education institutions.

ORGANIZATIONAL CULTURE AT UNIVERSITIES: COMPARATIVE STUDY OF INTERNATIONAL PRACTICES

Organizational culture for effective functioning of universities is one of the main prerequisites for ensuring a good environment. Although organizational culture is informal in nature, it can serve as a crucial factor in managerial decision-making and quality enhancement of processes. The current article explores four main types of organizational culture (clan, adhocracy, hierarchy and market cultures) [4] at international higher education institutions (HEIs). By comparing and analyzing the professional literature, it becomes evident that at international HEIs clan organizational culture is more vivid. Even if other types of organizational culture are mostly adopted by universities, they still strive to have a clan organizational culture. Clan culture fosters a sense of cohesiveness and connectedness among members, and, respectively, enhances their ownership and organizational commitment. In a clan culture, everyone collaborates for the betterment of the organization, making it easier to make collective decisions that are best for the group.

Efficient administrative management strategy for activities in international higher education institutions

This research article examines the significance of efficient administrative management in international higher education institutions and addresses the specific challenges faced in managing activities effectively. The objective of this study is to propose an administrative management strategy tailored to the context of Vietnam's international higher education institutions. Drawing upon existing literature, theoretical frameworks related to organizational management, leadership, governance, and strategic planning are explored to inform the development of the strategy. The unique characteristics and challenges of the Vietnamese higher education system, particularly in relation to internationalization efforts, are described, highlighting the importance of aligning administrative management strategies with local context while incorporating international best practices. Essential components of an efficient administrative management strategy, including organizational structure, decision-making processes, resource allocation, staff development and training, technology integration, and quality assurance, are identified and discussed in detail. Successful case studies and best practices from international higher education institutions are analyzed, providing valuable lessons and insights that are relevant and applicable to the Vietnamese context. Specific recommendations and guidelines are provided for Vietnamese higher education institutions seeking to enhance their administrative management practices, considering cultural, institutional, and regulatory factors.