Internationalization Of Education Research Articles

Collaborative Online International Learning in Physiology: A Case Study.

Internationalisation in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over seven weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up post-graduation opportunities.

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

ABSTRACT Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students’ resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students’ perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students’ (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. “Discipline-specific vocabulary” was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused “online translator” as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.

Country branding through the internationalization of higher education: the case of Egypt

PurposeDrawing from the literature on internationalization, higher education marketing and place branding, this paper aims to link the internationalization of higher education to country branding. It explores the impact of internationalization within the higher education system on Egypt’s destination brand equity. This investigation offers insights for decision-makers in both the higher education and country branding sectors.Design/methodology/approachThis empirical paper adopts an exploratory approach and serves as an initial step for researchers. It utilizes a quantitative methodology, employing a survey with 366 responses, to examine the effects of internationalization efforts in higher education on country brand equity.FindingsThe results reveal a direct correlation between student engagement and the brand equity of international branch campuses (IBCs), as well as a link between IBCs and Egypt’s brand equity. Notably, the study highlights the mediating role of IBC brand equity in the relationship between student engagement and the overall brand equity of Egypt.Originality/valueThis paper is innovative in its method of assessing the impact of internationalization efforts in higher education, specifically at IBCs in Egypt, on Egypt’s destination brand equity. Additionally, the study identifies student engagement as an antecedent to IBC brand equity.

Internationalization of Higher Education and Emerging National Rationales: Comparative Analysis of the Global North and South

AbstractThis paper provides a comparative analysis of national rationales to higher education internationalization in the global north and south countries using content analysis. The results reveal that the socio-economic rationales are dominant across most of the 27 sampled countries. However, they manifest differently across the global north and global south as countries interpret the benefits and effects of internationalization in line with their national priorities. These variations are being shaped by an increasingly complex, competitive, and multipolar higher education internationalization landscape with new global south actors acquiring agency despite the deepening global inequalities. As a result, political rationales are becoming an important driver to internationalization. The current geopolitical environment associated with global conflicts, health pandemics, and increased nationalistic, anti-immigrant, and anti-globalization sentiments is also adding more uncertainty and complexity. Due to increased concerns about this multipolar and self-centred internationalization, a few countries are starting to promote inclusive approaches to internationalization.

Mapping Higher Education Internationalisation as a Research Space via Natural Language Processing (NLP) Techniques

The productivity of a specific research field hinges on the periodic examination of both the knowledge produced and the knowledge production activities. By harnessing the strength of traditional bibliometric analyses and a variety of Natural language processing (NLP) techniques, this study portrayed a holistic landscape of higher education internationalisation (HEI) research that incorporated time and region through a spatial lens. The findings reveal the field's evolution into establishment, significant regional variations in research focus, and the expansion of networks for disseminating knowledge. These factors collectively contribute to a diverse ‘lived’ space of HEI research. However, the dominance of Western-centric key concepts, theories, and discourses highlights a homogenous ‘conceived’ space, pointing to an underlying tension between these spaces. Despite these challenges, opportunities for breakthroughs exist. Additionally, the study underscores the immense potential of NLP techniques in facilitating the exploration of how research fields evolve, further enriching our understanding of HEI.

Internationalization Development Strategies of Applied Local Undergraduate Colleges and Universities Based on Virtual Reality and Artificial Intelligence Customer Research

In an era of globalization and rapid technological advancement, internationalization has become a vital requirement for higher education institutions around the world. This research investigates the efficacy of incorporating virtual reality (VR) and artificial intelligence (AI) technologies into internationalization initiatives for applied local undergraduate institutions and universities. A multistep technique was used, which included market research, immersive customer involvement, content production, and strategic collaborations. A pilot study of 200 prospective international students looked at the influence of VR and AI-based initiatives on key recruitment indicators like application and conversion rates. The results demonstrated significant gains in both application rates and conversion rates in the experimental group compared to the control group, demonstrating the transformative potential of immersive technology and data-driven engagement approaches in higher education recruitment and retention efforts. Furthermore, increases in engagement time and satisfaction scores demonstrated the beneficial effects of VR and AI technology on student engagement and contentment. This study adds to the expanding body of literature on the interface of technology and international education, providing useful insights for institutions looking to increase their worldwide reach and competitiveness. However, further study is needed to investigate the long-term effectiveness and scalability of VR and AI-based projects in higher education internationalization. Overall, this study indicates the potential for VR and AI technology to transform internationalization policies and build a more inclusive and integrated learning environment in higher education.

An Analysis of the Mediating Role of Language in Education in the Context of Internationalisation of Education

In the context of the internationalization of education, multilingual language learning and teaching play a fundamental and very important role in the education system, where different groups learn a uniform curriculum based on different cultural backgrounds and linguistic understandings. This thesis analyses the reason for the imbalance of educational resources for minorities in the educational process. Multilingual teaching materials and related materials are outdated or unavailable. Groups learning through "bridge" languages do not acquire languages through their mother tongue, which makes the acquisition process difficult. On this basis, the thesis proposes to improve pedagogical diversity by increasing teachers' motivation to learn and teach multilingualism. The second is that the creation and enrichment of multilingual corpora and teaching materials can enhance research on multilingualism. The third is a way to reduce the quality gap with the majority population in education by promoting cooperation between universities companies and institutions.

ESG in the Internationalization of Higher Education Institutions

Purpose: The phenomenon of sustainability studies in the Economic, Social and Governance (ESG) dimensions has been developing in the literature, as well as that of the Internationalization of Higher Education Institutions (HEIs), demanding practices to enhance actions that add healthy values to society. Based on this provocation, the objective of this research was to develop instruments capable of evaluating how HEIs incorporate the ESG principle in their internationalization initiatives. Theoretical Framework: For the development of the research we used ESG and its criteria (environmental, social and governance), relevant perspectives for sustainability in HEIs and internationalization of HEIs. Method: This research is based on a qualitative approach with an exploratory framework, with support from the databases Periódicos Capes, EbscoHost and Spell.org.br. Results and Discussion: The research discussed the literature to support the construction of two collection instruments: a structured interview script and a questionnaire, both modeled for application to professors or staff responsible for internationalization projects or initiatives in their respective HEIs. Research Implications: It is expected that the aforementioned research products can be used to support future research on ESG principles applied to higher education internationalization initiatives. Originality and Value: The research innovates in the articulation of two important themes (ESG and Internationalization of HEIs) and delivers two products for qualitative and quantitative research.

University presidents’ international education experience and the internationalization of higher education institutions: a study of leadership in China

ABSTRACT In the context of deepening globalization, accelerating the internationalization of higher education is the core development mission and important development mode of higher education today. This study investigates the impact of university presidents’ international education experience on the associated Chinese institutions’ internationalization. Based on imprinting theory, we argue that international education experiences received during sensitive periods leave an imprint on presidents concerning overseas countries, which may further impact their cognitive structures, enabling them to make strategic decisions conducive to international expansion. We manually collected multidimensional data from 868 Chinese general higher education institutions (HEIs) and 1,863 university presidents between 2001 and 2017. The results reveal that university presidents’ international education experiences significantly enhance the level of internationalization in HEIs. Additionally, when the country where presidents obtained international experiences has a closer cultural distance to China or the government in the location where presidents serve shows greater attention to higher education, can strengthen the positive impact of presidents’ international experiences on HEIs internationalization. This study makes important theoretical contributions to leadership literature, internationalization of higher education literature, and imprinting theory. It also has practical significance for the development and promotion of university presidents.

Navigating the Global Landscape: Dynamics and Impacts of Internationalization in Higher Education

The internationalization of higher education stands as a multifaceted phenomenon characterized by a myriad of driving forces, mechanisms, and consequential impacts. This paper seeks to elucidate the intricate nature of this global trend, exploring its diverse dimensions and evaluating its implications for institutions, stakeholders, and the broader socio-economic landscape. Central to the discourse on internationalization is the evolution of higher education in response to globalization. As the world becomes increasingly interconnected, institutions of higher learning face growing imperatives to engage in cross-border collaborations, foster cultural diversity, and prepare students for a globally interconnected workforce. The paper navigates through the underlying rationales propelling this transformation, shedding light on the economic, social, and academic motivations that drive institutions towards internationalization strategies. The mechanisms facilitating internationalization manifest through a spectrum of initiatives, including but not limited to student mobility programs, collaborative research ventures, cross-border partnerships, and curriculum internationalization. This paper delves into the efficacy of these strategies, evaluating their impact on enhancing academic quality, fostering intercultural competencies, and promoting knowledge exchange across borders. Furthermore, it examines the challenges and opportunities inherent in implementing these mechanisms, considering issues of equity, linguistic diversity, and varying academic standards across regions. A critical aspect of internationalization is its impact on stakeholders within higher education. Faculty members, administrators, and students experience a transformed academic landscape as they engage in global collaborations, navigate diverse cultural contexts, and adapt pedagogical approaches to accommodate internationalized curricula. This paper assesses the roles and experiences of these stakeholders, exploring how they contribute to and are affected by the internationalization agenda. While acknowledging the transformative potential of internationalization, this paper critically examines its limitations and ethical considerations. It addresses issues of cultural hegemony, power imbalances in global knowledge production, and the commodification of education. Moreover, it discusses the potential for unintended consequences, such as brain drain from developing countries and the commercialization of higher education. In conclusion, this paper synthesizes the complexities of internationalization in higher education, offering insights into its multifaceted nature, driving forces, operational mechanisms, and far-reaching implications. By providing a nuanced understanding of this phenomenon, it aims to inform policy discussions, guide institutional strategies, and stimulate further scholarly inquiry into the evolving landscape of higher education in a globalized world. Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024

The Impact of Globalization and Internationalization on the Global Society

Internationalization and globalization are perceived as the central realities of the 21st century impact on higher education. Moreover, internationalization and globalization together influence to transform the image and organizational activities of universities. To be able to better prepare students for the development of career, universities must be aware of the trends, opportunities and experiences of globalization and internationalization. The impact of globalization and internationalization on the character and behavior of universities has become a central theme of many recent studies. Some even go so far as to claim that the process of globalization has produced a grand new model of global universities. This general trend of today's reality gives us the opportunity to increase the balanced economic and scientific potential of a country and the formation of human capital that leads to an economy with sustainable growth. Education in general and higher education in particular is an important factor and aims for the globalization and internationalization of higher education to achieve these objectives and help society to navigate a future that is more difficult to predict. Received: 25 December 2023 / Accepted: 25 February 2024 / Published: 23 April 2024

Digital economy and education in China: globalisation and cyber sovereignty

The article studies the socio-cultural specifics of digitalisation of public administration system, economy, and education of China. With the help of historical and philosophical, comparative, and hermeneutic methods alongside with the analysis of secondary sources and statistical information, the authors examine the socio- cultural features of Chinese strategy of digital breakthrough and the impact this strategy may have on the global world. The following problematic areas of digitalisation have been identified: transparency of public administration system that is relevant to the Zeitgeist and demanded by the population versus strict state control over various spheres of life; the global Internet versus cyber sovereignty; maintaining a balance between internationalisation and localisation of Chinese education. Several potential spheres of influence on the international community have been highlighted: world-class standardisation; demand for Chinese education (including education in the field of public administration) in the global market for educational services; development of artificial intelligence due to national peculiarities of China (a huge volume of domestic data, the possibility of mass implementation of developments, financial capabilities of the country). Special attention is given to the problem of cyber sovereignty. Within its framework, three main types of security that the Chinese information sphere concentrates on are analysed: computer, cognitive, information and psychological

Uneven internationalisation of higher education in the European Union: a case study of two universities in Czechia and Slovakia

AbstractThis article presents the rationale for having a symposium on internationalisation of higher education (IHE) and introduces the collection of articles. It details examples of two universities from Central Europe to illustrate uneven development in internationalisation, including the achievements in and barriers of internationalisation. The paper sets these examples into the context of existing publications on IHE and suggests that teaching faculty members are key for enhancing internationalisation, in particular their teaching abilities and commitment to support internationalisation. It warns that IHE may divide Europe into two profoundly different parts, contrary to the expectation of policy makers and experts. It concludes by recommending academic development as an effective way to increase academic teachers’ competences and willingness to advance internationalisation in higher education.

We have to change; they stay the same

Overseas student integration and difficulties in adjusting into the academic life of the host country are often posited as personal failures, and international education scholarship focuses heavily on the notion of failure. However, the categorization of international students is premised on them not being active subjects in the curriculum and the ways in which they can contribute to internationalization of higher education. The current study addresses this negative characterization through qualitative methodology, observing and interviewing 24 Chinese international students at an Australian university. Conducted during the COVID pandemic period, this study offers new insights into how the shift to online learning exacerbated the failure of the teaching, learning, and curriculum models that predominate in Australian universities. We call for a rethinking of international students’ education; as the pandemic subsides, deeper conversations are necessary over the continued prevalence of the deficit model while considering international students’ agency in their learning practices.

Lessons learned from Mentor-ING: an EME teacher education programme based on peer observation

ABSTRACT The internationalisation of higher education has resulted in the spread of English-medium education (EME) across the world. This new educational paradigm comes with a number of challenges, one of them being the need to create specific continuous professional development (CPD) for teachers involved in it. Despite this compelling need, existing research accounting for examples of teacher education in EME is scarce. To reduce this dearth, the present study seeks to showcase a research-based peer observation EME teacher education initiative as a potential inspiration for the design and implementation of similar programmes worldwide. A thematic analysis of its participants’ feedback has revealed that, in addition to addressing linguistic and pedagogical competences, multilingual and identity issues are of the highest concern. Likewise, reflection and collaboration are highlighted are key elements for effective teacher education programmes.

AZƏRBAYCANIN BOLONYA PROSESİNƏ QOŞULMASI ZƏRURƏTİ

The Need for Azerbaijan to Join the Bologna Process Summary The Bologna process will push our universities to a pragmatic modernization of education, a comparative analysis of their curricula and programs with single-disciplinary European universities, and real benefits from the latest achievements of European science in the educational process. Academic mobility of professorial and pedagogical life will become a more effective form of advanced training for the teaching staff of our universities. Key words: internationalization of education, globalization of education, opportunities for globalization, global educational space, international cooperation

The Role and Relevance of Foreign Universities in Making Indian Higher Education Internationally Empowered

In the contemporary knowledge economy, providing sufficient access to diverse and globally competitive higher education institutions for the younger generation is a critical responsibility of the state. However, given India's vast population, it is not feasible for the government alone to meet the immediate demand for higher education opportunities for all eligible individuals. While the domestic private sector can complement government initiatives in offering higher education, the presence of foreign educational institutions is vital for demonstrating esteemed educational practices in developing countries like India. The entry of foreign universities can enable domestic institutions to seek and adopt new pedagogical strategies and research practices, thereby elevating the overall quality of the higher education sector. This proposed study examines the role and relevance of foreign universities in empowering Indian higher education to achieve international standards. The study is more qualitative in nature as it reflects the public's concerns over the role and relevance of foreign universities in the country. Through a comprehensive review of relevant literature, the study aims to identify existing research gaps. The present paper is an investigation of the diverse ways in which the establishment of foreign universities here can contribute to the smooth and speedy enhancement of Indian higher education to consistently compete internationally.

The Improvement of the Selection Mechanism of International Students Coming to China: Take Countries along the Belt and Road as an Example

As China's influence grows globally, particularly after the introduction of the Belt and Road Initiative in 2013, an increasing number of foreign students are choosing to pursue their higher education in China. Given this context, China is beginning to place an increasing emphasis on the quality control of its international student population. Thus, this essay examines China's current system of international student selection. The examination reveals that there are issues with China's system for selecting international students. Both the language assessment and the academic ability evaluation are devoid of professionalism and refinement, as well as consistent criteria. Additionally, the preliminary mechanism has not gained traction or been useful, and other complementing, alternative mechanisms are disregarded. This paper offers recommendations from three perspectives—the language evaluation mechanism, the academic assessment mechanism, and the alternative assessment mechanism—to encourage the enhancement of the selection process for foreign students entering China. In order to support both the internationalization of higher education and the Belt and Road initiative, the Chinese government and universities should raise the bar for selecting international students and implement policies that are appropriate for the current state of affairs and the challenges facing the countries that form the route.

Academics' Beliefs Regarding the Importance of Curriculum Internationalization in the Ethiopian Research Universities

This study set out to investigate the beliefs of academics regarding the importance of curriculum internationalization in Ethiopian research universities. A convergent-parallel mixed-method design was used to achieve this purpose. Quantitative data was gathered from 415 randomly chosen academics taken from a sample frame of 6808 through a questionnaire. Using a semi-structured interview, 16 purposefully chosen individuals provided qualitative data. The questionnaire's construct, face, content, and pilot test validity were examined. Moreover, triangulation, use of multiple methods, external audits, and low inference descriptors were employed for the qualitative instrument. Descriptive statistics (frequency, percent, mean, and standard deviation) and inferential statics (Chi-square, Cramer's-V test, and one-way ANOVA) were used to examine the quantitative data. Bell's “Spectrum of Acceptance of Internationalizing Curriculum,” integrated with Ellingboe's “Great Divide,” was used to identify the positions of the academics in their beliefs. The qualitative data was analyzed using descriptive statements and presented thematically based on research questions. Hence, major findings revealed that academics' representations based on their demographic variables were not as expected; their variation was practically not significant among universities; the majority of academics had crossed Ellingboe's “Great Divide”; significant differences among disciplines and/or universities were not observed in this study. Finally, urging academics to actively integrate international perspectives into their curricula, elevating curriculum internationalization of higher education to a national priority, and undertaking extensive national research emerged as key recommendations for the Ethiopian Research Universities, Ethiopian Ministry of Education, and future research endeavors, respectively.

Navigating the challenges of establishing a new residency program in anatomic pathology based on the Accreditation Council for Graduate Medical Education International standards in the post–Soviet era Kazakhstan: strategies and successes

In 1991, after the dissolution of the Soviet Union, newly independent Kazakhstan faced challenges of a healthcare system in transition. Anatomic pathology practice remains one of the least developed medical specialties in Kazakhstan. Acute shortage of pathologists is a universal phenomenon. There is no subspecialty pathology practice as yet. Residency programs in anatomic pathology are found only in a few tertiary health institutions in the big cities. Nazarbayev University School of Medicine was established in 2015 to reform medical education in Kazakhstan. Prior to this time, in 2010, Nazarbayev University was established to lead higher education reforms in the country. Each school in Nazarbayev University was paired with an international partner to jump-start its trajectory to excellence. Establishing a new residency program in anatomic pathology based on a western pedagogy was a new innovation that needed multi-level stakeholder consultation and support. In partnership with the University of Pittsburgh School of Medicine and its hospital system, the University of Pittsburgh Medical Center, we established the first residency program in anatomic pathology based on the Accreditation Council for Graduate Medical Education International standards in Central Asia. We have identified 5 strategic approaches that led to our rapid success, including targeted strategic partnership; robust engagement with the local stakeholders; adoption and contextualizing of an existing pedagogy; ensuring adequate and fit-for-purpose infrastructure; and organizational restructuring and optimization. We hope that these suggestions will be translatable to help those facing the arduous but exciting task of establishing a new residency program from scratch.