Crossborder curriculum partnerships, entailing the transposition of an entire curriculum and the related degree(s) from “home” to “host” institution, are a rather new phenomenon in internationalization in education. The literature describes successful and unsuccessful partnerships, but critical factors for the success or failure of sustainable partnerships remain to be identified. We conducted a narrative literature review to find such factors. Using an iterative approach, we analyzed 39 articles retrieved from Web of Science, Google Scholar, ERIC, PubMed, and PsycInfo and meeting the inclusion criteria. We developed a framework of 13 factors in four domains: students, teachers, curriculum, and soft and hard project management. Simply copy-pasting a curriculum is generally considered to be destined for failure. To overcome challenges, partners should take preventive and affirmative measures across multiple domains. The findings may provide guidance to those considering or engaged in designing, developing, managing, and reviewing a crossborder partnership.

full text http://jsi.sagepub.com/content/early/2014/06/01/1028315314533608.abstract

During the last decade education worldwide has experienced massive changes ranging from domestic market inauguration to the internationalization. In due course of time, there has been a great urge for restructuring the education system to make it internationally comparable ensuring economic benefit. The developed countries have dominated through the process and have been able to reap the benefit of internationalization of higher education. It is to be noted that the developing countries are forced to accept the negotiation of the developed countries to get support in turn. At the same time it may also be noted that there exists an inverse relationship between domestic gross enrolment ratio (GER) and outward mobility ratio (OMR) and the other developing countries have resorted to importing education services to supplement their domestic capacity. The present paper articulates the current nature of the internationalization of higher education through analyzing the indicators related to it. The paper establishes the inverse relationship between GER and OMR. It also attempts to provide policy implication by highlighting facts related to the process.

Full text here: http://hef.sagepub.com/content/1/1/99

This article looks at the history of business schools and identifies specific characteristics that are common to European management schools. On the basis of these characteristics, European management is subsequently defined as a cross-cultural, societal management approach based on interdisciplinary principles. In a final step, a closer look is taken at how European business schools should prepare their students for the unique European management context. It is suggested that such schools should provide courses on cross-cultural management and courses explaining the interdependencies between the private and public sector, offer students opportunities to experience other cultures over the course of their studies, and teach management from an interdisciplinary and practically-oriented perspective.