Search results

Internationalization is viewed as an important strategy in the context of a country in transition from central planning to market orientation. Efforts to internationalize universities are being carried out at both national and institutional levels. However, to the best of the authors’ knowledge, there has been no study to investigate how individual institutions approach internationalization and what they gain from that process. This paper aims to investigate the enhancement of teachers’ and students’ knowledge and skills using internationalization in Vietnam universities as a strategy.

Semi-structured interviews with leaders from 12 universities were conducted to investigate their perceptions, strategies and perceived outcomes of the internationalization process of their universities. Data analysis involved coding the transcripts of interviews into themes.

Results show that current approaches to internationalized activities in Vietnamese universities are ad hoc in nature, while resources and language incompetence of staff and students are limited. In line with other previous studies, limited resources and lack of English competence among educators and students were found to be the key obstacles and challenges for internationalized activities. The authors also note an issue that apparently has not been raised elsewhere in the relevant research literature, which is the challenge for the sustainability of knowledge production via research and publications.

Findings from this study not only contribute to Vietnamese universities but also to other developing institutions which do not have strong international exchange programs or have not experienced strong benefits from international exchange programs.

This study employs survey methods to statistically examine the internationalization of quality assurance (IQA) in Taiwanese higher education. The data collected were analyzed to assess the associations between administrators' opinions of the importance of IQA and their evaluations of its implementation, as well as the relationship between implementation and opinions on seven measures of international quality. The study also explores the mediating effect of implementation assessments on the relationship between opinions of the importance of IQA and opinions of international quality.

This study targeted higher education administrators from universities in Taiwan, including presidents, vice presidents, deans, section chiefs, directors, and heads of schools in various departments. Using systematic sampling methods, 80 universities were selected from a population of 159 higher education institutions in Taiwan, with 17-40 potential participants each in 2015. A total of 2,377 questionnaires were distributed to all the administrators of those institutions, and ultimately, 65 institutions and 337 valid questionnaires were analyzed.

The importance of IQA directly and positively influenced implementation of it on higher education institutions. The implementation directly and positively influenced the level of international quality of the institutions and the importance of IQA had an indirect positive influence on international quality through implementation. The aggregated institution-level results were similar to but much stronger than the individual-level results.

This study examined the IQA of higher education in Taiwan, which is increasingly important to institutions' competitiveness in the global higher education market. The data were analyzed using multilevel structural equation modeling at the individual-level and the aggregate-level. The analysis revealed direct and indirect associations between opinions about IQA and institutional quality. This study makes a significant contribution to the literature because it clarifies the role of administrators (individually and collectively) regarding their institutions' educational quality, and it provides useful information that institutions could apply to improve their international competitiveness.

Internationalisation is one of the significant manifestations of the ongoing transformation of doctoral education. The purpose of this paper is to focus on the perspectives of Portuguese universities and doctoral students regarding the importance of internationalisation and the strategies to achieve it in doctoral education.

A sample of 118 doctoral programme websites from 27 universities (15 public, 12 private) served as the data source of university perspectives of internationalisation. Doctoral students’ perspectives on the same topic were collected through 31 interviews, 27 conducted in seven focus groups and four individually, with first-year doctoral students from three Portuguese public universities. Content analysis was performed on the two sets of data.

According to university and doctoral students’ perspectives, internationalisation assumes an important role in Portuguese doctoral education and is being integrated through specific strategies. Strategies for attracting and recruiting international students appear to take a back seat compared to strategies which offer students international experience through immersion in international environments in their home institutions. While expressing the potential impediments, undesirable side effects and conditions that internationalisation must meet, students seem to take a critical stance towards it and towards the institutional strategies designed to promote it.

This paper addresses a topic which does not appear to receive much attention in doctoral education research and, to this extent, advances knowledge on the internationalisation of doctoral education.

Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level.

A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts.

Through case studies of international HEIs, the study lists the opportunities, benefits and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities.

This study provides a welcome contribution to the literature because it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts.

This study explores faculty members’ (FMs’) perceptions of the internationalization of curriculum (IoC) at the undergraduate level through the collection of data from two countries: Pakistan and the UK. The similarities and differences in internationalization strategies were explored. Historical and existing educational ties between the two contexts and an equally emerging focus on internationalization at home (IaH) provided a major cornerstone for this study.

Quantitative data were collected from two universities using a cross-sectional and comparative research design by employing a reliable and valid scale with three subscales: curriculum embedded in labor market information, curriculum embedded in employability skills and curriculum embedded in global citizenship (CGC). A comparison between the perceptions of these two universities, by taking perceptions of FMs across their disciplines, and experienced and less experienced FMs was made.

The findings indicate a global influence on the local context for IaH and the importance of experienced FM. Various disciplines in these universities are congruent with respect to these three subscales, except for one, the CGC for engineering and design. The findings reveal the global influences on the local contexts in the internationalization of curriculum and the relevance of experienced FMs in terms of curriculum and labor market experiences rather than years of service. The findings examine the importance of IaH in both contexts. Since the study was quantitative in nature, an in-depth understanding of FMs’ experiences could not be obtained.

Globalization and intercultural ties have led to IaH, as intercultural ties and connections seem to contribute to IoC. Context- and discipline-related differences provide implications for IoC, considering sociocultural and institutional factors.

This study provides a new perspective to help understand the influence of globalization on internationalizing higher education.

This paper aims to stimulate the nascent research agenda on the environmental sustainability of the ongoing mushrooming of international student mobility (ISM). The higher education (HE) system in the UK and elsewhere is increasingly predicated upon the hosting of international students. Whilst this drive towards internationalisation undoubtably has multiple benefits, little attention thus far has been paid to its potentially very considerable environmental impact. The drive for internationalisation within HE thus potentially sits at odds with ambitions and strategies to promote sustainability within the sector and beyond.

In-depth interviews with 21 students and representatives of 14 university international offices offer insights into how the environment features in the decisions that young people and HE institutions make with regards to partaking in and promoting education-related mobility.

The results find that students take environmental considerations into account when undertaking education-related mobility, but these aspirations are often secondary to logistical issues concerning the financial cost and longer travel times associated with greener travel options. At the institutional scale, vociferously championed university sustainability agendas have yet to be reconciled with the financial imperative to recruit evermore international students.

This paper identifies a thus far neglected contradiction within HE whereby the sustainability agenda that it so rightly espouses is potentially undermined by the drive towards internationalisation. The paper uses the anthropause concept to consider the future environmental sustainability of ISM.

According to the importance of higher education institutions (HEIs) in meeting sustainable development goals (SDGs), the purpose of this study is to analyze how sustainability was implemented in Ecuadorian higher education. The case study of the Universidad Técnica del Norte (UTN) process was analyzed to show the advantages of implementing projects with SD approaches.

This study includes an analytic-synthetic method. In the case study, a longitudinal-documentary method was used to analyze the projects implemented in the UTN. The primary source of information corresponds to reports, minutes, publications, interviews and surveys from the academic staff of UTN, which can be found in the Postgraduate Institute of the UTN archives.

Projects implemented at UTN facilitated the development of skills in the participating university community and influenced the general organizational development of the university. Likewise, the potential benefits of the projects in each of the components are highlighted, so that social learning and the development of skills in students and teachers have been facilitated, focusing on internationalization.

The population analyzed corresponds to Ecuadorian universities and technical institutes, however, access to information from all HEIs is limited, due to processing time and economic resources.

This study presents implications for representatives of higher education and policymakers at the national level since the positive aspects can be rescued to promote the sustainable performance of HEIs.

HEIs train ethical professionals capable of transforming the world. The study shows successful experiences that can be used by other HEIs to have a positive impact on society, providing a sustainable future. In addition, UTN has prioritized the initiative of the students in several activities.

The primary information for the case study comes from the experiences obtained during the international cooperation projects of the UTN. Positive findings and limitations have been identified, which are published with the purpose of contributing to the scientific community.

This paper explores the issue of developing and enhancing intra-ASEAN international student mobility given the context of ASEAN integration, regionalization of ASEAN higher education and the various intra‐ASEAN student mobility schemes currently implemented.

It explores higher education policies, available higher education and international student mobility data, as well as the various intra‐ASEAN (and relevant) student mobility schemes to present the current status of intra‐ASEAN student mobility, challenges and opportunities to further enhance student mobility within the ASEAN region.

Aside from showing that intra‐ASEAN student mobility is significantly low compared to outbound student mobility from ASEAN countries, the paper also highlights the relationship between a country’s income status with choice of intra‐ASEAN or extraASEAN student mobility. Finally, it recommends developing a comprehensive intra‐ASEAN mobility scheme taking the merits of the various intra‐ASEAN mobility schemes currently implemented and guided by developments in the European ERASMUS mobility programs.

This is probably the first (in fact, it is an exploratory) paper that address the issue of intra‐ASEAN international student mobility, which aims to explore relevant issues to address the development of a comprehensive ASEAN mobility scheme.

The goal is to explore the role of international education in a developing country's nation building in a mostly indigenous process.

This study reviews China's history of international education set in the larger context of different nation building tasks in the past two centuries.

The unique case of China with dramatic ups and downs in national fortunes in the past two hundred years serves to show that an open attitude to and an active engagement in international education are contributing factors for national prosperity. The case of China also serves to show that a self-determined agenda is of paramount importance in international education as a tool for nation building.

Few studies so far have paid attention to the specific relationship between the internationalization of higher education and nation building, so the topic of the paper is an important one and a necessary addition to the existing literature. What has been the role of international education in China's national transformation? What contributions has international education made to China's achievement of nation building goals at different stages of this transformation process? What implications can other developing nations draw from China's case with regard to the role of international education in nation building? These are the questions the researchers hope to answer in this study.

A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context.

The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis.

The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders.

The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education.

The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes.

The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated.