Taking forward the notion of the scholar without borders, International Environments and Practices of Higher Education provides a critical review of the teaching practices in higher education in international contexts.
Sticky problems and debates about inclusivity, diversity, and cultural representation in the curriculum and classroom are explored through the eyes of the academics who negotiate complex teaching landscapes either on a temporary or permanent basis. The aspiration for universal nuanced teaching practices which reflect individual and national identities, along with newly emerging global ones that represent virtual academic citizenship that cross geographical and political borders, are presented as a foundation on which to instil borderless higher education.
Measuring Up in Higher Education How University Rankings and League Tables are Re-shaping Knowledge Production in the Global Era
Examines the quality assessment movement in a world of globalized academic scholarship
Discusses the reasons for the emergence of publication indexes as measures of productivity, and analyzes alternatives
Documents changes over the past 25 years in academic productivity and its measurement
Universities in the Knowledge Society The Nexus of National Systems of Innovation and Higher Education
Guides comparative research on the academic profession and university reform in connection to the knowledge economy
Builds upon the largest international and comparative study of higher education ever undertaken
Provides a critical analysis of the ways in which selected national higher education systems are positioned within complex policy shifts
Examines student mobility within Africa
Draws on case studies across Africa to analyse student migration patterns
Asks why students chose the country, institution they did and their experiences
Covers the broad and comprehensive scope of Higher Education reform in Vietnam
Engages with research work and scholarship from both Vietnamese and international scholars from countries including Vietnam, Australia, Brunei, China, Hong Kong, Taiwan, France, the former Soviet Union, South Africa, the UK, and the US
Identifies changes and emerging discourses about globalisation and internationalisation of Higher Education
Addresses the relationship between EMI and internationalization in the context of university language and teaching policy
Frames EMI policies as both global and local phenomena, from national governments down to the choices and practices of individual teachers
Examines socio-political issues such as global and national citizenship and the identity of HE stakeholders as native/non-native English speakers
First book-length comparative study of Tribal Colleges and Universities (TCUs) in the US and Chinese Ethnic Minority-Serving Institutions (EMSIs) in China
Based on interview data from over two dozen TCU and EMSI administrators and content experts
Provides a comprehensive demographic overview of American Indians and Alaska Natives (AIANs) and Chinese Ethnic Minorities (CEMs)
First English-language book to present an in-depth overview of the overall education and teacher education systems in Brunei
Presents a comprehensive reference for researchers interested in teacher education, educational policy studies, and international and comparative education in the Asia-Pacific region
Details the major reforms which foreground developments in educational system, teacher training, teaching and learning, and introduction of new specializations in education in Brunei Darussa
International Higher Education in Citizen Diplomacy Examining Student Learning Outcomes from Mobility Programs
Examines the impacts of international education programs on cultivating students’ intercultural competence
Utilizes both quantitative and qualitative approaches to statistical and contextual analysis
Suggests tips for international educators to enhance the impact of international education programs on citizen diplomacy
Student and Skilled Labour Mobility in the Asia Pacific Region Reflecting the Emerging Fourth Industrial Revolution
Addresses the effects of the Covid-19 pandemic on higher education in the Asia Pacific region
Provides an overview of Work 4.0 and the rise of Artificial Intelligence in industries in Asia
Surveys trends in technology and job creation and mobility as well as class structure
In Steps towards Internationalization at Home domestic educational experiences take centre stage, offering evidence of ways to include international and intercultural perspectives in study programmes ‘at home’. After an introductory chapter by Professor Betty Leask (Emerita, La Trobe University, CHEI Founding Scholar) which lays out the book’s underlying principles, a variety of perspectives are offered by the authors, including student expectations on an English-taught programme in Psychology, and reflections by a team of English lecturers on how curriculum internationalization can be made sustainable. Virtual exchange integrated into English language courses is also discussed, drawing on pre- and post-student questionnaires. Collaborative online international learning projects are shown to include significant teaching and learning gains, such as collaborative learning, intercultural awareness, and improved oral speaking skills. The volume closes with reflections by Professors Catherine Montgomery (Durham, CHEI) and Amanda Murphy (UCSC, CHEI) on the case studies and on their relevance for future directions.
Understanding Student Mobility in Europe interprets student mobility in European higher education through an active dialogue between disciplines, voices and variables of interest. Providing the conceptual, methodological, pedagogical and empirical foundations of an interdisciplinary approach, this book advances readers’ understanding of the student exchange experience, whilst outlining guidelines and resources for approaching student mobility and considering how students can gain from cross-border education.
Intersecting voices from different disciplines and sojourners, including exchange students, international students and highly skilled immigrants, the book outlines practical guidelines for intercultural curriculum development and assessment, and provides insights, practical ideas, useful terminology and resources to maximise the learning gains of this student population. Split into three distinct parts, the book initially lays the foundational substructure in which an interdisciplinary approach is based. It then addresses questions of practical application by considering the experiences of 50 sojourners in Portugal and the UK through an interdisciplinary lens, and summarises the implications of interdisciplinarity with regards to student mobility in European tertiary-level education.
This book is essential reading for academics and postgraduate students interested in student mobility, education abroad practitioners, and policy-makers at institutional, national and international levels.
Reshaping International Teaching and Learning in Higher Education Universities in the Information Age
This volume provides a broad examination of how technology and globalisation have influenced contemporary higher education institutions and how moves towards internationalisation within and between educational providers continue to be a force for change in this context.
Showcasing the varied responses to and utilisation of new technologies to support international teaching and learning endeavours at a range of higher education institutions, this book introduces content from around the world, emphasising the global importance of the internationalisation of education. Featuring contributions from some fresh young voices alongside the work of experienced and internationally renowned scholars this collection
critically scrutinises the potential of information and communication technologies (ICTs) on the capacities and patterns of university education;
assesses and refines the contention that ICTs are facilitating the (re-)shaping of university practices as well as challenging traditional educational models and learning strategies;
provides a comprehensive portrait of the ways in which ICT use engages higher education providers, society, and individuals to facilitate potentially more democratic, globally focussed access to knowledge generation, creation, investigation, and consumption processes through internationally focussed education; and
examines the differing pace and scope of change in international educational practice and context between and within countries and disciplines.
With an international range of carefully chosen contributors, this book is a must-read text for practitioners, academics, researchers, administrators, policymakers, and anyone interested in the future of the university in an information age.
Providing the academic community with a robust and highly practical insight into the importance of implementing relationship building into the learning environment and experiences of all students, underpinned by current research, this innovative volume explores intercultural learning and critical pedagogy in the borderless university.
By revealing cutting-edge theoretical perspectives and practice which can facilitate critical connections between diverse students, their learning, curriculum, each other, and their communities, Learner Relationships in Global Higher Education integrates academic and student perspectives on relationship development into academic practice. Drawing upon case studies and examples of good practice from across the globe, this book illustrates how practitioners in diverse contexts are designing student experiences in face-to-face and online contexts on- and off-campus to advance learner relationships. By situating this work in a critical pedagogy perspective, the book advances internationalisation in and for a global and multicultural world.
In the changing contexts of global higher education, this book is a valuable tool for higher education researchers and practitioners at all stages of their careers.
This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities.
Bringing together a range of interdisciplinary scholars, this book explores the many facets of research which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high quality, critical research on this topic.
Bringing fresh perspectives to the topic of research with international students, the book focuses on:
Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives
(Re)-conceptualising key ideas that underpin research which are currently taken-for-granted
Developing reflection points and practical guidance for new research designs which centre criticality and ethics
Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities
This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings.
International Perspectives on Leadership in Higher Education Critical Thinking for Global Challenges
There is an increasing pressure for leading universities to perform well in competitive global and national ranking systems. International Perspectives on Leadership in Higher Education studies the complexity involved in the development and upkeep of good higher education provision. Without taking anything about leadership, management, governance, administration, authority or power for granted, this book draws together international case studies relating to specific instances of leadership to analyse how they relate to critical thinking and global challenges in higher education.
Using a selection of global case studies, this book explores:
The extent to which critical thinking on global challenges is employed by higher education leaders,
The potential for an increase in the role of critical thinking in leadership,
The creative potential for critical leadership thinking to transform institutions and communities,
The essential attributes of critical thinking, namely cognitive, affective and social dimensions, and
The possibility for critical thinking to contribute to the global public common good by encouraging enhanced research, teaching and public service excellence.
Responding to the ever-increasing demands of the higher education climate, International Perspectives on Leadership in Higher Education is a vital resource for anyone occupying leadership positions in higher education institutions and any researchers or students looking to explore the landscape of critical thinking.
Over the last decade, a heated debate has raged in the US and the UK over whether the humanities are in crisis, and, if there is one, what form this crisis takes and what the response should be. Questioning how there can be such disagreement over a fundamental point, The Changing Face of Higher Education explores this debate, asking whether the humanities are in crisis after all by objectively evaluating the evidence at hand, and opening the debate up to a global scale by applying the questions to twelve countries from different continents.
Each carefully chosen contributor considers the debate from the perspective of a different country. The chapters present data on funding, student enrolment in the humanities, whether the share of total enrolment in this area is falling, and answer the following questions:
What does each country mean by the ‘humanities’?
Is there a ‘crisis’ in the humanities in this country?
What are the causes for the crisis?
What are the implications for the humanities disciplines?
Uniquely offering an objective evaluation of whether this crisis exists, the book will appeal to international humanities and higher education communities and policy-makers, including postgraduate students and academics.
Foreign-Funded Language and Culture Institutes at U.S. Institutions of Higher Education Practices to Assess and Mitigate Risk
Foreign-funded language and culture institutes exist on U.S. campuses beyond Confucius Institutes (CIs)—Chinese government-funded centers established by the Chinese Communist Party to extend the reach of Chinese language and culture and to enhance worldwide opinion of China through offering classes in Mandarin Chinese and highlighting positive aspects of Chinese culture. Regardless of the sponsoring nation, foreign-funded language and culture institutes may pose risks for U.S. host institutions regarding academic freedom, freedom of expression, governance, and national security. This is particularly true if the values of the sponsoring nation do not align with the democratic values held in the United States and if the sponsoring nation is suspected of engaging in activities adversely affecting human rights, academic freedom, freedom of expression, association, dissent, and U.S. national security.
This report explores the role of other foreign-funded institutes at U.S. institutions of higher education, describing characteristics and features of such institutes; determining characteristics and features of foreign-funded institutes at U.S. institutions of higher education that could be flags for institutions to engage in further deliberation and vetting prior to entering into a partnership; identifying implementable practices for U.S. institutions of higher education to ensure appropriate operations; and continuing exploration of what role the sensitivity of the research conducted on campus should play in determining which foreign-funded partnerships are appropriate. Foreign-Funded Language and Culture Institutes at U.S. Institutions of Higher Education recommends actions that U.S. colleges and universities can take to minimize risks associated with hosting foreign-funded language and culture institutions, such as a CI, on or near campus and protect academic freedom and national security.
The pandemic forced significant changes to institutional and individual academic activities and norms, while highlighting inequities, opportunities, and challenges already present in the realm of internationalization in its plurality around the globe.
Internationalization and Imprints of the Pandemic on Higher Education Worldwide chronicles such changes and issues, but also empirically forecasts their impacts on the ways in which internationalization at the post-secondary level has responded in practice to new realities, exigencies, and possibilities. The chapter authors address three key areas: higher education leadership and policy in times of crisis, international mobility and student experiences modified by Covid-19, and the mobilization and acceleration of learning technologies in response to Covid-19.
This timely collection addresses contemporary issues and the future trajectories in International Education, essential reading for policymakers and educational researchers.
Dimensions Of International Higher Education The University Of California Symposium On Education Abroad
This book explores the dynamics of academic exchange and examines such issues as undergraduate versus graduate study abroad and the purpose and effect of sending students to foreign countries. It discusses faculty exchange, collaborative research, and linkages across national boundaries.
Multiliteracies in International Educational Contexts: Towards Education Justice examines how multiliteracies and Learning by Design have been taken up across international second language instructional contexts, with a focus on inclusive practices and social justice.
This edited collection brings together a team of international contributors to offer a global perspective on the application of multiliteracies in L2 education. Through the analysis of classroom-based qualitative and quantitative data on different aspects of the multiliteracies pedagogy, the book shows how the multiliteracies pedagogy can facilitate more inclusive practices while providing suggestions for pedagogical interventions and future research.
This book will be a key resource for language educators, researchers and practitioners interested in the multiliteracies pedagogy, as well as those interested in critical and social justice approaches to language teaching.
The Forum on Education Abroad is recognized by the U.S. Department of Justice and the Federal Trade Commission as the Standards Development Organization (SDO) for the field of education abroad. As such, it is The Forum’s responsibility to monitor changes in our field of professional practice and maintain, update, and promulgate the Standards of Good Practice for Education Abroad according to the needs of our field.
The Standards of Good Practice for Education Abroad can be used as a tool to:
guide program development,
evaluate program quality,
advocate for resources and support,
train new professionals,
educate stakeholders such as parents, faculty, students, etc.,
establish and maintain respectful, sustainable relationships between partners.
While these Standards represent consensus in the field of education abroad at the postsecondary level, other constituents may find the Standards useful for informing their own practices. These groups may include primary and secondary educators providing education abroad programs to their own students and institutions and organizations offering education abroad programs for participants from countries other than the U.S.
What do university leaders need to know and be able to do to internationalize their institutions?
This volume provides senior professionals in international education, increasingly known as Senior International Officers (SIOs), with the foundational knowledge that informs leadership practices, together with suggested strategies for implementing and developing the wide range of functions, activities and skills associated with comprehensive internationalization that will ensure effective support for their institutions’ educational mission in today’s globalized and interdependent world.
This book addresses strategic leadership issues in internationalization including strategic planning, shaping the curriculum, recruiting students, risk management, and developing partnerships. Throughout, the Association of International Education Administrators’ (AIEA) Standards of Professional Practice for SIOs and International Education Leaders (reproduced in the appendix) are integrated as a point of reference, providing a much needed guide for international education leaders.
This resource is a vital starting point for anyone in a senior leadership role in higher education, as well as for anyone desiring to understand more about this key leadership position essential to higher education institutions in developing institutional global capacity and in educating global-ready graduates.
The Globalization of Internationalization is a timely text which gives voice to emerging perspectives as an increasing range of countries engage in the process of internationalization. The pressure to internationalize cannot be ignored by institutions anywhere in today’s world, yet the dominant paradigms in the conception of internationalization traditionally come from the English-speaking world and Western Europe. This book sets out to offer alternative viewpoints. Different dimensions and interpretations of internationalization in countries and regions whose perspectives have received little attention to date provide food for thought, and help to broaden understanding of its application in alternative contexts.
Combining diverse perspectives from around the world, this new volume in the Internationalization in Higher Education series seeks answers to key questions such as:
What are the main characteristics of internationalization viewed from different cultural and regional backgrounds and how do they differ from traditional models such as in Western Europe, North America and Australasia?
What issues in different global contexts have an impact on internationalization processes?
What are the key challenges and obstacles encountered in developing innovative and non-traditional models of internationalization?
With contributions from world-renowned international authors, and perspectives from countries and contexts seen only rarely in the literature, The Globalization of Internationalization offers distinctive overviews and insights while exploring a range of thematic and regional issues arising from these considerations. This will be essential reading both as an academic resource and a practical manual for university leaders, academics, higher education policy advisers and non-governmental organizations which fund higher education.
Student Recruitment Agents in International Higher Education: A Multi-Stakeholder Perspective on Challenges and Best Practices
With a focus on the growing number of institutions employing commercial agents to support international student recruitment, Student Recruitment Agents in International Higher Education provides an evidence-based exploration of this phenomenon, and will increase the reader’s understanding of the multiple dimensions of agent engagement, its contradictions and complexities.
This book explores who and what these education agents are, what students and higher education institutions can expect from a good agent, how bad agents can be identified and avoided, and what we learn from the reasons for the development of these agents in the first place. Offering theoretical perspectives with practical applications, this volume features contributions from academics and scholar-practitioners, laying out fresh perspectives and insights on topics such as process transparency, developing agent policy and procedures, and government regulations.
Providing the ideal reference for students embarking on international study, agents, higher educational institutions, government/accreditation agencies, researchers, and practitioners, this insightful book acts as a critical basis for further research and improvements in higher education practice.
This book celebrates the first 10 years of the Centre for Higher Education Internationalisation (CHEI) at Università Cattolica del Sacro Cuore, Milan Italy. CHEI has attracted students and scholars from around the world and continues to build a supportive community of learners who are able to advance knowledge and improve practice in an ever-growing range of topics on internationalisation of higher education.
Universities that make the strongest link with employment will strengthen their reputations beyond a single or small number of countries, grow demand and build long term resilience.