I think this is a valuable new report about innovation and higher education that, despite not directly related to TNE, can be used to support/justify added value effects/prospects of TNE partnerships as means to promote innovation.
Probably one can use evidence from this report to make a point for a "maturing" role of TNE and liken it to the trajectory of international business cross-border partnerships (see Hagedoorn, 1999).
Internationalization in Higher Education is new Routledge book series, with Elspeth Jones as series editor.
Books in the series will address key internationalization themes, written or edited by leading thinkers and authors from around the world.
The series is intended to offer theoretical perspectives with practical applications, focusing on some of the critical issues in the field as it develops. It aims to reflect contemporary concerns, with volumes geared to the major questions of our time, as internationalization matures into its next phase.
The first volumes due for publication in Autumn 2014 are:- • Jude Carroll, Tools for Teaching in an Educationally Mobile World • John Hudzik, Comprehensive Internationalization: Institutional Pathways to Success • David Killick, Developing the Global Student • Betty Leask, Internationalisation of the Curriculum • Chris Ziguras & Grant McBurnie, Governing Cross-Border Higher Education
Potential authors and proposed titles or themes are now being sought, for manuscript delivery from late 2014 onwards.
Anyone interested in making a contribution as author or editor, or in suggesting a theme for a future volume, should contact the Series Editor at email@example.com
This study used a cross-sectional survey to examine the perceptions of undergraduate and graduate international students enrolled at a public university in the Midwest, regarding international students’ perspectives on how their university engages them as cultural resources, and how such engagement might impact students’ perceptions of the value they receive from U.S. higher education. The data suggest that international students are not actively engaged as cultural resources although they would like to do more to help others learn about their countries and cultures. The level of desired engagement as a cultural resource was the highest among South and Central American students, and the lowest among European students. The study identifies multiple areas of opportunities for higher education to facilitate international students’ active contributions to the university’s strategic goal of global engagement and internationalization while also positively impacting the manner in which international students perceive their higher education experience.
The UK Performance Indicators (UKPIs) for higher education (HE) provide information on the nature and performance of the HE sector in the UK. They are intended as an objective and consistent set of measures of how a higher education provider is performing. The first set of UKPIs was published in 1999, having been developed out of recommendations of the National Committee of Inquiry into Higher Education (the Dearing Report) to provide suitable indicators and associated benchmarks of the performance of the HE sector. The development of the UKPIs over time has been governed by the UK Performance Indicators Steering Group (UKPISG). For more information, see the content associated with UKPIs on the HESA web-site. This collaborative governance arrangement continues to bring together representatives of the four UK funding bodies for HE, the Higher Education Statistics Agency, government departments, HE institutions and other interested bodies to steer the development of these measures.
A fundamental review of the UKPIs was commissioned by UKPISG in early 2013, in the context of large-scale, fast-paced changes in the HE sector, and differing policies for HE between the UK nations. The overarching aim of the research was to review the rationale, purpose and policy drivers of the UKPIs, the usage and the users of the UKPIs; and whether the existing UKPIs were still fit for purpose. The review engaged with a wide range of interested bodies and organisations, through a series of stakeholder interviews, online consultation and deliberative events. The final reports of the review process were received by the UKPISG in September 2013, who will now use the findings reported in those documents to guide their future work.
UKPISG has invited providers of higher education in the UK to comment on some preliminary actions proposed in its initial response to the findings of the fundamental review of the UKPIs. This opportunity to comment is being provided to institutions before these changes are discussed further, formally amended if appropriate, accepted and then implemented by UKPISG during 2014.
Yes, but still long way to go. Considering that countries like Taiwan, Turkey, Colombia and Poland, with highered expenditure/investment nowhere near UAE, the BRICS & Emerging Economies Ranking outcome was not that positive for UAE.
Students should be seen as the main beneficiaries of internationalisation efforts in spite of an increasing trend to view internationalisation as a marker of institutional reputation or as a proxy for quality.
As higher education leaders across the country work to expand global engagement and develop comprehensive internationalization strategies, the American Council on Education (ACE) has released a report that examines these efforts...
Times Higher Education Almost 13000 university employees 'paid less than living wage' Times Higher Education Some 80 institutions pay less than the Living Wage, which is set independently and is based on the amount required for minimum living...
This article explores how standards and codes for collaboration in international higher education influence the educational space of global online education and the way it functions within the context of international development aid. Firstly the article discusses the educational space of higher education and the geography of education whereby the aim is to situate global online education within the on-going discourse on standards in higher education, international development aid, and the knowledge economy. The article then examines a qualitative case study of an Internet-based masters programme attended by students from Europe and Africa. A main focus of the empirical analysis is the students’ experience of being geographically immobile while collaborating online internationally, including how this circumstance affected their motivation and participation and the benefits of the programme. In the concluding discussion it is argued that even though online collaboration among students and educational institutions is not entirely equal, common standards created a space in which positions were challenged and practices were changed over the course of online participation.
In the UK, the marketisation of Higher Education (HE) increasingly constructs students as ‘customers’ rather than ‘learners’. Prospective students are faced with an array of published material to enable them to compare and contrast the ‘products’ on offer from UK institutions, including the Government website, Unistats (http://unistats.direct.gov.uk), which provides at-a-glance information about each programme to help inform the choice of university.
It can be argued that such marketisation constrains pedagogical aspects of HE provision and renders obscure the responsibilities required of each learner when considering the effectiveness of a programme of learning; raising challenges for managing the expectations of students. This paper examines the challenges to HE Institutions (HEIs) in ensuring that the provision they offer is evaluated and developed in more ways than simply as that of ‘product’. The challenges to be addressed are discussed and a good practice example of using National Student Survey (NSS) data for quality enhancement is detailed.
This is a full paper by Prof. E. Jones. Another excellent work which follows a range of publications on internationalisation of higher education by Elspeth. Essential readings for any International highered researcher.
This book will examine how universities in China and the US are responding to markets and increasing global competition. For both countries, a university education is seen as key to economic development.
Abstract: The article explores the mobility of undergraduate students at three selected higher education institutions in three different countries. Students, who participated in the analysis, have been involved in mobility programmes over the last six years (between 2006 and 2011) at the following higher education institutions: Germany – Duale Hochschule Baden Württemberg Karlsruhe, Norway – University of Tromsø and Slovenia – Faculty of Management. The empirical research was conducted on a population of 3,539 undergraduate students, who completed part of their academic curriculum in the host country during the period under investigation. The purpose of this article was to examine the motivational factors influencing the decision for an international mobility destination and the expectations of students on a sample of 288 (mobile) undergraduates. The research has shown that the majority of students of the selected educational institutions chose mobility because of the international experience, that gender has an impact on the duration of a student mobility stay and that in the majority of cases the students are satisfied with the mobility program.
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