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The internationalization of higher education has become a focal point in Hungary during the past few years. Consequently, all Hungarian higher education institutions aim to increase the number of international students. It is because one positive and multiplicative effect of internationalization is perceived to be an increase in the level of cultural sensitivity of both the international and the Hungarian students. The present paper, therefore, investigates this auspicious effect by presenting the rationale, the purposes, the contents as well as the findings of a small-scale quantitative research which aims to uncover how the cultural sensitivity of the respondents has changed after they began their tertiary studies in an international environment. The research was conducted among Hungarian and international students studying on English-taught programmes in the field of social and economic sciences at a Hungarian university, namely Széchenyi István University. Findings reveal that the cultural sensitivity of the respondents (both international and Hungarian) was indeed enhanced during their tertiary studies and this was as a result of the international learning environment. However, due to the limitations of the research, these findings remain tentative rather than conclusive. [ABSTRACT FROM AUTHOR]

Purpose The export of Russian educational services worldwide was not considered by the Russian Government as a full-fledged economic sector until recently. However, the situation has changed since the early 2000s, when in 2002, the Russian Government approved the national strategy for higher education promotion abroad and since then has been actively working on development of incentives and measures to support Russian universities to better market themselves in a global competitive market place of higher education. The paper aims to discuss these issues.Design/methodology/approach In this paper, the authors use a systematic approach to analyze different instruments for promoting higher education services abroad, consider the current state of this issue in Russia and look at what difficulties may arise at various levels when the state attempts to implement its strategy.Findings They are formulated as a set of marketing activities at different levels (national, regional and institutional), allowing a more advantage positioning of Russian universities in the global environment.Practical implications This paper focuses on the development of a marketing strategy for universities in a dynamic setting. The urgency of the problem is determined by the fact that today universities have to deal with a number of challenges: the reduced funding; increased competition at the regional, national and global markets; the growth of the importance of international and national rankings; and demographic and social challenges. Effective positioning in the global market place can be viewed as a source of new opportunities, as well as a challenge, not easy to master in some cases.Originality/value The paper scrutinizes strategies for the promotion of Russian universities to increase effectiveness of their positioning and create for them comfortable conditions for development in the world markets of educational services. The topic of marketing of educational services worldwide for a post-Soviet country is not an issue commonly addressed in the literature today. [ABSTRACT FROM AUTHOR]

This paper investigates the creation of an unlikely education hub in Manila, Philippines, where local institutions have seen a growing number of international students from Korea, India, and the Middle East. These students seek qualifications in professions where Filipino migrants are highly represented, either to gain an advantage within their home countries or as a steppingstone towards jobs elsewhere. Drawing from current debates on 'global cities', this paper discusses how different actors promote Manila as an ideal destination for students by using the country's unique position within the global market for migrant labor and its American colonial history. Here, Filipino school owners and state officials market Philippine universities as the best venue to train for jobs found anywhere in the world. Such strategies target less privileged students unable to access more prestigious universities. creating new forms of knowledge mobility in an increasingly segmented higher education market. [ABSTRACT FROM AUTHOR]

In this article, the author reflects on various issues of the journal that were published in 2013. He mentions topics covered in the issues including Asian universities, internationalisation, and leadership and skills in education system. He states that the journal focuses on higher education and research related to it.

Compared to other major players in the global market of international education, internationalisation of higher education has only recently become a relevant topic in Portugal. In line with the worldwide increase of international students, Portuguese universities are also experiencing a growing in-flow of students willing to obtain a foreign tertiary degree. Anchored in international students' perceptions, this paper aims to understand how Portuguese universities deal with the increased diversity of their student bodies. The data result from an in-depth qualitative approach guided by the methodological assumptions of narrative inquiry and are analysed in the light of theories of multiculturalism. The findings give an account of numerous weaknesses in the way Portuguese universities tackle diversity, suggesting that institutional structures may reinforce assimilationist and deficit views of international students. Finally, considering that universities from other 'catch-up' countries may be confronted with similar issues, some empirically based recommendations are offered. [ABSTRACT FROM AUTHOR]

This paper identifies, examines and discusses higher education funding policy shifts that have taken place in Kenya. The paper argues that even though Kenya's higher education funding policy shifts, from free higher education to cost-sharing, and privatisation and commercialisation, are (to a greater extent) products of the country's encounter with globalisation, local social, political and economic dynamics have been of equally significant influence. Thus, the country's higher education funding policies have been products of a convergence of both the dynamics of globalisation and local contextual imperatives. Furthermore, the point is made that the shift from free higher education to cost-sharing, and privatisation and commercialisation, was symptomatic of a global transition from a development paradigm that was predominantly based on Keynesianism to a neo-liberal paradigm that privileges mean expenditure on social services (such as higher education) and the market logic. [ABSTRACT FROM AUTHOR]

The article focuses on universities in Great Britain and their attempts to become more international by expanding the number of foreign students. Internationalization requires three steps including design of the program, implementation, and evaluation. The English government encouraged growth through the 1988 Education Reform Act and the Future of Higher Education white paper that was released in 2003. The paper concludes that 74 percent of universities in Great Britain have a stated policy for increasing internationalization and that their model for grouping universities could be used for international businesses that wish to monitor their own growth.

The primary objective of this paper is to demonstrate the usefulness of the concept of moral economy for higher education studies through a study of Finnish research universities' patent policies. Patent policies not only stimulate the commercialization of research, they also set norms for behavior and aim to clarify how to distribute rights and responsibilities during the commercialization of research results. My main research finding is that even though institutionalized university patenting is a very recent phenomenon in Finland, policies regulating it have significant similarities to the US case. The main conclusion of this paper is that the question of university patent policies should not be disconnected from broader questions regarding contemporary globalizing knowledge capitalism. Overall, this paper contributes to higher education studies by showing the relevance of the concept of moral economy in studying contemporary university changes and transformations by demonstrating the moral economic nature of patent policies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article revisits Gopinathan’s and Lee’s and Gopinathan’s arguments about the relationship and role of the developmental state and education in the era of globalisation. The paper first discusses the role and impact of the developmental state and globalisation on Singapore’s higher education since 1990 to set the context. Drawing upon documentary evidence and interviews with four key academic staff at the National University of Singapore and Nanyang Technological University, the paper discusses the issues of East–West hybridity in Singapore’s higher education. The central contradiction in the Singapore case is that while Singapore has been known for being the progenitor of the Asian Values debate of the 1990s, which drew much from Confucian ideas, Singapore’s universities have never drawn inspiration from Confucianism and Asian Values in the same way other Asian universities have. The explanation is that the Asian Values debate was really a political project, rather than that pertaining to a deep-seated cultural identity. In any case, how one reconciles an understanding of this apparent contradiction lies at the root of case of hybridity in Singapore’s universities. [ABSTRACT FROM PUBLISHER]

The objective of the paper is to present two case studies of teaching and learning practices adopted, to inculcate good independent reading habits in young adults, in an affiliated college of SNDT Women's University, Mumbai in the Indian context. The paper examines there practices in the context of curriculum demands in a globalized world. It examines how the demands of internationalization affect the overall approach to teaching reading and its daily practice especially in a multilingual classroom. The first case study is related to the use of comics (the term is used to include traditional comic books as well as graphic novels) as a tool to teach reading. The second focuses on different strategies to unleash the power of words and use them as a tool of self-expression. In this context, the paper will highlight an Advanced Learners' publication of a monthly newsletter 'Campus Express'. [ABSTRACT FROM AUTHOR]

Marketisation, increased student mobility, the massification of Higher Education (HE) and stagnating staff numbers in universities have combined to cause a ripple effect of change both in the demography and size of university classes across the world. This has implications for the quality and equity of learning and the need to examine and to transform pedagogical practices. Despite the growing attention of literature on teaching large classes, there is a scarcity of research addressing the twin issues of large classes in an increasingly internationalised context. This paper seeks to contribute towards filling this gap. The paper provides a theoretical exploration of the causes of such classes in HE, reviews the empirical evidence against large class teaching and examines the difficulties associated with teaching demographically diverse classes in HE. The paper identifies eight pedagogical strategies to address the issues of class size and diversity, which relate to increasing student participation and engagement; increasing curricula access and the language of instruction; increasing staff intercultural understanding; increasing opportunities for deep learning for all; on-going monitoring of student satisfaction; increasing opportunities to achieve; diversification of assessment; and the merit of Massive Open Online Courses (MOOCS). It calls for new research on global learning cultures; reviews of global assessment and promising pedagogical practices and processes. [ABSTRACT FROM AUTHOR]

Globalization is a term currently used in the world today, but its precise meaning is not always clearly defined. This paper is trying to explore the type of globalization Romania is going through. It discusses its international impact on the development of higher education in "Valahia" University of Targoviste with practical examples that illustrate the main points. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to consider the complex relations of transnational academic mobility, internationalization and interculturality in higher education. It is argued that, in the contemporaneous relations of the triad, 'interculturality' disappears and the other two - transnational academic mobility and internationalization - are both enclosed by the market. The contemporary condition and pattern of transnational academic mobility are also shaped by neoliberal policy and market-framed research competition. This paper offers some critical reflections on the new world of mobilities and interculturalities and the 'new strangers' in the university. [ABSTRACT FROM AUTHOR]

Regional tendencies in higher education are increasingly important, for example the common rise of North-East Asian universities in China, Hong Kong SAR, Taiwan and South Korea, and Singapore in South-East Asia, to a major global role, following the prior trajectory of Japan. Though the rapidly modernizing Post-Confucian countries do not constitute a formal region, they share a common political and cultural dynamism, entailing rapid improvement of quantity and quality in education and research. This poses challenges and opportunities for Australia, a British/European heritage nation located at the edge of Asia, with extensive trade into East Asia, and an Asian-influenced demography, providing that it can (1) further develop its research capacity, given that research provides the main medium of deep collaboration in higher education, and (2) lift its cultural capacity to interface with systems in the region. [ABSTRACT FROM AUTHOR]

China's rapidly expanding university system aims to balance quantity and quality through a variety of measures, including internationalization. This paper employs data from a survey of 1264 students from 39 higher education institutions in order to understand students' view on institutional approaches to internationalization. The data show that 'the Project 985' universities (elite research universities in China) have used internationalization to sustain two objectives: elite education and innovative research for quality, because there are high levels of agreement on three indicators with internationalization of these universities: student and faculty mobility, internationalizing curriculum and program, and international research collaboration and partnership. In 'the Project 211' universities (second-tier research universities), the data show that internationalization activities are highly related to curriculum reforms and faculty mobility. While the other degree-offering universities provide less opportunity for internationalization, the non-degree-offering institutions find their distinct way for institutional internationalization by providing more 'international internship' opportunities. Our analysis also indicates that institutional internationalization is disciplinary oriented. In disciplines like law and art, students do not think that many activities are taken for internationalization by their institutions, while such disciplines as economics, management, and education have a higher level of internationalization. The paper will explain these findings in detail. [ABSTRACT FROM AUTHOR]

This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices. [ABSTRACT FROM AUTHOR]

In a period when international flows of higher education students are rapidly increasing and diversifying, this paper reviews recent research evidence about the experiences of ‘home’ students – those who are not mobile and study in their home nation. This is situated within the concept of ‘internationalisation at home’, which asserts that these students should also receive an international educational experience: through interaction with international students, curriculum development and new pedagogic approaches. However, the evidence to date suggests that this is considerably more problematic than might be imagined. For example, home students across the world are often found to resist intercultural group work and generally to avoid contact with their international peers, leading to concerns about unequal access to transformative experiences and powerful knowledge. The conflict between ‘global worker’ and ‘global citizen’ approaches to internationalisation is discussed, as well as the increasingly hegemonic role of English. [ABSTRACT FROM PUBLISHER]

Purpose-As universities and colleges face an increasingly global environment, internationalization is viewed as a critical aspect of education, a fact that has significant academic and economic implications for higher educational institutions worldwide which need to be current with cultural education to adapt to change. Learning from other cultures is essential and valuable for students to connect with other cultures even as they enrich their own lives. Practical processes for developing successful cross-cultural education programs merit serious attention from higher educational institutions. The paper aims to discuss these issues. Design/methodology/approach-The case study explored in this paper demonstrates a practical application of internationalization of music education by examining the experience and outcomes from a cross-cultural program jointly developed by a US and a Korean university. The success of the case study under review hinged on three critical factors for developing a cross-cultural program between international academic partners: organizational commitment, teamwork, and pedagogical content. Findings-The findings support the assertion that the three key factors introduced in the framework can be applied to develop a cross-cultural program between international academic partners. Originality/value-This study proposes a practical framework for developing cross-cultural education programs among higher educational institutions. [ABSTRACT FROM AUTHOR]

Hong Kong has tried to develop itself as a regional education hub for a decade. However, the policy is being criticized because Hong Kong has neither diversified its student population ethnically and culturally nor expanded its share in the global higher education market. This paper explores this context to examine the significance of the education hub concept in the development of higher education in Hong Kong. Based on an analysis of the concept of education hub the paper argues that the purposes of building an education hub need to be defined. It also argues that an instrumentalist interpretation of internationalization of higher education is not enough to understand the importance of the education hub notion to the higher education development in the city. An idealistic and educational approach in this respect is a relevant idea for the prospect of Hong Kong as an education hub. [ABSTRACT FROM AUTHOR]

Over the last few decades, globalization and ever-increasing demands of the knowledge-based economy have caused higher education in most countries around the world to undergo significant transformation. Notwithstanding the dramatic changes in higher education, it is clearly noticed that the influence of the European higher education models is still present despite the fact that the American model has then become dominant on higher education in Europe or even worldwide. The changes have been seen in the evolutionary roles of universities, which share the common trend from traditional missions of teaching and research to the third mission for economic development. Despite various viewpoints about the third mission, the common one concerns the entrepreneurial role of university for socio-economic development, underlying the concept of entrepreneurial university in which the collaboration between university and external stakeholders is emphasized. This paper is aimed to present a review of the taxonomy of the three European higher education models, namely the Humboldtian, Napoleonic, and Anglo-Saxon model, which is followed by a discussion on the emergence of the Anglo-American model of higher education. The paper then presents the third mission in relation to the roles of a university in developed countries, which is followed by the elaboration on the transformation from mode 1 to mode 2 in knowledge production, and a pathway toward entrepreneurial universities. [ABSTRACT FROM AUTHOR]

This paper examines the responses of a Malaysian public university, namely Universiti Sains Malaysia, to the impact of globalisation vis-à-vis three key issues: international students, academic publications and world university rankings. There are concerted efforts put in place by the university to recruit more international students. But a global branding is needed to offset factors that have worked against its recruitment of international students. In the area of academic publications, there has been an increased emphasis on publications in citation-indexed journals in line with the globalised context of academic publications. Concerted efforts have also been put in place to enhance the reputation of academic journals published by the university. It is in the area of world university rankings that the counter-globalisation stand of the university has been most thought provoking in that it has rejected this standard benchmark for academic excellence by proposing an alternative benchmark. [ABSTRACT FROM AUTHOR]

As state subsidies to higher education contract, the recruitment of international students is becoming a strategic priority for many UK universities. Academic roles are reconfigured as the commercialisation of higher education and the commodification of education services re-position the student as consumer, academic as entrepreneur, and university as ‘marketer’ (Slaughter and Rhoades 2009). Despite rapid growth in the number of students and universities using external third-party recruitment agents, little research has been undertaken on the work of agents and the relationships between agents, institutions and students. Drawing on a case study of one UK higher education institution conducted in May–June 2012, this paper considers the role and experiences of the principal actors in this economised relationship: educational consultants/recruitment agents operating in the sub-Saharan African market, university international officers (UK-based and offshore), faculty and international students. The paper considers the position and role of education brokers (within public and for-profit contexts) in the international higher education market. Whilst these actors pursue common activity in linking students with providers, they differ in terms of rationale and stance. Although internationalisation presents opportunities for enhanced revenue, questions of ‘value’ raise important educational and ethical issues for universities as they develop collaborative ventures in emerging markets. [ABSTRACT FROM PUBLISHER]

The democratization of higher education through strategically driven science policies and higher education reforms is documented in this paper. These represent complementary policy actions oriented towards strengthening social, cultural and economic dimensions that allow higher education institutions (HEIs) to grow and to train graduates able to adapt to increasingly uncertain job markets. Drawing from the main achievements in Portugal during the period 2006-2010, our central argument focuses on the need to open higher education to all as a means to sustain a strong and specialized knowledge base. The results are related to the role of HEIs in fostering socially robust knowledge and supplying talented people and researchers to society in globalized socio-economic contexts. [ABSTRACT FROM AUTHOR]

There is now an extensive literature about internationalisation in higher education. However, much of the research relates to North America and Europe. This paper is concerned with internationalisation in Latin America and seeks to consider perceptions and experiences in Colombia and Mexico, and to compare practice in the public and private sectors. Based on detailed analysis of interviews with senior managers in six universities, the paper shows a growing level of activity, with some increasing levels of planning and strategy. Important differences are identified in the response of public and private universities, reflecting funding differences and freedom to determine institutional priorities. [ABSTRACT FROM AUTHOR]

Copyright of Management & Business Administration. Central Europe is the property of Management & Business Administration, Central Europe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In an age of globalised learning and teaching, university education continues to extend beyond the classroom with students participating in rich learning opportunities designed to provide authentic learning experiences and foster an international perspective. Bridging the geographical divide between on campus, off campus, rural and remote learners has been an ongoing challenge for many universities often resulting in a different learning experience based on the mode of study. The discourse of rurality in this paper, is situated in Reid et al's (2010) rural social space where learners face specific economic, geographic and demographic issues relative to a particular context. However, this paper will present a model of innovative communication technologies and new generation learning spaces, coined within as "new generation distributed learning classes", emerging to support learning through video and web conferencing which situates local, rural, distance and overseas learners to participate collaboratively in real-time student-centred learning experiences with diverse student perspectives. This paper provides an introduction to the new generation of distributed learning and presents three models of distributed learning developed for a multi campus international university. The models are informed by outcomes of a longitudinal research project monitoring the implementation of distributed learning across multiple campuses. The dimensions used to describe new generation distributed learning experiences are also outlined. [ABSTRACT FROM AUTHOR]

For many universities around the world, internationalisation means the recruitment of fee-paying international students (so-called export education) for primarily commercial reasons. For UK universities, international (non-European Union) students account for approximately 13% of their annual revenues, making them highly dependent on international student recruitment. This paper discusses the attempt by one UK university to change direction and develop a new approach to internationalisation which puts an international learning experiencefor all studentsat the heart of its new strategic plan. It discusses the obstacles to changing direction in this way and shares some of the lessons learned about how to roll out an alternative university-wide internationalisation strategy. [ABSTRACT FROM AUTHOR]

The present paper is an attempt towards estimating the extent of cost recovery in university education in Punjab for the years 1991-92 and 2005-06 and the changes therein over this period which witnessed the emergence and rise of forces of liberalization, privatization and globalization in the economy at large. The study concentrates on the estimation of cost recovery in Panjab University, Punjabi University and Guru Nanak Dev University. The empirical results show that there has been sufficient increase in cost recovery from students and/or their parents in the form of enhanced tuition fee and other 'fees' and funds. [ABSTRACT FROM AUTHOR]

Higher education institutions are responding to globalisation in various ways. This study describes and analyses challenges encountered in a recent case of global collaboration between four universities on different continents in developing a web-based master's program. The key issue was how to develop programs in a way that is fair for the different countries involved. The focus of the paper is on tensions between local and national contexts, rules and resources and the creation of a common global program. 'Agency', 'structure' and 'frame factor' are used as analytical concepts to help understand the dynamics of the collaboration and the character of the program. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While Irish elite schools have adopted some internationalising practices, international students are often erased from their ‘public faces’. Based on interviews and analysis of schools' websites, this paper argues that Brooks and Waters' [2014. “The Hidden Internationalism of Elite English Schools.”Sociology, advance online publication April 2] argument that elite schools hide their internationalism to preserve an explicit national identity for strategic purposes largely applies to the Irish case. In addition, it explores how features characteristic of Irish elite educational settings can help understand ambiguous attitudes to the international ‘other’, who is not only hidden but also at times ‘Irish-ised’ as these schools cultivate cultural identities defined primarily along ethno-national lines. [ABSTRACT FROM PUBLISHER]

In recent decades internationalization has risen to prominence in higher education institutions (HEIs). Scholars have identified several rationales for internationalization. There is however a lack of conceptual understanding and empirical evidence for which rationale(s) for internationalization are chosen by a given HEI and why. The goal of this article is to fill this gap. We develop and test a conceptual framework to predict the salience of a given rationale for a specific HEI. The framework integrates factors at multiple levels, namely competitive and institutional forces in the global and national contexts, the organizational goals and the influence of internal actors. The empirical analysis employs information on more than 400 European HEIs from two large datasets on their organizational characteristics and from a large-scale survey on internationalization of universities. The findings show that the HEIs embedded in a global context more frequently conceive internationalization as an instrumental to prestige. The national contexts do not greatly affect HEIs' rationales, and the amount of resources is less important than the competition for resources. Organizational goals as well as the influence of students, faculty members and middle managers on the internationalization process partly predict the prominence of specific rationales. The paper closes discussing the findings and the implication for scholarly research. [ABSTRACT FROM AUTHOR]

Universities in both North America and Europe are under substantial pressure. We draw on the papers in this volume to describe those pressures and explore their consequences from an organizational standpoint. Building on the institutional logics perspective, field theories, world society theory, resource dependence, and organizational design scholarship, these papers show how the changing relationship between the state and higher education, cultural shifts, and broad trends toward globalization have led to financial pressures on universities and intensified competition among them. Universities have responded to these pressures by cutting costs, becoming more entrepreneurial, increasing administrative control, and expanding the use of rationalized tools for management. Collectively, these reactions are reshaping the field(s) of higher education and increasing stratification within and across institutions. While universities have thus far proven remarkably adaptive to these pressures, they may be reaching the limits of how much they can adapt without seriously compromising their underlying missions. [ABSTRACT FROM AUTHOR]

Internationalization is often mentioned in university strategies nowadays. Strong efforts are made by university leaders to strengthen their position in a global market. A central factor behind this tendency is the global rankings of academic institutions. Against this backdrop, the present paper discusses the characteristics of higher education and four modes of internationalization: (a) Import of Ideas; (b) Outsourcing; (c) Insourcing; and (d) Foreign Direct Investments. It is concluded that the most significant mode of internationalization in higher education is constituted by the Import of Ideas to the home institution. In addition, it is pointed out that the striving for reputation on the home market is an important motive behind the other three modes of internationalization, all three of which have particular drawbacks to be dealt with by university leaders. [ABSTRACT FROM AUTHOR]

Transnational academic mobility and the ongoing push towards “internationalization” together raise challenges for the cultural climate of today's universities. This paper explores these issues from the perspective of supervisors of research degrees in an Australian university in which “internationalization” and “academic mobility” apply to supervisors as much as to students. The concepts of the imagined community and cosmopolitanism are employed to interpret a series of one-on-one and group interviews conducted with international academic staff, conversations which reported surprisingly untroubled negotiation of cultural difference. Using the insights provided by the concepts of “imagined community” and “cosmopolitanism”, we investigate the mechanisms mobilized by these supervisors in apparently backgrounding cultural diversity in the workplace, and consider the implications of the academic subjectivities they perform. [ABSTRACT FROM PUBLISHER]

During the last two decades, internationalization of universities has appreciably increased with reference to scope, volume and complexity and it has been also considered as a worthwhile 'business' which involves gains for students, universities and other stakeholders. Taking into account the globalization process, internationalization of universities, impact of WTO control over higher education, insurability of quality standards for high ratings, this article discusses the challenges, opportunities and threats faced by Third World countries and presents Higher Education (HE) sector of Pakistan as a role model to overcome these challenges in a pragmatic manner. This paper does not present an empirical model based on data analysis, but highlights very significant facets of internationalization of universities, with a sanguine hope that captains of higher education institutions particularly from Third World Countries will ponder upon these aspects and would incorporate long term strategies to overcome the future threats in this arena. [ABSTRACT FROM AUTHOR]

In order to strengthen their international presence, universities pursuing a world-class status are striving to increase their internationalization. Internationalization implies a transformation of university governance, especially for universities in a non-English-speaking system such as Japan's. This paper examines the challenges of internationalization for Japan's top universities as a transformation process of these universities' governance. First, the historical background of Japanese higher education as an early front-runner in Asia is discussed, along with the dynamics of national identity and global trends. Second, a series of government-funded programs for research and internationalization are examined from the viewpoint of governance reform. The construction of 'world-class' universities not only implies concentrated financial investment but also a comprehensive transformation of university governance in a global context. The major challenges for top Japanese research universities in terms of maintaining and improving their international presence are also highlighted. This article suggests the importance of examining the historical and current context of university governance in East Asian higher education. [ABSTRACT FROM AUTHOR]

Purpose-The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach-Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine the relationship between cultural experience and intercultural capability (IC), an original theoretical construct representing the critical factors of international managers. Study 2, employing a more culturally experienced postgraduate sample from Ireland, sought to confirm the findings from study 1 and further test the relationship of cultural experience with the factor of cultural adaptation. Findings-Results identify a U-curve relationship of cultural experience and cultural adaptation for inexperienced students (study 1). A more linear, but less significant relationship between the above two with a maximum level of adaptation for more experienced students was found in study 2. This implies that there is a relationship between cultural experience and IC, within the limitations of the sample. However, whilst cultural experience is a major variable in developing IC, findings are that universities and industry training managers need to use a blended learning approach when developing international managers, hence, combining cultural experience (experiential learning) with didactic methods. Originality/value-This is an original theoretical construct representing the critical factors of international managers. [ABSTRACT FROM AUTHOR]

Tertiary education institutions are currently learning to integrate and balance the needs of varying stakeholders, including local students, national governments, and the global market. These three dimensions combine into the concept of a ‘glonacal’ – global + national + local – region of higher education. At the same time, quality assurance influences higher education in terms of policy decisions and processes, putting more emphasis on teaching as a core function of universities, and leading to an increased bureaucratization and heavier administrative workload. Yet, there is little evidence of the consequences of the glonacal approach for the quality of teaching and learning within universities and colleges. The main purpose of this paper is to assess the impact of the glonacal quality assurance system of Asian higher education through a case study of the effects of three program accreditations on higher education institutions in Taiwan (Higher Education Evaluation & Accreditation Council of Taiwan [HEEACT], Association to Advance Collegiate Schools of Business International [AACSB International] and Institute of Engineering Education Taiwan [IEET]). [ABSTRACT FROM PUBLISHER]

Increasingly students want to go abroad to study – to further their knowledge of English, experience a new culture and cultivate skills. Universities have been actively courting these students, sometimes without regard to their impact on responsibilities of heads of department, secretaries and support staff. Much is written on the intercultural aspects of the international teaching and learning environment, but almost nothing has appeared on the impact of international students on the university work environment, so it is necessary and opportune to discover what is being done, where problems lie and what could be improved. Based on a survey of lecturers and frontline administrative staff, this paper explores workplace perceptions of different cultural discourses, intercultural practices and relations among international students, academics and administrative staff in two universities in Canada and Denmark chosen to explore differences between Europe and North America. For the most part, academics and support staff all think that internationalization has brought many benefits to the university: intercultural diversity and awareness, strong work ethic and study habits, intellectual curiosity and a more interesting social environment. They also note problems of proficiency in English, culture clashes inside and outside the classroom and higher dropout rates, depression and anxiety. [ABSTRACT FROM PUBLISHER]

This paper explores how students in an Educational Psychology subject in a university L2 immersion context accomplish learning, mobilise their plurilingual repertoires and restructure their participation in carrying out a teamwork task over the course of approximately one week. The study is novel in several ways. First, it aims to fill a gap in the literature by exploring dynamics of knowledge construction in a multilingual, ‘internationalised’ university classroom, a context that is currently underrepresented in research, although increasingly common in practice. Second, the theoretical-analytical framework, inspired by socio-constructivism and conversation analysis, lends support to both situated and longitudinal arguments for learning; perspectives that are often examined separately in interactionist literature. Finally, the framework is used to seek evidence of knowledge construction not only in terms of the second language but also in terms of disciplinary content and by paying particular attention to how students participate and use their available languages in managing the different task stages. The results not only demonstrate the utility of the proposed framework but also highlight how the mobilisation of plurilingual repertoires may be advantageous for learning and participation in similar higher education classroom settings and, ultimately, for doing internationalisation. [ABSTRACT FROM PUBLISHER]

The author discusses the paper by Yang Rui on the internationalization of Chinese universities. Topics include the success of the Tang dynasty in the country for becoming open to foreign influences, the integration of North American and Western European science and technology, language, and higher education models in the country, and the plan of China to become the leader in shaping global society.

This paper aims to emphasize the importance of internationalization of higher education in Land Forces Academy from Sibiu, this being a wide spread phenomenon in universities all around the world, but also a relatively new phenomenon emerged in Romanian universities. We highlighted the institution efforts to be part of this process, starting with a review of the main indicators that outline the general framework of cross-border higher education and continuing with the social motivation of internationalization. Statistical data regarding several indicators referring to the internationalization of Romanian and European universities were selected from official sources. These data offer comparative elements and objective criteria for making an analysis, in the final part of the paper, regarding the main features and the level reached from Land Forces Academy from the point of view of internationalization. [ABSTRACT FROM AUTHOR]

This article tries to look forward and backward simultaneously – the normal uncomfortable perspective used within articles written for anniversary issues. The theme of the paper is the need for some academic housekeeping. The main motif is that ‘comparative education’ does not have an essential identity but that earlier debates which struggled to assert one have left a number of blockages to rethinking comparative education. This academic rubble needs clearing away. The second much briefer motif emphasises our current ‘siren songs’ – the voices of attraction which beckon us forward academically – and how they can be harmonised. There is a last short anxiety fit and a brief discussion of ‘visions’; but there is no conclusion. The article is supposed to clear things out and open things up; not close them down. [ABSTRACT FROM PUBLISHER]

Recently there has been a shift in the discourses of university policy from internationalisation towards the contested concept of global citizenship. This paper explores ways of challenging the current interpretation of international education policy through the concept of global citizenship drawing on the discussion forums of two cohorts of participants in an online course. The participants' responses illustrate ways they are rethinking the purpose of international higher education and the relevance of the concept of global citizenship. Whilst most participants whole-heartedly endorsed a more holistic view of higher education, several issues were raised, especially the fit of the ideal of global citizenship with a capitalist society and the Western heritage of the concept, which were perceived to be troublesome issues. Resistance to the inclusion of education for global citizenship was anticipated from institutions and disciplines, both heavily invested in the status quo. The academics' personal beliefs about higher education, and their willingness and potential to design and deliver curriculum for global citizenship were also prominent. Although universities are beginning to include the term global citizen in their policy documents the extent to which this might influence the goals and curricula of higher education is yet to be realised. [ABSTRACT FROM AUTHOR]

The discourse of remote education is often characterised by a rhetoric of disadvantage. This is reflected in statistics that on the surface seem unambiguous in their demonstration of poor outcomes for remote Aboriginal and Torres Strait Islander students. A range of data support this view, including National Assessment Program--Literacy and Numeracy (NAPLAN) achievement data, school attendance data, Australian Bureau of Statistics Census data and other compilations such as the Productivity Commission's biennial Overcoming Disadvantage Report. These data, briefly summarised in this paper, paint a bleak picture of the state of education in remote Australia and are at least in part responsible for a number of government initiatives (state, territory and Commonwealth) designed to 'close the gap'. However, for all the rhetoric about disadvantage and the emphasis in strategic policy terms about activities designed to 'close the gap', the results of the numerous programs seem to suggest that the progress, as measured in the data, is too slow to make any significant difference to the apparent disparity between remote Aboriginal and Torres Strait Islander schools and those in the broader community. We are left with a discourse that is replete with illustrations of poor outcomes and failures and does little to acknowledge the richness, diversity and achievement of those living in remote Australia. This paper critiques the binaries of 'disadvantage' and 'advantage' as they are articulated in policy and consequently reported in data. Its purpose is to propose alternative ways of thinking about remote educational disadvantage, based on data from a five year Cooperative Research Centre for Remote Economic Participation project. It asks, how might 'relative advantage' be defined if the ontologies, axiologies, epistemologies and cosmologies of remote Aboriginal and Torres Strait Islander families were more fully taken into account in the education system's discourse within/of remote schooling. Based on what we have termed 'red dirt thinking' it goes on to propose alternative measures of success that could be applied in remote contexts where ways of knowing, being, doing, believing and valuing often differ considerably from what the educational system imposes on it. [ABSTRACT FROM AUTHOR]