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Internationalization and Globalization in Higher Education, Published on: 2012-08-17. Authors: Douglas E.
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Transnational education (TNE) has evolved over the last few years from a peripheral activity to a core part of the education landscape. There are now over half a million students studying UK programmes outside the UK. TNE has become a key part of both institutional and governmental strategies to improve education systems around the world, attract globally mobile students and foster partnerships between nations. The conference we're organising will highlight the global impact of TNE, putting it in the context of Greece but also including case studies from a variety of countries.
The conference is being organised under the auspices of the Ministry of Education with the support of the British Embassy and in partnership with the University of Piraeus, University of Macedonia, School of Pedagogical and Technological Education, City College/University of Sheffield International Faculty, IST/Independent College of Science and Technology and Business College of Athens.
Another great event by British Council which aims to introduce TNE to Greece's wider audience. Very proud to be in the speaker list.
If you cannot join the event, watch it here live http://www.sgt.gr/players/discovertransnationaleducation/en/
Canada is accepting more and more international students, and more of those international students are deciding to immigrate – recent data from Citizenship and Immigration Canada (CIC) shows. CIC is also rolling out new initiatives to help improve visa application processing times for international students.
full text http://monitor.icef.com/2013/05/canada-aims-to-streamline-student-visa-processing/
A study into transnational education has found that it can help train students to fill skills gaps in host countries, but also warned that it can contribute to a brain drain and has not led to enhanced research...
full text http://www.timeshighereducation.co.uk/news/transnational-education-brain-drain-warning/2003844.article
The transitional education is increasingly becoming popular as it provides internationally recognised education at the doorstep of students. The reduction of government subsidies to Western universities has created conditions for looking for alternative ways to generate income to offset the financial short fall. As a result, the Western higher educational institutions have become heavily dependent on onshore fee paying international students. However, the income from onshore fee paying international students is falling. Therefore, universities start to offer their education to international students in their home countries. Scant information on impacts of transnational education is currently available in the public domain. This study reviews the current status of transnational education especially in Asia.
full text http://www.sciencedirect.com/science/article/pii/S1877705813005638
In Hong Kong, the number of international degree programmes available locally to students has proliferated in recent years, and British universities are the largest provider of so-called ‘transnational education’ in the territory. This paper draws on the findings of a qualitative project examining British degree programmes offered in Hong Kong, and their implications for local young people. In particular, it explores the fact that the vast majority of these ‘international’ qualifications involve no travel whatsoever, and are taught and awarded entirely in Hong Kong. Interviews with students/graduates, with direct experience of a British degree, elucidate the relationship between (im)mobility and the accumulation of cultural capital through international education. It is suggested that immobility does have an impact upon young people’s experiences of higher education. The findings contribute to discussions around the relationship between education, mobility and class, and the implications of a consolidating international education industry for class reproduction and social inequalities.
full text: http://usj.sagepub.com/content/50/3/606.short
This collaborative research project focused on embedding principles of quality into practice to enhance learning and teaching quality in Australian transnational higher education. Building on a successful ALTC-funded projectwhich developed key quality principles for transnational learning and teaching, this project enabled and encouraged the application of these principles to educational delivery.
Full texts here http://transnationalquality.curtin.edu.au/ ;
This is a very interesting project which provides a valuable set of outcomes for the management of educational quality in TNHE.
Transnational education has become big business for UK universities. The latest data from the Higher Education Statistics Agency, HESA, reveal that the sector has more international students studying wholly offshore than on universities’ home campuses. The UK government has, in turn, become enthusiastic about the potential growth in this market.
full text here: http://www.universityworldnews.com/article.php?story=20130501170559465
Is it the end for internationalization? No. It’s not a bubble. It’s not bursting. A recent Chronicle blog suggested that, in common with some other higher education activities, internationalization...
full text here: http://registrarism.wordpress.com/2013/05/01/the-imperfect-university-the-end-of-internationalisation/
I couldn't agree more. As always Paul Greatrix provides a realistic evaluation of the trending buzzwords and views about the future of higher education.
Each day the world is more connected and the population and companies think that international experience increases students' professional capacities in the areas of communication, flexibility, innovations and ambitions among others. It is the duty of institutions of higher education to ensure that graduates have received a complete training, including skills to cope with globalization. While only a small percentage of graduates actually have the opportunity to take part in an international program abroad during their studies, internationalization of the home campus offers many possibilities. Allowing and inviting professors to participate in global education, universities must think of implementing a comprehensive strategy to modernize teaching methods and train global citizens.
full text here: http://www.gpejournal.org/index.php/GPEJ/article/view/54
Today’s post will look at the all-important task of communicating directly with prospective international students – something that has changed monumentally since the days when sending out a glossy brochure was the main thrust of a marketing campaign.
Despite the amazing capacity of today’s digital databases, it doesn’t follow that your institution’s list of direct marketing recipients should be endless. It should be limited to students who might realistically enrol with you as well as students you actually want to see enrolled at the institution. Each of these potential pools of student will limit the size of the eventual list you will use.
full text here: http://monitor.icef.com/2013/04/from-prospects-to-enrolments-direct-marketing-in-international-recruitment/
I recently attended a workshop in which a government official - not from Scotland - offered some comments on 'the new world of higher education'. So what do you think we heard about? Pedagogy? Scho...
The kind of discussion I like !
In Brussels, yesterday, Androulla Vassiliou (European Commissioner for Education, Culture, Multilingualism and Youth) announced that the “first pan-European” MOOC platform will be launched on 25 April 2013.
Recent developments in higher education, with leading institutions starting to offer courses online, suggest that the Internet is going to disrupt this industry, just as it has already disrupted the music and book industries and many others.
European Commission - Press Release - European Commission Androulla VASSILIOU Member of the European Commission responsible for Education, Culture, Multilingualism and Youth Speech: Launch of first pan-European MOOCs (Massive Open Online Courses)...
This is the sort of actions EU should focus on. Away from austerity, financilisation, and non-constructive comparison between North and South. Great initiative !
The 2013 survey builds on the student surveys first carried out by HEPI in 2006, when the new system of higher education funding was introduced, with the aim of establishing whether, as students paid more, they would receive a “better” academic experience. With fees trebling again in September 2012, this present survey has been conducted during the first year of the new substantially higher fee regime. However, it is important to flag up that although students pay more and might expect to receive more for their money, for the most part universities are no better off, as increased student fees are balanced by reduced government grant. Their ability to make better provision for students has not increased.
full text :http://www.hepi.ac.uk/478-2156/2013-Student-Academic-Experience-Survey.html
The paper’s purpose is to examine the quality perceptionsof a sample of teachers within the Faculty of Economics and BusinessAdministration, Faculty of European Studies and Faculty of Chemistryat the “Babeș - Bolyai” University Cluj – Napoca. Higher educationworldwide is challenged by the demand for maintainig, assuring anddemonstrating quality and internationality in teaching and researching.In order to measure the international dimension of the master programsat the above mentioned faculties, the authors designed a questionnaire,which analyzes the institution’s capacity, the educational effectivenessand the quality management. Focusing on the internal customers’perception about quality in educational processes highlights the idea, thatperformance can be achieved by involving people in the improvement ofthe processes, they work in.
full text http://www.ceeol.com/aspx/issuedetails.aspx?issueid=4e1ae0b9-c0d5-4fb4-9630-0b924a75c68f&articleId=e7623033-d051-4494-8b15-106b3d9be568
This paper focuses on convergence and divergence dynamics among leading British and French business schools and explores how the pressure for accreditation influences these dynamics. We illustrate that despite historical differences in approaches to management education in Britain and France, these approaches have converged partly based on the influence of the American model of management education but more recently through the pursuit of accreditation, in particular from the Association to Advance Collegiate Schools of Business and the European Quality Improvement Standard. We explore these dynamics through the application of the resource-based view of the firm and institutional theory and suggest that, whilst achieving accreditation is a necessary precursor for international competition, it is no longer a form of competitive advantage. The pursuit of accreditation has fostered a form of competitive mimicry reducing national distinctiveness. The resource-based view of the firm suggests that the top schools need a more heterogeneous approach that is not easily replicable if they are to outperform the competitors. Consequently, the convergence of management education in Britain and France will become a new impetus for divergence. We assert that future growth and competitive advantage might be better achieved through the reassertion of national, regional and local cultural characteristics.
full text : http://onlinelibrary.wiley.com/doi/10.1111/1467-8551.12007/abstract;jsessionid=565682783D7B898418E32CADB50BB424.d04t04?deniedAccessCustomisedMessage=&userIsAuthenticated=false
Purpose – The purpose of this research is to identify and critically evaluate key issues faced by an institution in the quest to implement higher education internationalization.
Design/methodology/approach – A qualitative research is conducted in a post-1992 UK university. A total of 20 interviewees from three key departments participated in this project. Content analysis, critical discourse analysis and categorisation of meaning were applied on analysing three sources of data collection.
Findings – This study identifies critical issues that impede international strategy implementation within an institutional context. These issues include resource allocation, communication, operational process, cooperation and coordination, organizational culture, resistance to change, student support and external environment. Researching findings indicate that most issues are rooted internally. Higher education (HE) internationalization is deemed to be integration and cohesion.
Research limitations/implications – This research contributes to rich understanding of challenges of the present case study; therefore, further research in this area is encouraged to test these highlighted issues through quantitative population studies in other institutions.
Practical implications – Research findings show different understanding of critical issues of HE internationalization, and highlight the areas that need to be improved. This study encourages different key departments to conduct and evaluate internationalization internally.
Originality/value – This research suggests that HE internationalization is primarily an internal matter of integration rather than a process driven only by external environment. This study addresses particular forms of critical issues within an institutional context through a qualitative analysis.
full text: http://www.emeraldinsight.com/journals.htm?articleid=17073223&show=abstract
A non-theme acticle by Sir Drummond Bone
full text here http://dx.doi.org/10.1080/09540962.2013.785708 ;
In the past ten years there has been substantial growth in offshore education delivery by Australian higher education providers. Transnational education (TNE) has been a key aspect of universities internationalisation strategies with universities increasingly moving offshore in order to attract international students and increase reputation as being a leading international education provider.
As Third World nations develop large middle classes, and their governments seek to educate a growing affluent population, there will continue to be opportunities for niche TNE programmes to up-skill teaching staff of developing universities and to offer degrees and collaborative partnerships. TNE delivery is a major enterprise of Australian education providers and continues to grow strongly (IEAA, Good Practice in Offshore Delivery).
For established universities, transnational initiatives are generally a high-risk, high-reward gamble. There is much to be gained and motivations tend to sit within public service, increased revenue, reputation and overall internationalisation of the university.
more about the event here: http://www.transnational-education.com.au/?mac=1-5456443960
Transnational education remains challenging as it draws all elements of the University's operations into play, and requires a shared commitment to support the operations of transnational programs to ensure success.
Liability issues have encouraged or, in some cases, forced international educators to draw up crisis management protocols and begin the task of assessing the risks inherent in all their international programmes. No one expects international educators to be lawyers, yet we are increasingly being held responsible for understanding the legal consequences of poor implementation of a crisis management strategy. Are we taking unnecessary risks that could backfire on the health and safety of our faculty, staff and students?
full text: http://www.eaie.org/blog/crisis-management-for-international-programmes-2/
Especially in Norman, the home of a great university, we should pay attention to a trend that gravely threatens America's future. Step by step, public
The report, from the New America Foundation, suggests collaborative approaches that would help more students find an affordable pathway to a degree.
full text here : http://chronicle.com/article/Report-Offers-a-Model-for/138729/
Purpose - To analyse the rapid development of the Massive Open Online Courses (MOOCs) and the implications for business education. To critically examine the educational and business models of the MOOCs. To assess their present scale and scalability. To explore the responses of the universities to this challenge.
Design/methodology/approach - An analysis of the origins, structure and orientation of the MOOCs and to assess their future trajectory. To compare this development with earlier waves of e-learning.
Findings - The Massive Open Online Courses have considerable potential for growth with high quality products supported by leading universities. However they still need to resolve issues other e-learning organisations have faced including assessment, high drop out rates, and how to maintain viability.
Research limitations/implications - The MOOCs remain at a developmental stage, and it is not yet apparent whether their growth trajectories will be as ambitious as anticipated. However they are a definite advance over earlier online learning systems, and are worthy of further research regarding their performance.
Practical implications - The recent origin of the MOOCs involves an idealistic phase that is inspiring, but the question is will it last? Have the MOOCs the resilience to continue to develop as the universities have done over many decades? Further research will be required on this.
Originality/value - This is one of the first studies of the MOOCs to emerge which compares them with earlier initiatives in e-learning, and considers the adaptive responses of the universities.
An excellent analysis/response by Grattan Institute Australia