Статті в журналах з теми "Internationalization policies"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Internationalization policies.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Internationalization policies".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Guimarães, Felipe Furtado, Kyria Rebeca Finardi, and Janayna Bertollo Cozer Casotti. "Internationalization and Language Policies in Brazil: What is the Relationship?" Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 295–327. http://dx.doi.org/10.1590/1984-6398201913553.
Анотація:
ABSTRACT The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education.
2
Van Gaalen, Adinda, and Renate Gielesen. "Internationalizing Students in the Home Country- Dutch policies." International Higher Education, no. 78 (November 15, 2014): 10–12. http://dx.doi.org/10.6017/ihe.2014.78.5801.
Анотація:
This article discusses how internationalization at home can be stimulated based on results of study of 54 Dutch higher education institutions. The article shows that although internationalization at home is one of the key elements of the internationalization agenda, implementation is challenged by a lack of attention to training of staff in this specific field.
3
Suguku, David. "Pillar of Internationalization in Higher Education: The Contribution of International Collaborations and Online Delivery Approaches to Internationalization in HEIS." SHS Web of Conferences 156 (2023): 05004. http://dx.doi.org/10.1051/shsconf/202315605004.
Анотація:
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 .
4
Campos, João, Vitor Braga, and Aldina Correia. "Public policies for entrepreneurship and internationalization." Journal of Science and Technology Policy Management 10, no. 4 (October 16, 2019): 975–95. http://dx.doi.org/10.1108/jstpm-04-2018-0044.
Анотація:
Purpose The main concern of policymakers is to avoid the problems resulting from the economic crisis. One way to avoid these problems is to stimulate economic growth, as well as the economic activity, needed to reduce unemployment and increase well-being. Recent academic literature shows entrepreneurship as a key factor to increase economic growth, so it is important to understand a set of concepts related to this topic and their relevance to the economic growth of these firms. The purpose of this paper is to analyse some concepts about public policies associated with entrepreneurship and the internationalization processes of firms. Design/methodology/approach The findings result from a number of multivariate techniques based on the Global Entrepreneurship Monitor 2012 survey. Findings The data allowed calculating a coherence index that shows that respondents tend to associate the different responses, which suggests that there is a reputation effect when experts evaluate public policies. Research limitations/implications This paper takes advantages of one of the GEM limitations, i.e. data refer to perceptions, rather than on real data, to explore how different countries see a more or less dispersed perception of public policies effectiveness. Practical implications This paper informs policymaking and sheds light into the importance of building on a reputation to make policies more effective. Originality/value The coherence index developed in this paper is an original contribution, based on the dispersion of experts' perceptions on the effectiveness of public policies.
5
Ryu, Jung Hyun, and Anh Thuy Nguyen. "Internationalization of higher education in Vietnam: current situations, policies, and challenges." International Journal of Comparative Education and Development 23, no. 3 (July 14, 2021): 227–41. http://dx.doi.org/10.1108/ijced-10-2020-0074.
Анотація:
PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.
6
Finardi, Kyria Rebeca, Sabrina Sembiante, Gabriel Amorim, and Thiago Veronez. "Internationalizations in two loci of enunciation." ETD - Educação Temática Digital 22, no. 3 (August 13, 2020): 591–611. http://dx.doi.org/10.20396/etd.v22i3.8659311.
Анотація:
This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of internationalization of higher education (IHE), from two different loci of enunciation--one in the Global South (UFES) and another in the Global North (FAU). Based on the claim that language policies are closely related to internationalization actions/plans, and in the description of internationalization models in terms of the Traditional International Cooperation (TIC) model, characterized by competitive relations, and the Horizontal International Cooperation (HIC) model based on solidarity and international awareness, we analyze language policies and international cooperation agreements at UFES and at FAU as a window for reflecting about the internationalization processes in these institutions. The analysis of language policies and international agreements at UFES suggests a reactive and colonial nature of the internationalization process there, expressed in the number of agreements with institutions from the Global North and in language policies and actions that privilege the use of English. The analysis of international cooperation agreements and language policies at FAU suggest that internationalization strategies are largely designed based on the university’s privileged position as an English-speaking institution located in the Global North. Taken together, overall results of the study suggest that despite the pitfalls, the partnership between UFES and FAU shows potential to forge inroads for more horizontal internationalization models/relationships thus moving form a TIC to a HIC model of internationalization.
7
Nurhaeni, Ismi Dwi Astuti, Likha Sari Anggreni, Noni Srijati Kusumawati, Desti Permitasari, and Intan Sani Putri. "Internationalization of Higher Education: A Case Study on Media Utilization, Policies Consistency and Stakeholders’ Insights in Indonesia." Jurnal Bina Praja 13, no. 2 (August 31, 2021): 207–18. http://dx.doi.org/10.21787/jbp.13.2021.207-218.
Анотація:
The research discusses media utilization and contents for supporting the internationalization, the consistency of internationalization policies at the macro-level (Ministry), mezzo-level (Directorate General), and micro-level (Sebelas Maret University or known as UNS), and the stakeholders' insights of the internationalization of Higher Education. The data were obtained through in-depth interviews and documentation, and a descriptive-qualitative analysis technique was used. The results showed that UNS utilized various media to support internationalization, namely visual media, auditory media, audiovisual media, and other new media. Media contents include academic information, international research collaboration, and intercultural activities. Policy consistency from macro to micro levels took place only at the activity level, whereas there is no consistency in the mission, strategies, policies, and programs. The stakeholders' insights varied from understanding internationalization entirely as a goal, strategies, activities, media, and intra-cultural dimension standardized at the world level until the internationalization dimension. The implication of this research is the need to harmonize policies at all levels of the organization. Besides, the content of the media should be adjusted to the indicators of internationalization.
8
Byun, Kiyong, and Minjung Kim. "Shifting Patterns of the Government’s Policies for the Internationalization of Korean Higher Education." Journal of Studies in International Education 15, no. 5 (July 6, 2010): 467–86. http://dx.doi.org/10.1177/1028315310375307.
Анотація:
The purpose of this study is to provide an overview of changing patterns since the mid-1990s in the Korean government’s policies for internationalizing its higher education system. The study examines the driving forces behind the government’s internationalization policies for Korean higher education, how the internationalization process affected Korean higher education, the ways in which the government and higher education institutions responded, and the issues and challenges now arising from the internationalization of the Korean higher education system. The results indicate internationalization is already an integral part of mainstream higher education policies and programs in Korea and is increasingly perceived as a key tool for improving the quality of higher education. The study suggests that for Korea to more effectively cope with internationalization in the future, it must address the following key challenges: (a) establishing an effective quality assurance mechanism for cross-border educational activities; (b) redressing the government’s previous, overriding emphasis on the quantitative aspects of internationalization, at the expense of quality; and (c) maintaining a balance between the conflicting demands of competition and cooperation with other countries.
9
Taskoh, Ali Khorsandi. "Internationalization in Canadian Higher Education Institutions: Ontario." Higher Education for the Future 7, no. 2 (July 2020): 97–117. http://dx.doi.org/10.1177/2347631120930538.
Анотація:
Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations’ foreign affairs policies have no promising results than failure of the nations’ educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of “why does a Canadian public university engage in internationalization?”. The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.
10
Lin, Xiao, and Chunchun Yang. "Language Issue in German Higher Education Internationalization: Ideologies, Management and Practices for English-Medium Instruction." International Journal of English Linguistics 10, no. 6 (August 6, 2020): 16. http://dx.doi.org/10.5539/ijel.v10n6p16.
Анотація:
Employing document analysis and corpus-assisted discourse analysis, this study examines the language ideologies in German higher education internationalization policies and strategies, across European, German federal and university levels. It further investigates how these policies and strategies relate to the English-medium instruction practices in German universities, adopting Spolsky’s (2004, 2009) framework for language policy analysis. Results show that all institutions at the three levels recognize the role of EMI in promoting the higher education internationalization, but their policy documents adopt evasive attitudes towards EMI to varying degrees. The internationalization policies at the European level show the most tendency to evade the language issue, especially English, while the German federal internationalization documents include more contents about language, even EMI, and they are concerned about promoting the German language alongside English. At the university level, the welcoming attitudes towards EMI are displayed most overtly in the internationalization strategies and the rapid development trend and the predominant English-only type of EMI programs. The study underscores the potential benefits of a multilayered analysis of higher education internationalization policies and EMI practices, and the universities’ important role in balancing the English and the national language in the higher education domain.
11
Hudzik, John K. "Integrating Institutional Policies and Leadership for 21st Century Internationalization." International Higher Education, no. 83 (December 2, 2015): 5–7. http://dx.doi.org/10.6017/ihe.2015.83.9075.
Анотація:
As internationalization becomes more strategic and comprehensive, institutional support has to migrate from individualistic and idiosyncratic motivations that engage the few to more institutionalized and integrated forms of encouragement to engage the many. Based on experience and recent case studies, this article identifies four key integrated institutional strategies needed to support wider and deeper internationalization.
12
Echeverri Romero, Rubén Darío. "Policies, Open Innovation and Internationalization in SMEs." Revista Científica Pensamiento y Gestión, no. 50 (October 20, 2021): 246–73. http://dx.doi.org/10.14482/pege.50.658.406.
Анотація:
Este artículo exploró la innovación abierta en las pymes y abordó el concepto desde las políticas y la internacionalización. Por medio de un análisis bibliométrico, se pudieron identificar los principales temas investigados en los últimos años. Los resultados señalan que este campo está orientado a la relación entre la adopción de la innovación abierta y el desempeño de la empresa, los factores que dificultan la adopción, las oportunidades que brinda la innovación abierta para mejorar la gestión, la gestión de las redes y la innovación entrante y saliente. Los países europeos continúan liderando este campo de investigación y aparecen nuevos autores y otras variables de estudio como la internacionalización. Se evidencia que la internacionalización de las pymes se logra por medio de la consolidación de la innovación abierta en los sistemas nacionales de innovación (SNI) y las redes internacionales.
13
Matross Helms, Robin, and Laura E. Rumbley. "National Policies for Internationalization—Do They Work?" International Higher Education, no. 85 (March 14, 2016): 10–12. http://dx.doi.org/10.6017/ihe.2016.85.9236.
Анотація:
As internationalization becomes an increasing priority for higher education worldwide, national governments are implementing policies and programs to promote related activities in their countries. This article categorizes such policies by primary activity type, reviews existing efforts to gauge the effectiveness of such policies, and discusses key factors that can impact policy success.
14
Jacobs, Dany. "Innovation policies within the framework of internationalization." Research Policy 27, no. 7 (November 1998): 711–24. http://dx.doi.org/10.1016/s0048-7333(98)00080-8.
15
Conceição, Manuel Célio. "Language policies and internationalization of higher education." European Journal of Higher Education 10, no. 3 (June 16, 2020): 231–40. http://dx.doi.org/10.1080/21568235.2020.1778500.
16
Gan, Fanzheng, and Peng Xiao. "Comparative Analysis of Higher Education Internationalization of China and USA from the Perspective of Policy Impacts." BCP Education & Psychology 3 (November 2, 2021): 206–12. http://dx.doi.org/10.54691/bcpep.v3i.39.
Анотація:
With the globalization development, the competition of higher education internationalization is intensifying in major countries with numbers of policies and changes emerge one after another. In order to explore the role of policies in the development of internationalization of higher education, this paper combines systematic policy-related documents review and case study to make a comparative analysis of the development process as well as the policies of internationalization of higher education in between China and the United States. It sorts out that the general development strategies which including policies for attracting overseas students, study abroad on public assignment, exchange projects of teachers and scientific researchers and the development of joint higher education programs. It also points out that the internationalization of higher education has become an important means of public and cultural diplomacy of large countries and an important way for countries to explode cultural exchanges, enhance the comprehensive strength of the country and continuously improve on its’ national level strategies.
17
Meng, Xiangfu, Mohd Zulkifli Muhammad, Ahmad Ridhuwan Abdullah, and Nurhaiza Nordin. "Issues and Suggestions on RMB Internationalization." Journal of Entrepreneurship and Business 11, no. 2 (September 30, 2023): 120–30. http://dx.doi.org/10.17687/jeb.v11i2.1050.
Анотація:
Renminbi (RMB) is the official currency of China, issued and controlled by the People's Bank of China (PBOC). This study analyzes the current problems of RMB internationalization and puts forward suggestions through the status statement of RMB internationalization. This study finds that RMB internationalization has issues of a low level of internationalization, an underdeveloped financial system, and a need for supporting policies for RMB internationalization. In response to the above problems, the research suggests improving China's financial market and increasing openness, increasing policy support to promote RMB internationalization, and developing RMB internationalization cooperation projects.
18
Neves, Clarissa Eckert Baeta, and Maria Ligia de Oliveira Barbosa. "Internationalization of higher education in Brazil: advances, obstacles, and challenges." Sociologias 22, no. 54 (August 2020): 144–75. http://dx.doi.org/10.1590/15174522-99656.
Анотація:
Abstract In recent years, in Brazil, the theme of the internationalization of universities has become part of the agenda of academic leaders, main funding agencies and representative entities of public and private HEIs. This article aims to analyze the experience of HEIs and funding agencies in Brazil regarding the issue of internationalization. Starting from the process of traditional international academic cooperation, we seek to observe advances of Brazilian universities towards the definition of broader and more complex institutional strategies and objectives regarding internationalization. Drawing on concepts of the internationalization process, we briefly depict the main features of the Brazilian higher education and postgraduate system, analyzing cooperation and international influences within it. Then, we discuss the internationalization policies implemented by central government agencies and the involvement of HEIs in institutional internationalization actions. It is observed that the internationalization of Brazilian higher education system is still incipient and that HEIs are scarcely proactive in the development of institutional policies to receive and in leveraging the opportunities offered in the process.
19
Vasileva, Elena, and Tatiana Zerchaninova. "The strategies for Russian higher education regionalization and internationalization." SHS Web of Conferences 94 (2021): 02013. http://dx.doi.org/10.1051/shsconf/20219402013.
Анотація:
Today the education internationalization has become one of the economy sectors in the developed countries; the export potential of Russian education is still largely underutilized. Until now, domestic and foreign scientific literature lacks a comprehensive study of state policies pursued by national states to develop the internationalization and/or regionalization. The study of internationalization policies tends to focus on in-depth case studies across two to three countries. However, studies with a narrow geographic scope, although they provide valuable information about this phenomenon, do not allow us to see a holistic picture. The article attempted to overcome the indicated gaps in scientific research by analyzing the strategies of higher education regionalization and internationalization at countries that occupy a large market share and formulate recommendations for Russia. The article argued that in the context of the Covid-19 pandemic, the priority area for the internationalization is the development of virtual mobility and internal internationalization and regionalization.
20
Marquina, Mónica, and Nicolás Reznik. "Internationalized Academics in Argentina: A privilege or an Option?" Yuksekogretim Dergisi 12, Suppl (November 30, 2022): S1—S13. http://dx.doi.org/10.2399/yod.21.202201.
Анотація:
Internationalization, as part of a public policy agenda for universities, is relatively new in Argentina. Policies oriented toward internationalization have been scarce and have depended on financial opportunities from developed countries. Since academics are key actors in the development of internationalization, and the academic profession in Argentina is heterogeneous and fragmented, the extent to which recent internationalization policies on higher education might impact on the international level of Argentine academic activity is still unknown. This article delves into the questions of whether being international today is either an option or a privilege for Argentine academics, and how this condition determines their perception of the value of internationalization at the institutions where they work, given their central role at the university. To do this, we have relied on the 2018 Academic Profession in the Knowledge-based Society (APIKS) survey to analyze the level of academic internationalization in Argentina in relation to personal and professional qualities. We, therefore, examine our questions aiming toward the creation of favorable academic environments for institutional internationalization. Our findings could be helpful in thinking up a comprehensive change for institutional internationalization and, therefore, institutional quality.
21
Beelen, Jos, and Elspeth Jones. "Europe Calling: A New Definition for Internationalization at Home." International Higher Education, no. 83 (December 2, 2015): 12–13. http://dx.doi.org/10.6017/ihe.2015.83.9080.
Анотація:
The increasing importance of the concept of internationalization at home is not only manifest in the educational policy of the European Commission, in emerging national policies and in institutional policies of European higher education institutions (HEIs), but most of all in educational practice.Since the existing definition of internationalization at home does not offer much support for those who are working on its implementation, the authors have proposed a new definition that hopefully contributes to lifting the ‘conceptual fog’ that surrounds the internationalization of learning and teaching. The new definition may also help to reach a common understanding of the concept when academics, the key actors in the internationalization of teaching and learning, are joined by both educational and internationalization experts. After all, their joint expertise is needed to build the international and intercultural dimensions of programs of study.
22
Söderlundh, Hedda. "Internationalization in the Higher Education Classroom: Local Policy Goals Put Into Practice." Journal of Studies in International Education 22, no. 4 (May 17, 2018): 317–33. http://dx.doi.org/10.1177/1028315318773635.
Анотація:
Nowadays, most universities have policies for internationalization, and in such policies, attention is increasingly given to internationalization as an aspect of students’ learning. However, there have so far been limited efforts to study how such student-centered internationalization can be carried out in practice. This article explores linkages between policy and practice, and it reports on a case study of how local policy goals of internationalization are carried out at the classroom level in a university in Sweden. Through fine-grained analyses of classroom interactions, it is demonstrated how a teacher and his students put policy goals into practice and what aspects stimulate them to do so. More generally, the results contribute to knowledge of how internationalization of higher education can be encouraged and practiced in local learning settings in the form of social actions and how it is carried out in a certain context at a certain time.
23
Zayachuk, Yuliia. "Analysis of the National Level of Internationalization of Higher Education: Ukrainian Case." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 150–61. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-150-161.
Анотація:
It is shown that the internationalization of higher education attracts significant attention of researchers and participants of higher education space. It is emphasized that the internationalization of higher education is a multilevel phenomenon and covers supranational, continental, national, institutional, and individual levels. The national level of internationalization of higher education is analyzed in detail. The organizational strategies of the national level of internationalization, which are implemented through national policies and programs are considered. It emphasizes that national level involves policies related to education, science and technology, culture, trade, social development, employment, foreign relations, migration, industry, and the programs can be seen as the way policy is translated into action. Important rationales driving internationalization at the national level are revealed. It also considers the approaches to internationalization at the national level, which describe the dominant features of the general ways that a country has decided to proceed with internationalization. It is shown that Ukraine has significant achievements in internationalization of higher education and in integration into the world and European higher education space due to the implementation of the Bologna reform and European reform in higher education management and governance, gets new opportunities for higher education through current international scientific and educational projects and projects of cooperation with international organizations.
24
Larionova, Marina. "The EU’s Policies for the Green Deal Internationalization." International Organisations Research Journal 16, no. 3 (October 1, 2021): 124–60. http://dx.doi.org/10.17323/1996-7845-2021-03-06.
Анотація:
The European Union (EU) aspires to become a global climate power. Climate neutrality became the guiding principle, the goal, and the pillar of the EU’s external policy after the Green Deal endorsement. The Green Deal is internationalized through a system of external policy instruments, including financial, trade and investment mechanisms, carbon border adjustment and emission trading, agreements with other countries, development support, and promotion of the EU’s regulation and standards through cooperation in international institutions. The normative documents and proposals on the key initiatives have been put forward, and the formats and plans for implementation are being discussed and defined. In this context, it is important to analyze the EU’s initiatives for internationalization of green transformation goals and to identify risks and opportunities related to their implementation. This article reviews the array of external policy instruments and initiatives deployed by the EU: the new trade policy of “open strategic autonomy” and the initiative on trade and sustainable development in the World Trade Organization (WTO); the framework for the screening of foreign direct investments and the taxonomy of environmentally sustainable investment and economic activity; new approaches to energy security and the building of global energy markets, including norms and standards for hydrogen markets; and the new neighbourhood policy, including the new strategy for Central Asia and the Neighbourhood, Development and International Cooperation Instrument. Given the initial stage of the initiative’s implementation, the study focuses on the adopted documents and planned actions. The author assesses the potential impact of climate policy internationalization instruments on EU-Russia economic cooperation and on EU leadership in shaping global climate governance. The author asserts that a number of instruments bear risks for the Russian Federation’s economic projects and proposes recommendations for abating them. With regard to global governance, the EU’s commitment to integrate climate goals into the global agenda may serve as a bridge for inclusive governance. At the same time, the EU’s determination to impose its priorities through carrot and stick incentives, including through economic measures, on partners not sharing the EU’s approach may be destructive. The author concludes that the EU’s capacity to build constructive engagement with partners will be a test of the EU’s real leadership. Given that the Green Deal’s external dimension is intended not only to promote EU priorities and values, but also to advance the global public good, controversies arise with regard to the instruments, not the goals. Thus, it is in the interests of Russia, as well as other partners directly affected, not to oppose the export of the EU’s climate policy, but to cooperate to mitigate unintended consequences of its deployment and to shape inclusive global governance.
25
Calabrese, Giuseppe Giulio, and Alessandro Manello. "Firm internationalization and performance: Evidence for designing policies." Journal of Policy Modeling 40, no. 6 (November 2018): 1221–42. http://dx.doi.org/10.1016/j.jpolmod.2018.01.008.
26
Choi, Sheena, and Joseph Khamalah. "Internationalization at Home." International Journal of Educational Reform 26, no. 2 (April 2017): 104–22. http://dx.doi.org/10.1177/105678791702600201.
Анотація:
Responding to the needs of intercultural understanding and competencies in a global economy, universities have devised strategies and programs to internationalize the campus to prepare students to work effectively in an increasingly interconnected economy and society. Internationalization at home (IaH) attempts to more effectively address gaps left by the traditional study abroad. This study examines the IaH activities at a regional higher education institution in a Midwestern city of the United States in faculty/staff recruitment and development, policies, and curriculum development. Results show that implementation of IaH is at odds with the institution's regional mission and underscores the need for a reconceptualization to better serve the region in this global era.
27
Sukmawati, Aurum Dinar, and Ahmad Fathoni Kurniawan. "Strategi dan Kebijakan Promosi Batik di Pasar Global." Transformasi Global 7, no. 2 (December 25, 2020): 214–34. http://dx.doi.org/10.21776/ub.jtg.2020.007.02.3.
Анотація:
Batik was first listed as an Intangible Cultural Humanity Heritage by UNESCO on October 2, 2009. As the home country for batik, Indonesia has committed to preserve and increase its popularity in the global market. These efforts are carried out through various strategies and policies to encourage the internationalization of batik, especially during the 2015-2019 period where there has been a significant decline in batik exports. This study aims to describe the strategy and government policy in encouraging the internationalization of batik in the global market. Using the Hybrid model proposed by Lei Li & Li/Tevfik Dalgic as one of the models of internationalization carried out by Small Medium Enterprises (SMEs). This model explains the stages of internationalization which include Planning, Execution, and Antecedent Phase. Based on this research, between 2015-2019, the Indonesian government has implemented various strategies and policies domestically and internationally to support batik SMEs, expand its non-traditional markets, and hold provisions on importing TPT batik and batik motifs to protect the industry. Yet, these strategies and policies were not very successfully implemented. The government efforts were still decentralized, so the strategic steps taken by various institutions and related stakeholders were not in sync. In addition, the shift in the antecedent phase to involve SMEs in every implementation of the internationalization program was also minimal.
28
Sok, Say, and Rinna Bunry. "Internationalization of higher education in Cambodia: toward an agenda for higher education development." International Journal of Comparative Education and Development 23, no. 3 (April 7, 2021): 193–211. http://dx.doi.org/10.1108/ijced-08-2020-0049.
Анотація:
PurposeThis paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.Design/methodology/approachThis paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.FindingsSystematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.Practical implicationsWithout comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.Originality/valueThere are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.
29
Angulo-Ruiz, Fernando, Albena Pergelova, and William X. Wei. "How does home government influence the internationalization of emerging market firms? The mediating role of strategic intents to internationalize." International Journal of Emerging Markets 14, no. 1 (January 21, 2019): 187–206. http://dx.doi.org/10.1108/ijoem-08-2017-0274.
Анотація:
Purpose The purpose of this paper is to focus on the differential impact of government promotional measures and government ownership on two internationalization variables: location and speed of internationalization of emerging market multinationals (EMNEs). Central to the authors’ study is the mediating role of strategic intents to internationalize. In particular, we study how government impacts the resource-seeking, market-seeking and technology-seeking motives to internationalize. Design/methodology/approach The empirical setting for the paper is Chinese companies that have internationalized via an equity based entry mode. The authors employ 672 firm responses collected by the Asia Pacific Foundation of Canada and the China Council for the Promotion of International Trade. Findings The empirical results demonstrate that different home government measures have differential impact on internationalization outcomes. Government promotional measures (such as direct incentives and bilateral agreements to support internationalization) have only an indirect effect on international location and speed through the effect they have on the strategic motives to internationalize; while government ownership in the company has a direct impact on international location. Research limitations/implications The study highlights that home governments are shaping EMNEs strategic intent. Home government can influence EMNEs internationalization choices by providing resource flows through financial resources and state ownership or through asset-accumulation mechanisms via promotional measures. Practical implications Policy makers in emerging markets need to develop policies focused on the specific motivations that firms have when internationalizing. EMNEs are suggested to take advantage of government policies more intentionally. Originality/value The theoretical contribution centers on identifying important mediating mechanisms pointing to the interplay between government policies and international location and speed of firms. The authors contribute to the growing stream of research on internationalization of emerging market firms by building a sound theoretical model and examining empirically the role of home government in the internationalization of EMNEs.
30
De Wit, Hans. "The future of internationalization of higher education in challenging global contexts." ETD - Educação Temática Digital 22, no. 3 (August 13, 2020): 538–45. http://dx.doi.org/10.20396/etd.v22i3.8659471.
Анотація:
Internationalization has been over the past three decades one of the key focus points of (inter)national and institutional policies for higher education, with two related components: internationalization abroad, and internationalization at home. The 'abroad' component: mobility of students, faculty and programs, has been more predominant than the 'at home' component: internationalization of the curriculum and learning outcomes, perceived as a neoliberal and western paradigm. What will be the future of internationalization? Do we see a return from competition to cooperation? What will be the impact of the changing global economic, ecological and political context? These questions will be addressed in a critical analytical way in this paper, taking into account the impact of Covid-19 on the internationalization of higher education.
31
Oliveira, Edson Aparecida de Araujo Querido, Leonardo De Almeida Teixeira, and Elvira Aparecida Simões de Araujo. "The Adoption of International Proceedures, the Bologna Process, by a Local University: A Case Study at Unitau." Revista Ibero-Americana de Estratégia 11, no. 3 (December 1, 2012): 263–88. http://dx.doi.org/10.5585/ijsm.v11i3.1918.
Анотація:
This paper aims to discuss the process of internationalization of the HEI, based on the Bologna Process. An exploratory study was made to identify barriers for the internationalization of a local institution: The University of Taubate. The main topics were the internationalization of the firm and the Bologna Process. This HEI is located in the Vale Paraíba Paulista, a growing and strategic region in Brazilian soil. Education and skilled labor are key elements to regional development. The essay consists of a case study. Particularities from the Brazilian Higher Education System and the European Model are analyzed. They are combined with the Institution’s policies. The results show the current stage of the action lines that direct the application of the European model, at the University of Taubate. The conclusions consider the convergence of the Bologna Process with the guidelines of the Brazilian higher education policies, and point out some difficulties and opportunities that may be considered if the HEI decides to adopt an internationalization model.
32
Zembylas, Michalinos. "5. Toward an Ethics of Opacity in Higher Education Internationalization." Philosophy and Theory in Higher Education 2, no. 1 (January 1, 2020): 91–115. http://dx.doi.org/10.3726/ptihe.2020.01.05.
Анотація:
<?page nr="91"?>Abstract This conceptual essay employs the intersecting lenses of critical university studies (CUS) and decolonial theory to make a critical intervention into the terrain of ethics in higher education internationalization. It is argued that a combined framework of ideas from CUS and decolonial theory will bring a sharper social justice and decolonizing edge to debates on how to disrupt dominant ethical frames of action in higher education internationalization. In particular, the author develops Corey Walker’s (2011) notion of the “ethics of opacity” as an approach that interrogates the logics of neoliberalism and coloniality/modernity in internationalization practices and policies of higher education. It is suggested that the ethics of opacity provides ethical and political recognition to the opaque sites and repressed knowledges of marginalized and colonized peoples. The paper discusses the implications of the ethics of opacity for a renewed agenda in internationalization practices and policies of higher education.
33
Viczko, Melody, and Clara I. Tascón. "Performing Internationalization of Higher Education in Canadian National Policy." Canadian Journal of Higher Education 46, no. 2 (August 31, 2016): 1–18. http://dx.doi.org/10.47678/cjhe.v46i2.186014.
Анотація:
Internationalization processes are at the fore of university strategic plans on a global scale. However, the work of internationalization is being performed through the connections between many actors at different policy levels. Our purpose here is to ask, what is happening with internationalization of higher education at the Canadian national policy level? To do so, we suggest that we must look at policies at the national level not as individual entities but rather as these policies exist in relation to each other. We examine three recent policy statements from different organizations at the national level in Canada: a federal governmental agency, a pan-Canadian provincial organization and a national educational association. Our approach involved mapping the actors, knowledges and spaces that are discursively produced through these texts and engaging a relational approach to policy analysis that questions what comes to be assembled as these policies co-exist in the national landscape.
34
DECA, Ligia. ""Internationalization of Higher Education in Romania and Portugal: Strategies and Transitions at the (Semi‑)Periphery "." New Europe College Yearbook 2017-2018, 2018-2019 (April 27, 2023): 63–81. http://dx.doi.org/10.58367/necy.2023.2.3.63-81.
Анотація:
"Governments and higher education institutions see internationalization of higher education as one of the main factors that influence their strategic endeavours in the years to come. When looking at the national level, the drivers of internationalization are linked to economic and geo‑political positioning, cultural influences, as well as international competitiveness for knowledge and human capital. Party politics, foreign affairs, economy and immigration policies also play a big role in shaping country level approaches. For universities, prestige factors, disciplinary or constitutive groups’ interests and financial imperatives predominantly drive internationalization policies. In this context, the paper will look at national and institutional strategic pursuits in the field of internationalization of higher education, in the case of two countries geographically (and perhaps economically) positioned at Europe’s periphery: Romania and Portugal. The choice of these two countries relies on their recent transition from totalitarian regimes to democracies, coupled with similar trends of massification and underfunding of the higher education sector. The conclusion will include policy lessons for decision‑makers, especially with a view on whether well‑established global models of internationalization of higher education are fit for purpose for transitioning countries."
35
Guimarães, Felipe Furtado, Ana Rachel Macedo Mendes, and Carlos Alberto Hildeblando Júnior. "Student perceptions of university internationalisation in Brazil – a case study." Fórum Linguístico 18, no. 1 (April 6, 2021): 5701–18. http://dx.doi.org/10.5007/1984-8412.2021.e70371.
Анотація:
This study aims to reflect on the relationship between internationalization and foreign languages (L2) as perceived by learners of a language and internationalization program, funded by the Brazilian government at a federal university. The discussion addresses the role of national/local language policies, relating them to the internationalization of higher education in Brazil. Answers to an online questionnaire used here suggest that the idea of internationalization is associated mainly with academic mobility. The importance of learning L2 for internationalization was also highlighted in the data. Problems such as the low number of language courses offered outside the main campus and the low language proficiency of lecturers at the university were also mentioned. The discussion of data leads to some suggestions to approach these problems, including Internationalization at Home (IaH) strategies and reallocation of resources for L2 offer, in order to deal with misconceptions still associated with internationalization.
36
Massardier, Gilles, and Eric Sabourin. "Internationalization and dissemination of rural territorial development public policies:." Sustainability in Debate 4, no. 2 (December 23, 2013): 83–100. http://dx.doi.org/10.18472/sustdeb.v4n2.2013.9489.
Анотація:
O artigo propõe uma reflexão teórica e metodológica para analisar o notável desenvolvimento quase simultâneo das políticas nacionais de Desenvolvimento Territorial Rural na América Latina. O trabalho propõe considerar três principais hipóteses para explicar essa tendência: a primeira é a existência de modelos latino-americanos de políticas públicas; a segunda é aquela do imbricamento de três processos de internacionalização de politicas públicas: aquele da construção e da circulação transnacional de normas; o enfoque pela transferência de politicas; os processos de regionalização “por abaixo”; a terceira hipótese considera uma regionalização atípica, baseada em processos de internacionalização de politicas setoriais. O objetivo geral do trabalho é entender, caracterizar e analisar os modos de imbricamento entre os processos de internacionalização assim como as modalidades de adaptação nacional, regional e territorial das politicas de Desenvolvimento Territorial Rural na América Latina.
37
PRINCEN, SEBASTIAAN. "Advocacy Coalitions and the Internationalization of Public Health Policies." Journal of Public Policy 27, no. 1 (January 18, 2007): 13–33. http://dx.doi.org/10.1017/s0143814x07000621.
Анотація:
This article looks at the impact of multilevel governance structures on state-society relations. It contends that rather than focusing on relations between state actors and societal actors, it is more useful to look at shifts between competing advocacy coalitions in a given issue area. It argues that the impact of multilevel governance structures on domestic advocacy coalitions depends on the political opportunity structure provided at the international level, the types of policy outputs international institutions can deliver, and the extent to which members of an advocacy coalition have the organizational capacities to be active at the international level. These factors are explored in two cases of public health policy: anti-smoking policy and alcoholism policy. Moreover, both cases show that multilevel governance structures offer better opportunities for challengers than for defenders of the domestic status quo.
38
Palmer, John D., and Young Ha Cho. "South Korean higher education internationalization policies: perceptions and experiences." Asia Pacific Education Review 13, no. 3 (February 22, 2012): 387–401. http://dx.doi.org/10.1007/s12564-012-9204-2.
39
Erguvan, Elif Betul, and Jacob Reid. "Catch the Internationalization Train”: The Impact of Internationalization on Administrators’ Decision Making in Georgia." Journal of Education in Black Sea Region 7, no. 2 (June 16, 2022): 41–57. http://dx.doi.org/10.31578/jebs.v7i2.260.
Анотація:
Over the past few decades, education institutions have responded to the challenges and opportunities of globalization through the process of internationalization. This qualitative study explores how administrators in higher education institutions in the country of Georgia understand and practice internationalization. Though often overlooked in internationalization studies, administators play a key role as interpreters of internationalization, government policies, and their institutional mission. Though respondents defined internationalization in a variety of ways, there was considerable overlap in practice. Their institutions employ several common tools of internationalization (e.g., exchange programs, collaborative research, benchmarking). Georgian administrators sought to enhance academic quality by facilitating an intercultural environment on the domestic campus, usually through mobility programs. HEIs in the study also use internationalization to evaluate their institutions, improve university practices, and compete more effectively. When making decisions, participants find themselves balancing government expectations, their university mission, and contextual constraints. Given Georgian universities’ high aspirations and limited budgets, it is recommended that administrators prioritize internationalization opportunities that can serve multiple purposes. It is also recommended that administrators consider ways to internationalize the curriculum and promote internationalization at home so that a wider array of students and staff can benefit from the university’s internationalization activities.
40
Galvão, Anderson Rei, Carla Susana Marques, Carla Mascarenhas, Vitor Braga, and Rita Pereira. "Motivations and Barriers for the Sustainable Internationalization of the Portuguese Textile Sector." Sustainability 13, no. 23 (November 27, 2021): 13147. http://dx.doi.org/10.3390/su132313147.
Анотація:
This study aims to analyse the importance of internationalization for the sustainability of companies in the textile sector, as well as to identify the main motivations and barriers to internationalization. For the development of the study, a qualitative methodology was used through interviews with six Portuguese companies in the textile sector. The collected information was submitted to a content analysis, through data coding with NVIVO 11.0 software. The results obtained show the main motivations for internationalization, the criteria used for choosing the countries to internationalize, the advantages of internationalization and the external and internal barriers. This study contributes to a deeper understanding of internationalization, the barriers that companies in the textile sector face and what solutions they find to overcome some of these same barriers. In addition, the results will help policy makers define policies to support internationalization.
41
Ahwireng, Doreen, and Yegan Pillay. "Contributions of Organizational Culture to University Internationalization." Journal of International Education and Practice 3, no. 3 (June 23, 2021): 7. http://dx.doi.org/10.30564/jiep.v3i3.2672.
Анотація:
Responding to an increasingly globalized world, universities are training students to function in a multicultural environment through internationalization. Institutional culture can influence policies and practices for internationalization. Research in internationalization indicate that majority of the studies on the contributions of organizational cultures to internationalization across universities focused on the perspectives of faculty and university senior level administrative personnel and neglected the views of students. This qualitative case study explored students’ understanding of how organizational culture contributes to promote internationalization using international events that occur at two U.S universities. Semi-structured interviews were used for data collection. Purposeful and snowball sampling were employed to select domestic and international undergraduate and graduate students for the study. Findings indicate that integration into university family, community relationship, buffering, communication, symbols, and shared values and beliefs cultures are critical to promote higher education internationalization.
42
Ahmed, Farhad Uddin, and Louis Brennan. "An institution-based view of firms’ early internationalization." International Marketing Review 36, no. 6 (November 11, 2019): 911–54. http://dx.doi.org/10.1108/imr-03-2018-0108.
Анотація:
Purpose The purpose of this paper is to examine the differential effects of national export promotion policies (EPPs) on firms’ early internationalization using the institution-based view (IBV) as our theoretical foundation. Early or speedy internationalization is an important topic for academics, executives and policy makers. However, the effect of the regulatory dimension of institutions incorporating governmental policies on firms’ early internationalization remains unexplored in the literature. Design/methodology/approach The study was survey-based and the authors engaged in quantitative analysis using data drawn from the apparel industry in a least-developed country (LDC), i.e. Bangladesh. The authors employed 174 valid questionnaires in the analysis. To test the proposed hypotheses, an ordered-logistic regression modeling technique was used. Findings The findings reveal a positive effect of those national policies focusing on market development, guarantee-related and technical support schemes. Two individual elements of direct finance-related assistance, namely, bank loans and cash subsidy are also found to be influential. Originality/value The study contributes to the literature and extends the IBV by establishing that the industry-specific regulatory policies designed by home country governments can play a critical role in international expansion of new ventures from an LDC. In particular, the study established the critical role of national EPPs in driving firms’ early internationalization and thereby, contributing to the international marketing and international entrepreneurship (IE) literature. Least-developed countries provide different institutional environments for entrepreneurship. They thus provide an atypical context within the field of IE. By incorporating sample firms from an LDC, the authors address the knowledge gap related to those countries. The implications of the authors’ findings for national and enterprise development policies are also considered.
43
Deuel, Ryan. "“The Inevitability of Globalized International Higher Education”." Journal of Comparative & International Higher Education 11, Winter (March 14, 2020): 103–6. http://dx.doi.org/10.32674/jcihe.v11iwinter.1518.
Анотація:
The relationship between the discourse of internationalization in higher education and the neoliberal discourse of globalization as a disciplining cultural and economic force in our society continues to be an important area of focus for educational studies. This study develops a genealogy of internationalization at three tiers of analysis: at the macro level, where ‘globalization’ operates as a governing discourse within policies and practices of national and transnational governmental organizations; at the mezzo level, where ‘internationalization’ operates as a governing discourse among HEIs and professional higher education associations; and, at the micro level, where the discourses of globalization and internationalization work in concert to govern the conduct of international students.
44
Brajkovic, Lucia, and Robin Matross Helms. "Mapping Internationalization on US Campuses." International Higher Education, no. 92 (January 14, 2018): 11. http://dx.doi.org/10.6017/ihe.2018.92.10214.
Анотація:
This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Internationalization on U.S. Campuses survey, and explores their implications. Conducted every five years, Mapping assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. The 2016 Mapping survey addressed the six key areas that comprise CIGE’s Model for Comprehensive Internationalization: articulated commitment; administrative structures and staffing; curriculum, cocurriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships.
45
Brajkovic, Lucia, and Robin Matross Helms. "Mapping Internationalization on US Campuses." International Higher Education, no. 92 (January 14, 2018): 11–13. http://dx.doi.org/10.6017/ihe.2018.92.10277.
Анотація:
This article summarizes the results of the American Council on Education’s (ACE) 2016 Mapping Internationalization on U.S. Campuses survey, and explores their implications. Conducted every five years, Mapping assesses the current state of internationalization at American colleges and universities, analyzes progress and trends over time, and identifies future priorities. The 2016 Mapping survey addressed the six key areas that comprise CIGE’s Model for Comprehensive Internationalization: articulated commitment; administrative structures and staffing; curriculum, cocurriculum, and learning outcomes; faculty policies and practices; student mobility; and collaboration and partnerships.
46
Song, Juyoung. "English and internationalization of Korean universities." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (October 7, 2020): 153–74. http://dx.doi.org/10.1075/sar.19001.son.
Анотація:
Abstract The internationalization of higher education in South Korea has brought marked changes to the linguistic and cultural diversity of university campuses. This ethnographic case study examined language policies, language use, and intercultural interactions in two localized English-Medium-Instruction courses that incorporated both English and Korean as mediums of instruction. The results drawn from interviews with ten participants and observations of classroom interactions show that English was a primary medium for students’ academic literacy and Korean as an additional communication tool in the absence of any explicit Medium of Instruction policy. They also illustrate how the different statuses of the two languages limited students’ investment in learning Korean as a second language and created unequal intercultural interactions between speakers of different languages. The results illuminate how a neoliberal ideology adopted and enacted at a national and institutional level through internationalization translated into implicit policies and practices at different levels on campus.
47
Rementsova, Nadezhda A. "INTERNATIONALIZATION OF EDUCATIONAL SERVICES: TENDENCIES AND STRATEGIES." RSUH/RGGU Bulletin. Series Economics. Management. Law, no. 4 (2020): 47–58. http://dx.doi.org/10.28995/2073-6304-2020-4-47-58.
Анотація:
With ongoing globalizasication in the world economy, the internationalization of higher education is becoming increasingly important. The article considers several main definitions of “internationalization”, makes an overview of the basic national strategies and approaches which defines country’s policies regarding internationalization of higher education. It also identifies the mainstream world tendencies of higher education internationalization and advantages of internationalization in terms of government and higher education institution perspectives. For the state, internationalization is an important element of the country’s development, as it offers government to use additional opportunities of: developing the economy and making profit by exporting educational services; supporting the labour market; getting political benefits; developing the national higher education systems in accordance with global trends; the society cultural and social life developing. From the position of universities internationalization allows to improve the quality of educational programs in accordance with international standards, to strengthen reputation at the international level and, thus, to become more competitive. In this regard, many countries use internationalization of higher education in different ways and forms. As an example, the article examines contemporary institutional practices for the development of internationalization in the United Arab Emirates, China, South Korea and Russian Federation.
48
Ogundimu, Adesola. "Senior International Officers." Journal of International Students 10, no. 3 (July 22, 2020): 790–93. http://dx.doi.org/10.32674/jis.v10i3.2496.
Анотація:
As internationalization efforts in higher education have grown in scale and impact over the last few decades, sound institutional leadership, policies, and practices that are rooted in a clear appreciation of the purpose of internationalization have become even more crucial for advancing socially responsible standards of success (Brandenburg et al., 2019). Areas such as developing a strategic plan for internationalization and fostering institutional partnerships globally are key responsibilities that require effective leadership and are critical for higher education institutions (Kwai, 2017). Senior International Officers: Essential Roles and Responsibilities is one of the few existing guides on the emerging role of the Senior International Officer (SIO), an administrative position often tasked with the oversight of all matters relating to internationalization.
49
Suo, Ziting. "Reform Policy on Internationalization of Higher Education in Malaysia." Journal of Education and Educational Research 5, no. 1 (August 28, 2023): 154–58. http://dx.doi.org/10.54097/jeer.v5i1.11942.
Анотація:
Malaysia is committed to building a united, multiracial, and modern nation, and its education reform is closely related to national development. In January 2015, the Ministry of Education released the " Blueprint for Higher Education Development in Malaysia (2015-2025)" aimed at promoting English language education. The development of the internationalization of higher education in Malaysia is led by policy, and through the development of a strong education policy that Enhances the operability of education policies to provide safeguards for the internationalization of Malaysian higher education. To understand the background, content, and stages of the internationalization policy of Malaysian higher education, and to analyze the motivation of the internationalization policy of Malaysian higher education.
50
Barbosa, Maria Lígia de Oliveira, and Clarissa Eckert Baeta Neves. "Internationalization of higher education: institutions and knowledge diplomacy." Sociologias 22, no. 54 (August 2020): 22–44. http://dx.doi.org/10.1590/15174522-104425.
Анотація:
Abstract The public debate, policy agents and stakeholders, and academic research brought to the center of the debate the issue of internationalization of higher education. Along with questions about what (and how) should be taught, the definition and measure of teaching and learning quality, the equity and diversification on Higher Education Institutions, a discussion emerges as to the meanings of internationalization trends and models in higher education. What does internationalization mean? Are there any measures or methodological parameters to assess it? What institutional models become dominant in the internationalization processes? Did internationalization increase the importance of science for the autonomy of academic institutions? Does knowledge diplomacy effectively contribute to institutional strengthening? Are there global and local policies and strategies for internationalization? How do they work? How do they connect to democratization of higher education? Which are the main agents in the internationalization processes - are they professors, researchers, staff, students, or other stakeholders? These questions form an entire research program. Some of them are already discussed in the dossier articles. Others are only outlined, indicating new directions for studies in this area.