Статті в журналах з теми "Students, Foreign Education (Higher) Australia"

Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist. The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.

In recent years, news media have increased reporting about alleged foreign interference in universities worldwide. A flurry of new policies has followed. This article reviews discourse and policy on foreign interference in higher education in select countries. It identifies the alleged perpetrators and victims, the victims’ concerns and responses, and the voices shaping the narrative about foreign interference. We combine the concepts of sharp power and right-wing authoritarianism to inform a discourse analysis and comparative policy analysis of a data set of 161 news articles and related media sources spanning a 30-month period of 2019-2021. Our findings highlight how government actors within the United States and Australia drive the international English-language discourse about Chinese foreign interference in a polarized media environment. We observe well-founded fears of China’s exploitation of international students and research collaborations to the detriment of national security. At the same time, a resurgent worldwide authoritarian movement is also exploiting these concerns to augment long-standing assaults on higher education. Our study helps to bridge the gap between the primarily positive framing of the internationalization of higher education in scholarly discourse and the negative focus on foreign interference in higher education in the media, government, and other public discourse. It also serves as an important introduction to this phenomenon and call to action for scholars of the internationalization of higher education to conduct further research and actively engage in the broader discourse around this topic.

The ongoing growth of China’s economy and the premium attached to quality education within its culture has seen students from China become one of the largest groups of international students enrolling in schools and institutes of higher education around the developed world. Given the rising numbers of these students in overseas higher education institutions, their experiences in their host countries deserve more nuanced research. Little is known about what sources of information they rely on; whether, as students coming from a country with non-transparent access to information, their views and media habits are challenged, transformed or consolidated during their overseas experience; and whether they consider overseas media as a trustworthy source to expand their knowledge on China or an instrument of Western propaganda. Drawing from research conducted in Melbourne in 2016/2017, this article explores why Chinese international students in an Australian university, despite the impact of their international experience, prefer Chinese media sources, especially when looking for information about China. This contrasts with Chinese students enrolled in a university in France. Where does the broad scepticism about the reliability of non-Chinese media in reporting Chinese news come from? What do students mean when they refer to an ‘alleged incapacity of foreign media to understand what is good for China?’ In our conclusion, we propose some possible ways to address the perceived biases and offer some ideas to foreign media on how to better engage Chinese international students’ communities.

Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.

The article discusses the features of adaptation of foreign students and postgraduates in universities in various countries-Europe, Asia, America and Australia. In foreign psychology, there are a number of external and internal factors that determine the success of adaptation and cause difficulties in the course of adaptation processes. The main external factors include the cultural distance between the home and host countries, the age and gender of students, the specifics of living in campuses, household problems and climate. Socio-cultural adaptation depends mainly on the degree of proximity of cultures, although in any case, foreign students experience a "culture shock". The main internal factors include communicative competence, the nature of motivation, self-efficacy, and value orientations. While studying at a post-graduate at University in another country, the same problems arise as while obtaining higher education, but they are more acute due to the inclusion in research activities, especially those related to the use of equipment and requiring coordination of the work regime with colleagues. In foreign psychology, much attention is paid to the social support of foreign students – informational, emotional and instrumental.

Increasingly universities aim to provide students with opportunities to graduate with skills ready to perform in the workplace. However, workplace-based opportunities for students enrolled in foreign policy subjects are more limited due to the diplomatic and sensitive political nature of the professional work. Thus there exists a need for higher education institutions teaching foreign policy courses in generalist degrees to create innovative solutions to enable student experience of professional foreign policy practice. In this article we analyse our Australian foreign policy dual strategy teaching initiative where we deploy in-person simulations enabling students to develop both their discipline specific foreign policy knowledge and gain insights in, and experience with, professional competencies and non-technical skills. Student, industry, and staff participant feedback demonstrates the benefits of the simulations for both discipline specific learning and professional skills development.

The internationalized higher education in Engineering has made the sustainable future of Chinese regional universities prosper in the recent decade. The teaching practices of engineering courses pose many challenges in Sino–foreign joint undergraduate programs. The design-based learning (DBL) approach addresses students learning challenges in the joint undergraduate program facilitated by the Wuhan University of Science and Technology (WUST) in central China along with Deakin University (DU), Australia. Following the seven general principles of DBL, a project of process planning was performed for teaching and learning in the Manufacturing Technology course. An implicit meta-cognitive competence was developed through performing the engineering project tutoring, diverse learning tasks and normative assessment criteria. The DBL pedagogy succeeds in bridging the diverse knowledge systems in the specialized courses of Manufacturing Technology between Chinese and Australian programs in Mechanical Engineering. Many achievements and awards won by the students demonstrate a satisfactory result in the case study on the teaching practice towards DBL. The pedagogy towards DBL truly improves the teaching quality of the courses in joint programs and further strengthens the internationalized engineering education for the sustainable development of regional universities in China.

The aim of this article is to study the influence of social communications on the formation of relations between students in the intercultural space on the example of the State Higher Educational Institution "Vasyl Stefanyk Precarpathian National University" and Kyiv University named after Borys Hrinchenko. Methods: analysis, synthesis, abstraction, modeling, description, observation, comparison, tabular and graphical representation, questionnaires and generalizations. Results: It is determined that countries such as Australia, Canada, Great Britain, New Zealand, France and the Netherlands have the highest rates of attracting foreign students to study in higher education institutions. The most international universities in the world are the University of Hong Kong, ETH Zurich, Chinese University of Hong Kong, University of Oxford and Imperial College London, which occupy the first five positions in the World University Rankings 2021. It was found that most often social communication between students belonging to different socio-cultural groups occurs using social media.

Hosting international students has long been admired as one of the hallmarks of internationalization. The two major formative strands of internationalization in Canadian universities are development cooperation and international students. With reduced public funding for higher education, institutions are aggressively recruiting international students to generate additional revenue. Canada is equally interested in offering incentives for international students to stay in the country as immigrants after completing their studies. In its 2011 budget, the Canadian federal government earmarked funding for an international education strategy and, in 2010, funded Edu-Canada—the marketing unit within the Department of Education and Foreign Affairs (DFAIT)—to develop an official Canadian brand to boost educational marketing, IMAGINE: Education in/au Canada. This model emulates the Australian one, which rapidly capitalized on the recruitment of international students and became an international success story. Given current Canadian higher education policy trends, this paper will address the cautionary lessons that can be drawn from the Australian case.

This work is devoted to the study of factors that shape the competitiveness of higher education institutions in the international market of educational services. To this end, the work considers the areas of state participation, which provide incentives for the export of educational services that have not only financial but also reputational and innovative benefits. In addition, it is noted that specialized organizations that operate in many countries and are involved in attracting foreign students to their country (for example, national agencies, academic services, educational foundations, international exchange centers, etc.) and educational TNCs (as DAAD, British Council, CIMO, EduFrance 35, IDP Education Australia, etc.) play an important role. International organizations (such as the Council of Europe, UNESCO, the World Bank, the OECD, etc.) also form an information and advisory field for the international market of educational services, public authorities - regulatory. Increasing competition in the international market of educational services encourages the identification of factors that affect the competitiveness of educational institutions and their competitive advantages. These include the following: stability of financial and economic situation and flexible pricing policy, development of international relations and its advertising activities, the formation of a positive image, the availability of innovative educational programs using information technology, geographical location, specifics of public and private funding, teaching quality and training, etc. However, it is necessary not only to have them, but also to use them correctly, depending on the specifics of each educational institution. In addition, rankings are considered an effective tool for ensuring the quality of higher education. In the course of this work the top institutions of higher education according to QS World University Ranking, Academic Ranking of World Universities, Times Higher Education World University Ranking are analyzed. This revealed that American higher education institutions have the greatest competitive advantages in the international market of educational services and accumulate a large percentage of foreign students.

Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.

The article provides a profound analysis of the main trends of international student migration for tertiary education, discusses the key factors influencing the choice of destination for studying abroad, and reveals the regional peculiarities of instruments for student migration regulation. The first part of the paper highlights the official statistics showing that in recent decades the world witnessed the steady increase in the number of international students, concentrating mainly in the USA and the European Union. Almost 48% of all international students in the world study in the European Union. This region also shows the highest internal student mobility. Among others, such countries as Austria, Luxemburg, Switzerland, Australia and New Zealand demonstrate the biggest shares of foreign students in the total number of university students. As for donor countries, the dynamics proves the major role of the Asia region, with a half of all international students originated from it. The largest number of foreign students come from China, India and South Korea. Nonetheless, the Asia region becomes a popular destination of student mobility nowadays. The second part of the article concerns different coordination policies of tertiary migration in the regional context. Mostly in developed countries, practices of attracting foreign students to study in professional programs and degree programs with a perspective to enter a national labor market after graduation become more and more popular. Postgraduate migration remains a priority. Most countries encourage job-searching for foreign graduate students, as they are considered to have a high-skill level, international views and an opportunity to live and work in a variety of socio-cultural conditions. Further analysis refers to the main factors determining the choice of destination for foreign students, which are: geographical proximity, language skills, cultural proximity, the cost of education, and a country's reputation in the field of higher education. The paper reveals the leading role of the EU in the developed intraregional educational mobility, the regional asymmetry of migration processes in other regions of the world, and Asian countries actively promoting temporary educational and labor migration to developed countries with incentives to return to a home-country in the future. In recent years, due to positive dynamics of the return migrants number, an interest in the creation of the returnees strategy grows as well as desire of developed and developing countries to benefit most from the return migration.

Many students in today's educational environment seek to continue their education after completing an engineering or graduate degree programme. Some people are interested in higher education in the sense that they wish to complete their M. Tech through the GATE entrance exam or another admission exam for a school. Some students desire to pursue an MBA through the Common Admission Test (CAT) or through the entrance exam for their chosen educational institution, while others seek to pursue a master's degree at an international university. Higher education often implies we have numerous possibilities, including Canada, the United States, the United Kingdom, Germany, Italy, Australia, etc. Graduate Records Examination (GRE) and TOEFL/IELTS (Test of English as a Foreign Language/International English Language Testing System) scores are required of students who choose to pursue master's degrees overseas. One of the most important things students must think about is preparing their SOP (Statement of Purpose) and LOR (Letter of Recommendation) once they have taken the tests. If the student was applying for a scholarship, the LOR and SOP are crucial. The pupils must next decide which institutions they wish to attend or apply to; we cannot apply to all universities because doing so would incur significant application expenses. The student's lack of knowledge about the institution he could be admitted to is now a concern. There are certain internet blogs that may be helpful in these situations, but they are not always correct and don't take all the relevant elements into account. There are also some consulting firms that will demand a lot of our time and money and occasionally provide inaccurate information. Our objective is to create a machine learning model that will estimate a student's likelihood of admission to a certain university based on their test results and other relevant data.

What has been the impact of COVID-19 lockdowns on international students and how have they coped with living, often in isolation, in a foreign country? This article examines the challenges and coping strategies of current and recently graduated higher degree by research (HDR) international students in the Australian city of Melbourne through a transient migration lens. Through interviews with eight international students during one of Melbourne’s lockdown periods, this pilot study provided participants the opportunity to explain that not only were they dealing with the difficulties posed by lockdowns (e.g., loneliness and lack of sense of belonging) but doing so while balancing non-lockdown-related issues as students and transient migrants (e.g., passing their degree courses). Students interviewed however also revealed that they made the most out of lockdowns while taking charge of their own well-being by working towards their postgraduate futures and using the time to discover new non-study-related talents (e.g., watercolouring). The results of this study provide international education stakeholders and higher education institutions with ways of moving forward in the student support space.

The article analyzes the main trends in the development of the scientific and pedagogical personnel training system in Russia and foreign countries. The main method of collecting empirical information is quantitative content analysis of the leading universities’ site content. The case selection is based on the QS (Quacquarelli Symonds World University Rankings – 2016 and 2020) – global university ranking (top 500). The selection of Russian universities has been carried out on the basis of the QS BRICS – 2016 and 2020 university ranking. Based on the results of the selection of the leading universities, 60 universities of North and Latin America, Russia, China, Europe, and Australia have been selected. The comparison criteria of higher education institutions are codified in the content analysis matrix. We compared the entry requirements, the content and organization of the doctoral studies, and the “exit” – the learning outcomes. The results of the research are the distinctive characteristics of the Russian teacher training doctoral programs and foreign doctoral programs EdD, EdLd, PhD in Education. It is revealed that foreign universities are characterized by an orientation to a variety of labor markets, differentiation of programs and career paths; studentoriented approach; flexible choice of learning formats; focus on the preparation of the author’s original research; close attention to the idea of the dissertation research, programs, scientific publications, dissertation text, multilevel assessment (program Manager, scientific consultant, elective teachers on the topic of the dissertation, the head of the postgraduate seminar, external experts); online learning; high quality of technical and informational environment. The characteristics of the Russian doctoral studies, which impede differentiation of the paths of dissertation preparation by doctoral students depending on the specifics of the scientific research area, limit the possibility of implementing the practical results of the dissertation and reduce the potential for professional growth of doctoral students.

This case study examines the barriers to technology integration into teaching Chinese as a foreign language (CFL) in Australian secondary schools. Previous research on technology integration predominantly focused on higher education and English as a second language. This study extends the field by exploring barriers in secondary schools and targeting Chinse instruction. It identified three layers of barriers: The tool (technology), The user (teacher and student), and The tool supporter (school). This study highlights the students as technology users and as significant factors behind the teacher’s technology consideration. Among the identified barriers, most notably were limited and blocked access to technology, a lack of time for class preparation and technology learning, a lack of technology knowledge, a lack of professional development, and students’ distracting behaviours. Suggestions were made accordingly to improve tech-integrated Chinese teaching in Australian secondary schools.

Purpose This paper aims to show that international students may become victims and/or perpetrators of crime. This paper uses interview data to examine the social influences contributing to these incidences. Design/methodology/approach A qualitative approach using data from in-depth interviews with key informers and international students across Australia, the USA and the UK underpins this study. Findings The results show that the interviewees generally believed that international students were not commonly perpetrators of crime. Cultural, socioeconomic and mental health factors contributed to circumstances that involved international students as perpetrators of crime. Practical implications The practical implications of this paper are a need for the host country to provide a greater level of information about laws and local customs; need for international students need to have adequate finances; a need for international students to be made aware of the illegal practices of others, including those who belong to their national group; and a for greater awareness and support of the stresses associated with undertaking higher education in a foreign country. Originality/value Based on primary qualitative data, this paper presents an original study about crime that looks beyond the common perception that international students are always victims. This paper focusses on the often-overlooked topic of international students as perpetrators of crime and the social influences that often underpin the circumstances.

The article deals with the problem of influence of information and communication technologies on the higher education development. The peculiarities and dynamics of the MOOC expansion in the international educational space are determined, the experience of MOOC usage in the conditions of transnational education has been analysed, and the MOOC functions in Ukrainian educational reality have been investigated. The following methods were used in research: content analysis of scientific literature to clarify the essence of the research main categories; online courses netnography for studying their specifics; questionnaire, statistical processing and graphical representation of the study results concerning the MOOC functions in domestic educational practices. The essence of the term “MOOC” is clarified, the concept of their construction as well as features of technological functioning is revealed. The history of MOOC development in foreign countries (USA, Australia, Japan, Europe) and Ukraine is analysed. MOOC emergence and expansion is associated with digital humanities development and digital humanistic pedagogy establishment in the international educational space. The research results, which define the MOOC functions in the Ukraine educational practices, namely, ensuring openness, enriching the content of learning, individualization and inter-activation are characterized. Five main problems of the MOOC implementation are highlighted and investigated: 1) the presence of two different MOOC types; 2) the role of a teacher in MOOC; 3) participation of students in MOOC; 4) understanding and usage of the “mass” character of MOOC; 5) the boundary between the MOOC openness and control over them. Unprecedented popularity and opportunities for reaching the student audience have prompted international organizations and their education departments to initiate global forums to discuss the urgent economic, social, technological, psychological and pedagogical issues that arose during the MOOC introduction, as well as to adopt regulatory documents to ensure the quality of MOOC provision.

This study investigates the impact of same-language subtitles on the immersion into audiovisual narratives as a function of the viewer’s language (native or foreigner). Students from two universities in Australia and one in Spain were assigned randomly to one of two experimental groups, in which they saw a drama with the original English soundtrack either with same-language English subtitles (n=81) or without subtitles (n=92). The sample included an English native control group, and Mandarin Chinese, Korean, and Spanish groups with English as a foreign language. Participants used post-hoc Likert scales to self-report their presence, transportation to the narrative world, perceived realism, identification with the characters, and enjoyment. The main results showed that subtitles did not significantly reduce these measures of immersion. However, subtitles produced higher transportation, identification with the characters, and perceived realism scores, where the first language of viewers and their viewing habits accounted for most of this variance. Moreover, presence and enjoyment were unaffected by either condition or language. Finally, the main results also revealed that transportation to the narrative world appears to be the most revealing measure of immersion in that it shows the strongest and most consistent correlations, and is a significant predictor of enjoyment. Se estudia el impacto de los subtítulos en el mismo idioma de la narrativa audiovisual según el idioma del receptor (nativo o extranjero). Estudiantes de dos universidades australianas y una española fueron asignados al azar a uno de dos grupos experimentales en los que se veía un drama con la banda sonora original en inglés con subtítulos en esa misma lengua (n=81) o sin subtítulos (n=92). La muestra incluía un grupo control de hablantes nativos de inglés, además de grupos de hablantes nativos de chino mandarín, coreano y español con inglés como lengua extranjera. Como medidas post-hoc, los participantes reportaron, mediante escalas Likert, su percepción de presencia, transporte, realismo percibido, identificación con los personajes y disfrute. Los resultados muestran que los subtítulos no reducen las medidas de inmersión. Además, que los subtítulos producen mayores puntuaciones de transporte, identificación con los personajes y percepción de realismo, cuya varianza se explica, esencialmente, por la primera lengua de los receptores y sus hábitos de visionado. Asimismo, los resultados señalan que ni a la presencia y ni al disfrute les afectan la condición experimental o el idioma del receptor. Finalmente, muestran que el transporte es la medida más reveladora de la inmersión porque produce las correlaciones más fuertes y consistentes, aparte de ser un predictor significativo del disfrute de los espectadores.

Purpose The purpose of this paper is to study the possibilities and potential barriers on the path of internationalization of the educational services market through development of the system of remote education. Design/methodology/approach In order to determine the influence of development of the system of remote education on the process of internationalization of the educational services market, the authors use the method of regression analysis. A regression curve is built, containing the model of paired linear regression and the value of determination coefficient. The research object is the market of higher educational services – as it is subject to internationalization and distribution of remote education. The research is performed based on the 2017 data by the example of countries from various regions of the world that show different rates and levels of socio-economic development but that achieved the largest success in development of the system of remote education – the USA, the UK, Brazil, China, South Korea, Italy, Germany, India, Malaysia, Australia, South Africa and Russia. Due to the absence of the official international statistics on the issue of internationalization of the educational services market, the proprietary method is used for determining its level. Findings It is concluded that remote education has a slight influence on the process of internationalization of the educational services market in the countries of the world, though it has large potential in the sphere of stimulation of internationalization of the educational services market, as it allows providing educational services of equal quality and equal cost for domestic and foreign students. Originality/value The developed and presented model of managing the development of the remote education system of a modern university in the interests of stimulating internationalization of the educational services market allows overcoming these barriers and opening the existing potential of remote education in the sphere of stimulation of internationalization of the educational services market.

With the increase in the number of graduates who wish to pursue their education, it has become more challenging to get admission for the students in their dream university. Usually, newly graduate students are not knowledgeable of the requirements and the procedures of the postgraduate admission and might spent a considerable amount of money to get advice from consultancy organisations to help them identify their admission chances. Giving the limited number of universities that can be considered by a human consultant, however, this approach might be bias and inaccurate. Higher education in abroad universities generally means we have many options like Canada, USA, UK Germany, Italy, Australia etc. But we are focusing on only the students who want to do their Masters in America. Students who want to do masters in America have to write GRE (Graduate Records Examination) and TOEFL (Test of English as a Foreign Language). Once they have attended the exams they have to prepare their SOP (statement of purpose) and LOR(letter of recommendation) which are one of the crucial factors they have to consider. These LOR and SOP plays a vital role if the student was looking for any scholarship. Prospective graduate students always face a dilemma deciding universities of their choice while applying to master's programs. While there are a good number of predictors and consultancies that guide a student, they aren't always reliable since decision is made on the basis of select past admissions. So, with increasing demand of further education, one must not be confused in where to apply. Then the students have to choose the universities they want to study or apply, we cannot apply to all the universities that will lead to lot of application fees. Here comes the problem that the student doesn’t know to which university he might get admission. There are some online blogs which help in these matters but they are not that much accurate and don't consider all the factors and there are some consultancy offices which will take lot of our money and time and sometimes they will give some false information.so our goal is to develop a model which will tell the students their chance of admission into a respective university. This model should consider all the crucial factors which plays a vital role in student admission process and should have high accuracy.

Tanah Lot Tourism Attraction (TLTA) is located on the South Coast of Bali Island precisely in the area of Beraban Village, Kediri District, Tabanan Regency, Bali. This research is quantitative descriptive method which sample is chosen based on purposive sampling technique, foreign and also domestic tourists who visit at time total 337 respondents. The statistical analyzed indicated that the domestic visitor segment is higher than the foreign visitor segment, this also indicate that domestic visitor is a potential target market for the products produced by local entrepreneurs in TLTA. Survey based on demography variable shows that the number of female visitor are more compared to male, dominantly by age group from 21 to 30 years old and most of them are students, and respondents educational level visit to TLTA are dominantly bachelor graduates. The geography variable shows that tourists visit to TLTA dominantly by domestics, followed by South Korea, Australia, and other countries.The psychograph variable, shows that dominant tourist visit because sunset and the nature of beauty view offered by Tanah Lot and mostly are repeater guests, received information from many sources. Their visit duration mostly between one to two hours, mostly they visit by rented car in the afternoon for sunset and the total amount of money spent between fifty thousand to one hundred thousand Rupiah, also the total amount of money spent during their visit is dominantly between five hundred to one million Rupiah per day. Chi-Square Tests indicated that there is correlation between group age, tourist occupation, and education level toward the motivation of visit to TLTA.

The article analyzes the training of future speech therapists in universities of Russia, Kazakhstan, the USA, Great Britain, Australia, Canada. It is emphasized that the training of future speech therapists in Russia and Kazakhstan belongs to the field of pedagogy, while in the USA, UK, Australia, Canada in the field of medicine. It affects the content of the training of future speech therapists. In these countries, students study first at undergraduate, then in the magistracy. Only graduate of the magistracy gets the opportunity to work as a speech therapist. The article also defines the notion of «professional training», «future speech therapist», «adapted physical exercises». The data of scientists from different countries on the connection of motor and speech activity is given. The necessity of influence on speech activity with the help of adapted physical exercises is determined. In order to study the foreign experience of the training of future speech therapists in higher education institutions, the use of adapted physical exercises in Russia, Kazakhstan, the United States, the United Kingdom, Australia, Canada, were reviewed lists of academic disciplines in the universities of these countries. Having analyzed the study programs at the universities of Russia, Kazakhstan, the United States, Great Britain, Australia, Canada, we arrive at the conclusion that a separate discipline or discipline focused on the use of adapted physical exercises by future speech therapists, in our interpretation, for the professional training of future speech therapists in the universities of these countries at the time of our study we were not found. In connection with this, the experience of the training of future speech therapists to the use of adapted physical exercises at universities in Russia, Kazakhstan, the United States, the United Kingdom, Australia, Canada at the time of our study, we have not found. This is the basis for forming the content of a separate discipline and formulating the content of disciplines focused on the use of adapted physical exercises by future speech therapists in future professional activities, the accumulation of experience and the possibility of future provision of this experience to improve the quality of the training of future speech therapists.

The conditions of modern pharmaceutical market development require leadership at each level that lets not only respond rapidly and efficiently on the changes of the environment but initiate the necessary changes. Leaders as agents of changes can transform people’s values, to motivate and inspire, to form the vision of development of healthcare system and pharmaceutical sector taking into account the principles of system thinking for the provision of population with available, quality and safe pharmaceutical care and the improvement of their life. The aim of the work is the development of an elective discipline «Leadership in Pharmacy» for training Master of Pharmacy, Industrial Pharmacy. The literature review based on the data of international and foreign educational standards of higher pharmaceutical education, the current national educational standard, the experience of teaching subjects devoting to leadership in pharmacy both abroad and in Ukraine has been carried out. Such a scientific quantitative method as a survey has been used. 221 students from the School of Pharmacy at Bogomolets National Medical University have taken part in the survey. The recommendations of the International Pharmaceutical Federation pay attention to the advisability of forming leadership competencies for pharmaceutical workers. The national standards of higher pharmaceutical education in the USA, Great Britain, Australia, Canada include a specific list of leadership competencies. The domestic standard of higher education for getting a Master’s degree in Pharmacy, Industrial Pharmacy includes certain general competencies based on the leadership. Some leadership skills are listed as special competencies and they are reflected in the discipline «Pharmaceutical Management and Marketing». However, a discipline aimed at the complex and systematic formation of leadership competencies is not presented in the working educational plan for training Masters in the field of knowledge «Healthcare» and specialty «Pharmacy». About 70% of the School of Pharmacy students at Bogomolets National Medical University think that the materials devoted to leadership «worth including» to the educational program and 28% of them notice that «rather worth including». According to the students’ opinions, the most interesting leadership topics are traits of leaders aimed at the success, leadership and team, the formation of leadership strategy – 76%, 72% і 70% respectively. The structure of the elective discipline «Leadership in Pharmacy» with an indication of the aim, list of topics, and the desired educational outcomes (competencies) has been presented. The elective discipline «Leadership in Pharmacy» considering the formation of leadership skills at three successive levels, namely individual, team and organization has been developed. This discipline consists of the following modules: «Foundations of Leadership. Personal Leadership», «Leadership and Collaboration», «Leadership and Organizational Change».

This article is dedicated to the pursuit of the ways of overcoming the crisis in university education in Ukraine, particularly at the department of history. By analyzing foreign experience, it is argued that the growing demand of society for history must be supplied by making experts with diplomas and degrees closer to the needs of the communities, as well as by finding new opportunities for the graduates at the labor market. Therefore, half a century ago professional historians have offered a new branch of training and subsequent activities, named public history. Currently, public history has spread practically all over the world: it is developing rapidly in the USA, Canada, Great Britain, Germany, Italy, Ireland, China, India, Australia, New Zealand and other countries. Anumber of universities of ferspecial courses of training, in the USA, for example, there areover 130. The graduates of the higher education institutions can findjob with in the broad opportunities of the creative industry. Recently in Ukraine, at the government level, the idea of promoting the development of this industry is advocated. But the problem of staff is pressing even more due to the mass emigration of employable population, particularly educational emigration. The demand for the activities of public historians is also caused by the importance of the so-called "soft force" of the state at the global level, as well as by the urgency of streng the ning identity at the level of the countryor a specific community. The development of public history esteem cooperation between professionals and laymen, interested in history of past and recent years. Public history is a history about the public, for the public and together with the public. The mentioned branch spans a wide scope of forms of working with the past, oriented at various audiences. For training experts, it is proposed to introduce an obligatory course "Public/practical history" at the senior-class students of relevant professional faculties of Ukrainian universities. The functioning of the universities in market conditions must be oriented on efficiency, pragmatism, instrumentalization. The suggested course is innovative, interdisciplinary and practice-oriented according to the leading global trends in education and science. The implied training has to combine strong theoretical foundations with state-of-the-art practical technologies of spreading historical knowledge, served by the informational society.

У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.

Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin. The groups of countries were formed by using a cluster analysis. The results indicate that it is possible to identify four groups of countries. The percentage of African and South American students is remarkable in the group of countries formed by France, Portugal and Spain. In contrast, the group of countries formed by Finland, Germany, Ireland, the United Kingdom, Turkey, Ukraine, Greece and the Russian Federation is distinctive for a high percentage of Asian students. In the other two groups of countries, there is a considerable percentage of international European students. Keywords: global demand, university students, place of origin, European countries.

Purpose Higher education institutions (HEIs) are becoming more aware of the effects of globalization and of the fact that the need for international work experience, as well as partially or fully acquired education abroad, is increasing. The aim of the research is to analyze factors influencing international students’ decision regarding the country and HEIs and to evaluate students’ learning experience and satisfaction with their choice to develop suggestions for the improvement of different dimensions related to the quality and export of higher education. Design/methodology/approach Several research methods, such as literature review, logical and comparative analysis, as well as the empirical method to obtain information by conducting a survey, and the induction method to interpret and generalize the survey results are applied in this research. To discover learning experiences and determinants of students’ choice of the host country and HEI, research was carried out, under which two questionnaires were developed. The survey involved foreign students from seven HEIs in Latvia and one Estonian university. Findings The environment in which HEIs operate is becoming more open to the increasing international influence and competition and leads to increasing opportunities for international studies and choice available to students. The quality of the academic staff and study programmes are the most important factors in creating value for the student. As a result of the research, suggestions for higher education quality improvement and export development have been structured within economics, culture and quality dimensions into three levels – individual, institutional and state. Research limitations/implications The study does not analyze the foreign students’ countries of origin in terms of political, economic situations or other factors. Upon researching the proportion of foreign students in Latvian HEIs, it was found that most students acquire education in Riga; therefore, regional HEIs have not been included in the survey. Originality/value The results obtained can be used to improve the quality of higher education and encourage the export of higher education by introducing the necessary changes in the areas identified during the research at the state as well as HEI level. The authors also provide an insight into the areas where implementation of changes is necessary to improve the international students’ level of satisfaction and their learning experience.

The most popular international rankings on the development of higher education in Ukraine are presented, which show a mixed situation, namely that in some positions Ukraine is among the 50 countries with the strongest higher education systems in the world, but in the number of universities Ukrainian educational institutions are not leading. Analyzes the dynamics of the distribution of the number of students of higher educational institutions in Ukraine in accordance with the International Standard Classification of Education ISCED 2011. Also analyzed the dynamics of higher education institutions at the beginning of the 2019/20 academic year by subordination of institutions, the number of students in higher education institutions by source of funding. The main indicators of postgraduate and doctoral studies in Ukraine are given. The indicators of the number of foreign students in Ukraine are highlighted, the top 10 countries by origin of foreign students and the most popular universities among foreign students are provided. It is concluded that up to 50% of foreign students are trained in Ukraine in medical specialties, the training of foreign students in Ukrainian educational institutions is not only the image of the country, but also an important component of investment in the economy. Summarizing the current state and trends in the development of higher education in Ukraine, were identified current trends in the development of higher education and proposed a strategy for the development of higher education, which provides the maximum efficiency of all resources: organizational, institutional, instrumental, financial, scientific and methodological.

Foreign language skills come under the spotlight in higher education (HE) in Hungary. At present, Hungarian HE students are required to pass at least one intermediate level general or professional language exam in order to earn a degree, but from 2020, having an intermediate language exam will be a requirement for admission to HE. Thus, it is important to examine the foreign language-learning attitude of HE students as well as their family background that could affect their attitude. Expansion brought several non-traditional student groups to HE, which used to attract only the most talented upper-class students. However, a number of research studies highlight that motivation, attitude to learning, and the socioeconomic background of the students are influential factors not only in HE but also in foreign language learning. In this study, we present the results of our quantitative analysis performed on the Hungarian subset of the IESA-TESSCEE II. 2014 database developed by CHERD-Hungary. Using cluster analysis, the students could be clustered into four categories. Our results show that students whose parents have a low level of education are mainly motivated by the requirement to pass the necessary language exam to earn a degree. Students with a language certificate are driven by cultural interest to learn a foreign language. Students in Master Degree programs experience the practical benefits of learning a foreign language. Significant correlations between language attitude and the financial status of the family were not detected.

The article analyzes the processes of internationalization of higher education in China at the beginning of the 21st century. Based on data from the Ministry of Education of China, legislation and publications that are publicly available on the Chinese Internet, it is shown how the number of students visiting China, their preferences in choosing universities and educational programs changed from 2000 to 2016. Information on government activities to support international students is provided.The internationalization of higher education plays an important role in the foreign-policy activities of modern China. Foreign students teaching and expanding of Chinese language teaching in foreign countries can be considered as the “soft power” of influence of Chinese national culture. Such actions from the point of view of the Chinese government should contribute to the formation of an attractive image of China, reduce the level of external threats, increase stability and economic prosperity of the country. Therefore, the government aims to attract as many foreign students as possible, especially from neighboring countries, and spends a lot of money on these purposes. The policy of internationalization of education has achieved significant results over the past 15 years. Today, students from all over the world obtain higher educationin China. The number of foreign students increased in 2016 compared to 2000 by 8.4 times, reaching almost 450 thousand people. The possibilities for foreign students to choose profession and university have expanded. Now they come to China not only to learn Chinese, but also to obtain qualifications in engineering, economics, management and Western medicine.

The article is devoted to the study of modern transformations taking place in the international mobility of students due to the spread of higher education internationalization. It is substantiated that the internationalization of higher education is an important determinant of higher education development, national economies, and the like. The objective of the work is to determine the regularities and intensity of the development of internationalization in different countries and the features of the national policy on attracting foreign students. It is determined that higher education internationalization has become an important component of the development of many countries that differ in their level of socioeconomic development. The author of article analyzes the current trends in the development of international student mobility, identifies the features of attracting different countries to the processes of academic mobility, and determines the factors of choosing applicants in favor of international education. The multidimensional nature of the phenomenon of internationalization is proved, in the study of which there is a need to use multidimensional estimates. The proposed methodological tools by author for the quantitative assessment of the level of development of internationalization of higher education includes an index of national higher education system internationalization, the use of which allowed to quantify the process of internationalization of higher education. To identify patterns of development of this process in dynamics, and their intensity. It is substantiated that from the macroeconomic point of view, foreign students are an important factor in influencing the country's balance of payments, the development of the national labor market, the national educational system, and innovative development. Students who have received higher education abroad become an important source of development for the countries of origin, on the terms of the return of such students to their motherland. It is determined that modern universities develop strategies for internationalization of higher education actively, attracting foreign students, which contribute to the development of the level of international universities competitiveness, providing its financial stability of its development. It is proved that in response to the annual growth in the number of foreign students who are sent to highly developed countries, national governments and universities of these countries will direct their efforts to find new ways and arrangements to attract foreign students to study, including using the tools of migration policy. The main directions and methods of attracting foreign students are defined.

Background: Globalization processes directly affect the system of foreign language training in particular in non-linguistic higher education institutions and determine the need for its modernization. Such modernization requires both the theoretical and methodological substantiation of the strategic goal of foreign language training in Ukraine. We formulate this goal as formation of a polycultural professional linguistic personality, primarily, a secondary professional linguistic personality. Formation of the secondary linguistic personality is accompanied by acculturation i.e a person’s involvement in the secondary culture, its norms and traditions. Since acculturation is generally impossible without polylingualism, so raising the question of polylingualism in Ukrainian universities has become well-timed and expedient in the conditions of globalization and integration and determines the relevance of the article. Purpose. The purpose of the article is to substantiate the feasibility of polylingual education in non-linguis­tic higher education institutions and outline the ways of its implementation. Results. The introduction of polylingualism provides freedom of choice since it enables such an organization of the learning process where the use of more than one foreign language for instruction will becomes possible. It will primarily promote the diversification of professionally oriented foreign language training of students that will result in provision of personalized learning, particularly in the field of foreign language training, as well as freedom to choose languages for mastering, and, therefore, a student’s autonomy, which is relevant to the whole system of our higher education. The introduction of polylingualism also prompts the introduction of a pan-European stan­dardized level of foreign language proficiency, providing future language specialists with a foreign-language com­municative competence recognized in a broad European format. The introduction of polylingual education implies the need for effective innovative methods, compulsory teaching of foreign languages by their native speakers, structural improvement of foreign language training, etc. Though polylingualism has become the matter of re­search in some contemporary studies, however the theoretical foundations and technologies of its teaching have not yet been developed in the domestic and foreign pedagogical literature. Discussion. The introduction of polylingualism into the educational process of non-linguistic higher educa­tional institutions is considered as means that will give the students freedom to choose the language of instruction; will facilitate the diversification of professionally oriented foreign language training; will form polylinguistic com­petence, updating the level approach to language learning and requiring further development of theoretical and methodological principles and relevant innovative techniques.

The article deals with the concept of linguistic reflection in the field of foreign language education and its verbalization on metatextual level. The ability for linguistic reflection is an indicator of a developed linguistic personality. The purpose of this research is to study the reflection of foreign language students in higher school. Definitions of the key concepts for this work are given: linguistic personality and linguistic reflection. Linguistic reflection can be verbalized through metatextual inclusions: metatextual elements and metatext. The definitions of these concepts, a brief typology and characteristics are given. The material for the study was the texts of foreign language messages (oral, written) of Chelyabinsk State University students. Metatextual inclusions that students use in their foreign language statements are analyzed and classified. The importance of using metatextual inclusions for the statement as a whole is considered. The importance of the ability for linguistic reflection is emphasized not only for the development of a student’s linguistic personality, but also for the full functioning of the educational foreign language activity itself. Conclusions are made about the relationship between the ability for linguistic reflection and the common reference level. Students who are capable of reflecting on their linguistic behavior demonstrate a higher level of proficiency in a foreign language.

The article aims to analyze the constituent characteristics of soft skills and evaluate students' existing skills and their readiness to receive professionally-oriented foreign language training. General scientific methods of cognition are used for the study, including analysis of foreign investigations, periodicals, and surveys conducted by experts and scientists. During the study, the requirements of employers to the personnel for the qualities of soft skills in students are determined. The results show that in foreign language teaching, insufficient attention is paid to the education of these qualities. The study results are of great importance for the higher education teachers forming methodological developments in fostering these soft skills among students.

Introduction: In times of global intensification of the internationalization in higher education and its importance for educational institutions worldwide, this research addresses this complex theme, exposed to multiple interpretations and perceptions, through an investigation carried out over the convergences and divergences on students’ perceptions on the reality of Brazilian higher education institutions. Methodology: The research was conducted in four large Brazilian higher education institutions (HEIs) and its domestic and international undergraduate students. This analysis was carried out through the understanding and perception of the local students and international students. The analysis was executed using exploratory, descriptive, analytic, interpretive, and qualitative research. The strategy used for data consolidation and presentation was a comparative study between these two groups. Results: The findings were that there is a strong link between internationalization and globalization, as well as mobility, the presence of a foreign language in the activities of IES and partnerships. Although it is maturing, the multiple interpretations for the internationalization of higher education persists. There is an identification of a different perspectives on themes and realities in relation to Brazil and the United States. Foreign students give more importance on Brazil after living in the country. Conclusion: The research showed that Brazilians have the perception that Brazil is behind the global context in higher education, while for North Americans, Brazil is aligned, the most positive perception of North Americans stands out. There is no consensus on the common "end" for university internationalization. The research also demonstrated a perception of a glamourization regarding internationalization of HEIs.

Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.