Internationalization of higher education

The paper looks at claims that the U.S. is entering a period of isolationism as well as the importance of diversity and tolerance in education. It then discusses the longer term responses of institutions of higher education to changes in the ecosystem of globalization. it concludes with some short-term issues that might be addressed by scholars and reserachers working in the field.

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.

Bu kitap; duygusal ve davranışsal bozukluklara sahip öğrenciler hakkında bilgi sahibi olmak isteyen sınıf öğretmenleri, özel eğitim öğretmenleri ve alanda çalışan uzmanlar için hazırlanmış giriş niteliğinde bir uygulama kitabıdır. Her bir bozukluğun nedeni, tanımlanması, güncel araştırmalar ışığında verilmeye çalışılmış ve okul ortamındaki pratik uygulamalarla da anlatım zenginleştirilmiştir. Bunlara ek olarak belirli bir bozukluğun tüm yönlerine ilişkin temel yaklaşımla birlikte bilimsel olarak geliştirilmiş müdahele yöntemleri de verilmeye çalışılmıştır.

Bu kitabın alanda yeni çalışmaya başlayan öğretmenler kadar güncel verilerle desteklenen tanı koyma ve müdahele stratejilrine önem vermesi nedeniyle alanda uzun süredir çalışmakta olan öğretmenlere ve uzmanlara da yararlı olacağını düşünmekteyiz.

This article focuses on the impact of international research collaboration on individual research productivity in 11 European countries. Research productivity and international publication co-authorship of “internationalists” and “locals” (or academics collaborating and not collaborating internationally) are compared. The article uses a micro-level (individual) approach and relies on the primary data collected in a comparable format through a survey from 17,211 European academics. In all countries and all clusters of academic fields studied, international collaboration in research is strongly correlated with substantially higher research productions. Internationalization increasingly plays a stratifying role, though: More international collaboration tends to mean higher publishing rates and those who do not collaborate internationally may be losing more than ever before in terms of resources and prestige in the process of “accumulative disadvantage.” The competition is becoming a pe...

The aim of this session is to give an overview of the intercultural awareness project that was carried out in in 2014/15, and to focus on the implications for teaching and learning for international students in art, design and architecture (ADA). The session will outline the key opportunities and challenges that ADA pedagogy presents for international students, including the part that the studio environment can play in the adjustment of international students to studying in a UK university. Following this, we will discuss issues to consider when designing inclusive teaching and learning experiences.

There are several aspects in the world today, which are moving the countries of the world toward an international mathematics curriculum.  Some of these influences include globalization, real-time communication, international examinations, and twenty-first century research.  Globalization is an inevitable part of our world today.  As a concept, globalization refers both the to fact that the world is growing smaller and that, at the same time, the increased consciousness of the world is growing larger. More than this, we come to understand globalization as a new way of living, which affects every facet of life: the ways we shop, the ways we eat, the ways we interact with others.  Societies across the globe have developed progressively closer contact over the past several centuries, but within the past two decades, the pace of collaboration and cooperation has increased overwhelmingly.  Jets, enormous cargo ships, and instant capital flow: all these have made the world interdependent, one nation on the other.  More importantly, in our world today, ideas circulate more freely than ever before.  As a result, many academics treat these international globalization trends as both inevitable and welcome.  Whether we want globalization or not, this movement is not waning.  Real-time communication occurs on an epic scale from one side of the earth to the other.  The World-Wide Internet has enabled us to have almost instantaneous communication with people from many other countries throughout the world.  With essentially real-time video streaming, people around the world can watch a concert or listen to a lecture, at almost the same time, so that these events become shared aspects of a worldwide culture.  Scientists and everyday people together watch as a new photograph is projected millions of miles to Earth from the moon Kerberos as it orbits around Pluto.  More and more people in third-world countries are enjoying free email, free texting services, and audio-visual abilities.  Most people in the world have access to social websites and research-oriented networks, such as Facebook, Twitter, Research Gate, and Academia.edu.  People have acquaintances around the globe, with whom they communicate daily.  Moreover, the “people of the world are inextricably linked in such a way that local happenings are shaped by events happening around the globe.” The terrorist attacks in Paris on 13 November 2015 are a case in point.  Support for Paris came almost instantly from around the globe, including pledges of solidarity and allegiance from Pope Francis, United States President Obama, British Prime Minister Cameron, and millions of people from around the world who changed their Facebook profile photos to the French flag, and who spread the word on Twitter with #PrayForParis and #PrayForTheWholeWorld in communal support of the Parisian people.  An event thousands of miles away affected the lives of caring people around the globe.  This is indeed real-time communication on an epic level.

This article investigates the curriculum discourses circulating in a TESOL Masters Program for international students at a Canadian university. It focuses on issues around academic and professional identity constructions and language viewed through dialogical (Bakhtinian) and ecological perspectives. The article examines possibilities for agency for the students who accommodate, negotiate and resist identities, practices and program discourses inflected by broader neo-colonial and global/local tensions. The authors, two teacher educators in the program, interrogate their own practices in an attempt to denaturalize and historicize discourses available in the program and in current conditions of internationalization of higher education. The study illuminates the symbiotic relationship that develops between the discourses circulating in an educational setting and the internally persuasive discourses/identities that are available for uptake in this setting. The authors conclude that cer...

In this book, Shapiro, Farrelly, and Toma s share methods for increasing international students’ success in higher education by drawing from teachers’ and students’ experiences, theories and research in teaching and learning, and suggestions for best practices. It can serve those outside the field of TESOL while remaining engaging and useful for those most familiar with teaching English to speakers of other languages. Readers will find that this book stands out from other similar handbooks on international student success in higher education because of its pragmatic structure and accessible presentation. Most useful are the dialogue boxes and appendix that provide additional information, examples, and copyable rubrics and activities. The volume is divided into five chapters, followed by an appendix that outlines practical applications of the topics. Chapter 1 introduces the challenges and opportunities associated with the increasing international student enrollment in colleges and u...

The present paper unveils Booker T. Washington’s thoughts on education and their relevance in the contemporary educational system in India. Education is the most powerful tool which changes our life, society and ultimately country. A proper education moulds an individual’s character and makes his/her life better by inculcating moral values, intelligence, creativity and skills. It shows the way how to live and behave in society with dignity. It strengthens an individual’s head, hand and heart. Booker T. Washington, a renowned African-American educationist, dedicated
his entire life for the empowerment of the coloured people of America through the means of education. His educational model proposes industrial and technical education, agricultural education and training, vocational education, skill based knowledge, moral values, etc.

Universities focus significant attention on internationalization to prepare empathyglobally minded graduates by engaging students in study abroad programs and expanding international student enrollment. However, scholarship has not yet considered the role returned study abroad students play in meeting friendship needs of international students. This research aimed to determine if such experiences impact friendships between participants and internationals. Four basic themes emerged: isolated application of intercultural competencies, differences in empathy experiences, friendships between study abroad and international students, and institutional contributions. Key findings revealed institutions do not teach study abroad students to utilize their experience in fostering empathetic friendships withinternational students and should consider how the experience can more effectively impact intercultural friendships rather than focusing solely on domestic students’ reverse culture shock.

This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie.  It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time.  It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.

Internationalization to date has been largely focused on outputs. This is true at the institutional, national, and regional levels. Resources, research, and the media concentrate on the quantitative fluctuations associated with student mobility, scholarly publications, transnational partnerships, international student enrollment, and to a growing extent, the number of international faculty and staff. These factors frequently serve as a proxy for measuring global competitiveness and prestige. However, if we are truly focused on the “common good,” they provide little insight into what I argue is a larger—more expansive and more ambitious—mission for internationalization: to develop a sustainably just, globally connected, and interculturally competent society. For that to happen intelligently, what is “vitally important” (Rumbley, 2019) is a re-centering of our work from internationalization outputs to outcomes. I suggest in this discussion that faculty are not only essential actors in internationalization, but a key constituency for bringing outcomes to the fore, as well as an overlooked opportunity for developing synergies between policy, research, and practice.

Despite all the advances in educational technology, basic principles of the educational setting still apply. By going virtual we expand the group of students who can have intercultural collaborative experiences, but this adds the issues of virtualisation, including trust development in collaborative teams, and (amongst other aspects) the emergence of virtual leaders. In all this we must not forget to equip our academics with the right skills and knowledge to mitigate the pitfalls and to enhance the benefits. Last but not least, in our globalised world the use of virtual teams is steadily increasing. We owe it to our students to give them the opportunity to learn this new way of working together across the globe.

To deepen the understanding of the long-term impact of study abroad, this qualitative, exploratory study examines the self-reported relationship between study abroad and professional teacher behaviour. Findings illustrate an enduring impact of study abroad on personal and professional development of the interviewed teachers, even after twenty years of teaching experience. This suggests that the impact of study abroad may continue throughout a teacher's career. The applicability of the outcomes, however, is dependent on the primary school as working environment. Influential factors such as high workload and beginning teachers' dilemmas lead to fewer opportunities to utilise the study abroad experience.

The aim of this study is to analyze possibilities and limitations of the Collaborative Online International Learning (COIL) approach to foster international collaboration between higher education institutions (HEIs) so as to boost their internationalization process. With that aim, a documental meta-analysis of twenty-three case studies carried out in 2012 by the Global Center of the State University of New York (SUNY) were reviewed and discussed in terms of the potential of COIL to foster the development of global learning, social capital, and international academic collaboration between international HEIs. Results of the analysis suggest that COIL is an approach that can promote online academic mobility and international collaboration as well as enhance intercultural competence when combined with the Intercomprehension Approach (IA)  to enable the use of different foreign languages.

This paper critically examines the Equality and Human Rights Commission's (EHRC) 2019 report into racism in United Kingdom Higher Education. After outlining the context of the report, the paper is situated within discourses of internationalization in higher education (HE)and those of investment, excellence and social mobility. Using transversality, an analytical tool developed by Gilles Deleuze, as a means of critiquing these connections, two groups of findings are presented. First, the report misrepresents the role of racism in HE as an isolated phenomenon rather than as an integral part of the discourse, logic and practices of internationalized HE. Specifically, it masks the discourses of investment, mobility and excellence that underpin it. Second, the report evidences, but fails to identify, the negative consequences of internationalization in higher education discourse. Specifically, discourses of investment, excellence and mobility are linked to the threat of decomplexification, securitization and, ultimately, ethical vacuity in HE.

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

Everybody talks about “internationalization” and we see it
everywhere on the agenda. The global competition for talents, the emergence of international branch campuses, the debate on use of agents for recruitment of students, all this is now widely debated on all levels, be it international-education administrators, university presidents, associations of universities, politicians, or other key players in higher education around the world. We also see that more people than ever advocate for the enhancement of study-abroad programs, more focus on global citizenship in the curriculum, and express concern about the loss of foreign-language education. Even more, budget constraints
have forced governments in the United States, the United
Kingdom, Australia, and continental Europe to cut back on their support for international education while at the same time universities are forced to bolster their budgets with more international recruitment. In addition, emerging economies in Asia, Latin America, and the Middle East have become more proactive in stimulating the internationalization of their education.
So where are we heading? Is international education still on therise or has it lost its way? And if so, how do we get it back on track again?

This policy brief focuses on key findings from a larger scale qualitative grounded theory study of public good- and market-driven strategies
shaping internationalization strategies at a public and a private research university. The purpose of the study is to better understand institutional considerations and rationales for internationalization, examine the impact of market-orientation on strategic effectiveness, and consider the impact of internationalization initiatives on the public good.  This research guide aims to inform practitioners, leaders, and policy-makers engaged in global engagement in US higher education.

There is a significant body of research literature on problems of adaptation of international students, but there is a general scarcity of research on issues related to international students and internationalization of higher education. This qualitative study was designed to examine the experiences of international graduate students with respect to their academic and social life, finances and employment as well as experiences with the student services and perceptions of inclusion in campus community. Their views about internationalization at UBC were also examined. Ten students from nine different countries studying in one department at the Faculty of Education participated. Individual indepth interviews and a focus group were conducted. The study has revealed that experiences of international students are as diverse as their backgrounds. Three participants studying at a PhD level were consistently satisfied with all aspects of their experiences. They were active in class discussions; they attended and presented in seminars and conferences. They had scholarships or sufficient family savings or secure on-campus assistantships. They felt included in the campus community and found the community at the department very welcoming. In contrast, Masters students from non-English speaking countries have found it challenging to survive and progress at university. Few were active in classroom discussions, extra-curricular academic and social activities. None reported having developed more than one or two meaningful contacts with Canadian classmates and faculty throughout their studies. They did not feel included in the department community or felt neither excluded nor included. They talked about feeling strangers and outsiders. Few used student services. They reported significant challenges in finding on-campus jobs. However, they developed many connections with other international students. Several of them volunteered to help other international students feel welcome. Although these students reported having struggled a lot, they also learned a lot from their experiences and became more independent, more outspoken and more proactive. Participants agreed that international students should be more active in sharing their backgrounds and participating in campus activities, but they needed the university to reach out for them as well and make them feel an important part of campus. The majority of them believed that international students were bringing a variety of benefits to teaching, learning and research. They listed Canadian students, faculty members, other international students and the university as a whole among the main beneficiaries. Based on the findings above, the following areas were identified where the majority of participants felt their needs were not fully met and improvements would enable them to have better educational and social experiences. These areas included academic programming, social interaction, community sensitivity, support services, institutional and government policies, and the role of international students in internationalization. This study recommends enhanced efforts by a host university and its community to integrate international students in and outside the classroom. It also calls for greater attention to provision of language training, curriculum internationalization, and easing of institutional and government policies restricting financial aid and employment opportunities for international students. Successful interaction and collaboration between international students and host universities will advance the process of university internationalization.

This publication presents an introduction to writing learning outcomes and to the concept of international and intercultural learning outcomes from the perspective of quality assurance. This document presents international and intercultural learning outcomes from intentions over teaching and learning to students’ achievement.

Sobre el autor:
Ronald Knust Graichen (holandés): Máster en Ciencias de Educación, especialista en Tecnología Educativa, Internacionalización del Currículo, y en Educación Basada en Competencias

Resumen:
En este trabajo el autor comparte algunas recomendaciones acerca del proceso de internacionalización de asignaturas en base a su propia experiencia, como asesor en este tema, y presenta una serie de sugerencias y soluciones prácticas a fin de facilitar la internacionalización de asignaturas en la dinámica académica de las universidades. Esas recomendaciones se refieren a diferentes estrategias para internacionalizar una asignatura desde la institución, a través de la incorporación y articulación de competencias globales, internacionales e interculturales (competencias GII).

Palabras clave: competencias GII, competencias internacionales, estrategias de enseñanza-aprendizaje, evaluación, internacionalización, asignatura.

In this article the author shares a few recommendations about the process of internationalization of subjects based on his own experience and presents a series of suggestions and practical solutions in order to facilitate the internationalization of academic subjects in the universities. These recommendations refer to different strategies to internationalize a subject through the incorporation and articulation of global, international and intercultural competences (GII competences).

Introducción
Desde hace tres décadas las universidades están generando esfuerzos para avanzar en la internacionalización de los procesos educativos, en particular en temas como movilidad, doble titulación, internacionalización del currículo, bilingüismo, entre otros. Sin embargo, a juicio del autor, un tema pendiente es el apoyo estructurado al docente para internacionalizar sus propias prácticas, que se reflejan en las asignaturas a su cargo, es decir, se trata de brindarle las herramientas adecuadas para incorporar elementos internacionales en las asignaturas que orienta. Elementos como contactos internacionales, estrategias de enseñanza-aprendizaje pertinentes, manejo de otro idioma, y beneficios (salariales) para internacionalizar sus asignaturas, son algunos de los factores que de acuerdo con la experiencia del autor 3 , son esenciales y poco presentes en las realidades de las Instituciones de Educación Superior. La internacionalización de una asignatura es "un proceso mediante el cual se integran elementos internacionales en el contenido de la asignatura, se utilizan recursos internacionales en las lecturas y tareas del curso, y se implementan metodologías de instrucción apropiadas para una población estudiantil culturalmente diversa" (Schuerholz-Lehr et al., 2007, p 70).

Critical perspectives on higher education are not the purview of any particular field or discipline. In this chapter, I map out provisional distinctions between three different approaches to the study and practice of higher education. Further, I consider the imperative to interrupt common colonial desires for innocence, certainty, epistemic authority, and exceptionalism that can emerge across each of these different approaches. I begin by reviewing and contrasting the fields of higher education studies, critical university studies, and decolonizing and abolitionist university studies, emphasizing their origins, assumptions, gifts, and limitations. I then reflect on how critical interventions in each of these fields can reproduce harmful colonial patterns. Rather than propose an alternative approach to the study of higher education that would avoid these patterns, thereby seeking to bypass the problem, I emphasize the importance of learning to identify and interrupt these patterns when they inevitably arise in ourselves and others. To this end, I offer a framework that can support the interruption of these colonial patterns. I conclude with a series of questions to prompt further conversations about the importance, as well as the limitations and challenges, of critical approaches to the study of higher education.

全英語課堂教學（English-Medium Instruction, EMI）已是各國高等教育國際化的重要指標及招收境外生的關鍵。EMI潮流最早開始於歐洲，亞洲各國近年更卯足全力跟上此國際此腳步。臺灣在高教國際化政策及少子化衝擊下，各大學皆致力於EMI課程的設置，課程數早已超過總課程數的百分之十。東南亞各國一直為臺灣境外生的主要來源，2016年行政院通過「新南向政策」綱領，進一步積極招收非傳統僑生管道、英語非母語（EFL）的EMI學生，其學習經驗攸關高教國際化及新南向政策的未來發展。然而，EMI課程在快速成長的數據下卻隱藏許多問題與挑戰，尤以教師教學為甚。本研究對目前在臺各國立及私立大學修習EMI課程的79位東南亞境外學生做焦點團體訪談，探討其學習經驗，彙整出EMI課堂教學面臨的問題與挑戰。結果發現教師教學語言使用及專業知識的傳授為現階段臺灣實施EMI的重大問題，特別是標榜EMI卻僅使用華語授課，使參與者感覺權益受損，將影響臺灣高等教育國際名聲。本研究為107科技部專題研究計畫（MOST 107-2410-H-130-040 -）部分結果，可供學界、EMI課程授課教師、政策制定與執行者參考。

The purpose of this article is to improve understanding of internationalization as a strategic response to the catalysts of globalization and the knowledge society.  The paper will attempt to critically identify and interpret how the aforementioned elements are being recontextualized and translated into responsive internationalization policies and systemic institutional change.  The article takes a critical analysis approach on current internationalization efforts and provides a conceptual framework for developing a performance indicator set through a combination of institutional change theory (North 1990) and the Delta cycle for internationalization (Rumbley 2010).  Recommendations on future research areas are made at the conclusion of the article.

Neoliberal trends in the internationalization of higher education (HE) are leading to unprecedented changes around the world. This chapter illustrates the case of Universidad de Antioquia as an example of how instrumental views of English language education policy in HE are being implemented, questioned and recreated in Colombia. Starting from a critical, decolonial perspective developed in Latin America and based on two research studies with ethnic minority students and language educators, the authors present a pedagogical proposal based on what they call critical intercultural dialogue (CICD). This chapter attempts to enrich the conversation around English teaching and language education policy in and beyond Europe; it argues for the need to integrate in these processes a discourse of social critique and a commitment to value the languages, individuals, communities, forms of knowledge, and identities of those who have been historically subordinated and excluded. In this way, the authors hope to contribute to the educational/ICD framework of internationalization presented in this book.