Internationalization Of Higher Education Institutions Research Articles

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.

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.

Determination of Factors Affecting International Students’ Satisfaction Levels Using CHAID Analysis

Internationalization has recently been a core element for higher education institutions (HEIs) worldwide. Various components provide internationalization in HEIs. However, international students stand out from the others due to providing numerous benefits to host countries. Therefore, HEIs around the world seek to increase the number of international students and their satisfaction levels. This study, inspired from the importance of international students, seeks to determine the factors affecting the satisfaction levels of international students who study at a Turkish state university. To this end, an on-line survey consisting of 25 questions were administered to a total of 330 international students studying at Middle East Technical University (METU). Survey data were evaluated using the CHAID (Chi-Squared Automatic Interaction Detection) analysis. The findings of the analysis indicated that the international students’ implications, study degree and gender played a major role in their satisfaction levels. Considering these influential factors determined by the CHAID analysis will contribute to the internationalization strategies which is developed to attract more international students to HEIs.

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.

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.

North–South Partnerships as a Strategy for Internationalisation of Higher Education Institutions: Experiences in Sweden and Mozambique

North–South Partnerships as a Strategy for Internationalisation of Higher Education Institutions: Experiences in Sweden and Mozambique

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.

A Systematic Review on the Internationalization of Higher Education Institutions in the Philippines

The increasing globalization of economies has resulted in the internationalization of higher education institutions as a natural and inevitable consequence. Internationalization is commonly understood to be an institutions ready response and/or reaction to cope with the global academic environment (Bernardo, 2003 Altbach and Knight, 2007). This systematic literature review examined the different internationalization programs implemented by various higher education institutions in the Philippines. This study identified and reviewed twelve (12) peer-reviewed articles published from years 2011 to 2021. The article review focused on answering three driving questions: (1) What are the different motivations and processes used by various HEIs when it comes to internationalization? (2) What initiatives in the areas of instruction, research, and community extension and production were considered by various HEIs in the internationalization of education? and (3) What institutional guidelines may be used to effectively improve the current Philippine educational system in order to prepare for internationalization of education? The purpose of this review is to identify differences, opportunities, and omissions in the literature so that scholars, administrators, and policymakers in the field of international higher education can be better informed.

Internationalizing the business school: A comparative analysis of English-medium and Spanish-medium instruction impact on student performance

Business degrees have been pioneers in adopting the internationalization of Higher Education Institutions with the option of English as Medium of Instruction (EMI). Research has grown about the EMI versus non-EMI lecturers and students’ performance measured through perception, motivation, discursive analysis or satisfaction measures. However, results have not been conclusive in the scarce number of papers comparing quantitative course grades of EMI versus non-EMI students. The aim of this research paper is to prove that there is no difference in attaining learning objectives among students within a Business Administration Degree in Spain regardless the language of instruction. The present observational study considers all enrolled freshman throughout a horizon of six consecutive years allowing more reliable results not affected by the specificities of courses or years. All 212 students in the EMI track were matched to non-EMI track counterparts taking into account all available covariates. Results not only show that there is no difference in the attained learning objectives between the two tracks, but also that EMI students' grades are in fact better than their non-EMI counterparts, which might help to remove the believe many still have on the lower academic attainment of those following an EMI track.

Strategic management of internationalization in higher education institutions: the lens of international office professionals

Strategic management of internationalization in higher education institutions: the lens of international office professionals

EMI Teachers in a ‘caught-between’ situation? Insights from a case study of an internationalised Chinese university

ABSTRACT In view of the rapid growth of English-medium instruction (EMI) in higher education institutions (HEIs), we observe the need to account for the educational and linguistic consequences of HEIs’ decision to ‘Englishise’ their curricula. Especially, EMI in Asian countries (e.g. China) are fuelled by state-level initiatives to internationalise the higher education sector and implemented top-down in local universities. Although empirical studies report on the (mis)alignments between policymaking and implementation of EMI, little is known about how the interplay between EMI and internationalisation of HEIs is contextualised and negotiated in local contexts. Using the ROAD-MAPPING framework [Dafouz, E., and U. Smit. 2016. ‘Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings.’ Applied Linguistics 37 (3): 397–415], we present a case study of an internationally-oriented Chinese university with five distinctive types of EMI. Triangulated documentary and interview data reveal: (1) contextualised policymaking of EMI, which takes into account the bi-directional internationalisation and the needs of the target student cohort, is crucial at the practitioner-level; (2) norms of language use are shaped both top-down and bottom-up, and the teacher-practitioners exercise their agency in enabling bi/multilingual language use and awareness toward Global Englishes from the bottom-up. We also shed new light on how the integration of language and content in EMI is negotiated and/or realised by presenting three special cases.

Role of Academic Mobility in the (De)Construction of Internationalization

International mobility has played a central role in the views, policies, and actions of internationalization of higher education, despite representing a highly excluding, elitist process with flows that tend to reinforce asymmetrical relationships and colonial domination by the Global North of the Global South. Therefore, this study seeks to investigate how the international mobility is related to the construction of internationalization. To this end, the views of students and professors participating in the academic mobility of one university in Brazil, the Global South, and another in Spain, the Global North, will be analyzed through interviews and later they will be contrasted with the documental analysis of the official texts on internationalization of both institutions. Data will be approached qualitatively, aiming at enabling the understanding of the role that international academic mobility can play in the (de)construction of the perspectives and practices of internationalization of higher education institutions.

Recontextualizing internationalization of higher education institutions in South Korea through the lens of the knowledge–policy–power interface

PurposeThis paper aims to critically investigate the past hype of internationalization of higher education institutions (HEIs) and its complex international, national and local processes under the influence of globalization.Design/methodology/approachIn particular, the authors employed the knowledge–policy–power interface framework through a scoping review in order to reexamine the political dynamics among international, national and local higher education actors in driving the internationalization of HEIs in the context of South Korea between the 1990s and the 2020s. The perspective taken by this research brings much-needed nuance to the analysis by focusing on the complex dynamics of external factors and key actors and their responses in the process of internationalization.FindingsThis research found three characteristic dynamics of internationalization of Korean HEIs: uncritical acceptance of external pressures for internationalization; unbalanced formal and informal participation at the national level and different ways HEIs absorb change. In short, this research discussed how the powerful government, which has been stirred by external forces, shaped the limited knowledge discourse on internationalization while triggering power games among various HEIs. The research highlights that the characteristics of HEIs and the voices of all stakeholders should be better accounted for so that internationalization can proceed in diverse ways from the ground up to enhance and assure educational quality.Research limitations/implicationsThe research limits itself by analyzing the political dynamics in driving the internationalization of HEIs in the context of South Korea only through scoping review. However, the attempt to disentangle the underlying political dynamics through its original framework is worthy unlike previous more traditional models that cast policy-making as a uniform cycle proceeding rationally through the policy process regardless of the issue.Practical implicationsThese findings enable a better analysis of the key dynamics of how HEI internationalization policies in Korea were understood, planned and implemented. Without examining the political dynamics among various factors as well as the responses of significant actors to HEI internationalization, the current challenges and remaining tasks in translating higher education policy into practice cannot be thoroughly assessed.Social implicationsMost importantly, the multilayered political dynamics that come together to shape the content and directions of policies in a certain national context should be taken into account in the process of policy-making. Such recontextualization would provide a better understanding of the underlying dynamics that lead to certain consequences of and challenges in translating higher education policy into practice, especially for those who face the challenge of balancing between state-driven policies and ever-diversifying needs and demands of HEIs.Originality/valueAs there is a lack of understanding of the critical context of the knowledge–policy–power interface despite the significant influence of political dynamics in the process of internationalization, this research reexamined the internationalization of HEIs in Korea by providing a better understanding of the political dynamics between knowledge and power that influence the directions and contents of policy dialogues and documents.

Pillar of Internationalization in Higher Education: The Contribution of International Collaborations and Online Delivery Approaches to Internationalization in HEIS

The trend towards internationalization is becoming increasingly important in HEI (higher education institutions ) and universities in many countries. As HEIs become more international, they are increasingly recognized as contributing to the competitiveness of its graduates. Conceptually, internationalization has long been understood as a focus on the transnational movement of individual students and scholars rather than as a strategy to influence higher education institutions and systems. The importance of internationalization in HEIs and universities has increased over the past two decades of globalization .The Internet will continue to play a significant role, opening opportunities to reach a wider global audience. Online and other forms of e-learning approaches continue to play a significant role, especially in the postCOVID_19 era. This calls for adapting some of the higher education policies to new realities of future competitiveness in higher education deliver, and to ensure the demands of the labor market especially towards digitalization trends in the realm of work are realized. This paper discusses the components of internationalizations, the rationale for embracing multiculturism in HEIs, internationalizations forms and drivers of Transnational Education (TNE) across different regions, contribution of collaborations and the Internet and contemporary modes of delivery in the growth of internationalization .

Internationalization of African Higher Education in the Time of Emerging Global Realities

Abstract: This paper aims at exploring opportunities and challenges of internationalization of higher education institutions (HEIs) in Africa so as to encourage South–South partnership. In order to achieve this objective, desk review of experiences coupled with historical sketch were employed. Qualitative review of experience was selected to examine the comparative viewpoints of challenges and opportunities in internationalization. The approach and materials consulted were chosen depending on policy relevance and appropriateness to the context. Accordingly, research-based documents were thematically organized and analyzed. As African universities are part of the wider Global HEIs, academic activities of HEIs in the South are positively and adversely influenced by institutional culture and technological advancement of the North. Although Africa is endowed with strong communal culture and natural resources, most HEIs are in the ivory tower detached from real-life-situations and far from addressing existing and emerging problems of the society. Based on research findings and institutional examples, internationalization of higher education in Africa lacks experience and heavily relies on Western approaches, and considered as weak in terms of resource and network. Hence, the findings focus on how to maximize homegrown approaches for HEIs in Africa and address limitations in the direction of mobility and ICT.

ГЕНЕЗИС ПОНЯТИЯ «МЕЖДУНАРОДНЫЕ РЕСУРСНЫЕ ОГРАНИЧЕНИЯ» В КОНТЕКСТЕ УПРАВЛЕНИЯ ВЫСШИМ УЧЕБНЫМ ЗАВЕДЕНИЕМ

This article delves into the genesis of the concept of “international resource constraints” and its significance in the context of higher education institution management. In the modern global economy, which faces various crises, resource constraints exert a substantial influence on various aspects of societal life. The analysis conducted underscores the necessity of classifying and thoroughly studying these constraints, as well as determining their relevance in the realm of higher education. The objective of this research is to uncover the impact of international resource constraints on educational organization, scientific research, infrastructure, and internationalization of higher education institutions. The research findings emphasize that these limitations lead to challenges in educational activities, diminished scientific achievements, restricted access to resources, and hindered international collaborations. In light of these results, accounting for and effectively utilizing the resources of higher education institutions, particularly human capital, become pivotal factors in mitigating the adverse effects of international resource constraints and facilitating dynamic development in higher education. This study makes a substantial contribution to the comprehension of international resource constraints and their influence on higher education by offering a novel theoretical approach to their classification and definition.

How Satisfactory is Distance Education for Pre-Service English Language Teachers?

Several national and international higher education institutions had already started offering distance education to their students; however, the global outbreak of the Covid-19 pandemic in the first quarter of 2020 accelerated this process and educational institutions at all levels had to switch to distance education in line with the precautions taken by the governments. It can be argued that neither the educational institutions nor the teachers/instructors and students were well-prepared for such a swift shift. Therefore, the aim of this study is to identify distance education satisfaction levels of pre-service English language teachers by shedding light on the variables that may have an influence on their perceptions. A mixed methods research design, involving 122 pre-service English language teachers studying at a state university in Turkey, was employed within the study and both qualitative and quantitative data were collected and analyzed. For the analysis of the quantitative data, descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Mann-Whitney U test were utilized. Likewise, qualitative data was analyzed via content analysis. The results of the analyses indicate that the implementation of distance education is regarded as satisfactory in some respects and unsatisfactory in some other respects. It can be hypothesized that the specification of these aspects will possibly help both educational institutions and teachers/instructors design and implement their distance education operations more effectively since the opinions and perceptions of the students as to the implementation of distance education are revealed within the study.

Intercultural And Professional Skills in Student Mobility to Boost Employability

The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues.