Showing papers in "Journal of Studies in International Education in 2007"
TL;DR: The motivation for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others as discussed by the authors, which is the context of economic and academic trends that are part of the reality of the 21st century.
Abstract: Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.
2,755 citations
TL;DR: In this paper, the authors focus on the clean university rankings, which are transparent, free of self-interest, and methodologically coherent, that create incentives to broad-based improvement.
Abstract: Global university rankings have cemented the notion of a world university market arranged in a single "league table" for comparative purposes and have given a powerful impetus to intranational and international competitive pressures in the sector. Both the research rankings by Shanghai Jiao Tong University and the composite rankings by the Times Higher Education Supplement have been widely publicised and already appear to have generated incentives in favour of greater system stratification and the concentration of elite researchers. However, global comparisons are possible only in relation to one model of institution, that of the comprehensive research intensive university, and for the most part are tailored to science-strong and English-speaking universities. Neither the Shanghai nor the Times rankings provide guidance on the quality of teaching. It is important to secure "clean" rankings, transparent, free of self-interest, and methodologically coherent, that create incentives to broad-based improvement.
457 citations
TL;DR: The main topics of research on internationalisation in higher education reach from mobility, mutual influence of higher education systems, and internationalisation of the substance of teaching and learning to institutional strategies, knowledge transfer, cooperation and competition, and national and supranational policies as discussed by the authors.
Abstract: This contribution provides an overview of the developments of research undertaken since the mid-1990s on international higher education. The general state of research is characterised by an increase of theoretically and methodologically ambitious studies without a dominant disciplinary, conceptual, or methodological “home.” The main topics of research on internationalisation in higher education reach from mobility, mutual influence of higher education systems, and internationalisation of the substance of teaching and learning to institutional strategies, knowledge transfer, cooperation and competition, and national and supranational policies. The modes of inquiry are varied but have not changed much over time. A brief localisation of the role of the Journal of Studies in International Education in the context of research about internationalisation in higher education is followed by conclusions emphasising a certain amount of continuity but also a broadening of the field with an increasing number of ambiti...
378 citations
TL;DR: In this article, the authors critically reflect on internationalization of universities in Asia and examine the implications for following the Anglo-Saxon paradigm in transforming and internationalizing the university systems in Asia.
Abstract: Globalization and the evolution of the knowledge-based economy have caused dramatic changes to the character and functions of higher education in most countries around the world. One major trend related to reforming and restructuring universities in Asia that has emerged is the adoption of strategies along the lines of the Anglo-Saxon paradigm in internationalizing universities in Asia with the intention to make the higher education systems more globally competitive. The principal goal of this article is to critically reflect on internationalization of universities in Asia. The first half of the article focuses on strategies in internationalizing universities in Asia, and the second half of the article discusses key issues related to the internationalization of universities in Asia, especially examining the implications for following the Anglo-Saxon paradigm in transforming and internationalizing the university systems in Asia.
276 citations
TL;DR: In this article, the authors introduce the context and general situation of transnational higher education in Asia, especially in East and Southeast Asia, and examine development of the transnational Higher Education in Asia.
Abstract: This article begins with an introduction to the context and general situation of transnational higher education (TNHE) in Asia, especially in East and Southeast Asia. It then examines development o...
220 citations
TL;DR: In this paper, the authors explore the possible development of higher education in Organisation for Economic Co-operation and Development (OECD) countries, analyzing how the main driving forces may influence the internationalization process, globalization and the changing role of nation-states, regional and international bodies, and multilateral frameworks and agreements.
Abstract: This article explores the possible development of internationalization of higher education in Organisation for Economic Co-operation and Development (OECD) countries, analyzing how the main driving forces may influence the internationalization process, globalization and the changing role of nation-states, regional and international bodies, and multilateral frameworks and agreements. The analysis is carried out based on four future scenarios for higher education developed by the OECD. Implications of various scenarios are analyzed in terms of their broader meaning for the main functions of higher education and issues of access, quality, and equity. Consequently, the implications for internationalization are derived. A special focus is placed on the consequences of the various scenarios for cooperation and competition as major strategic categories in the internationalization process. Finally, some further questions are raised with respect to the internationalization mission of higher education institutions in a globalized world and how the concept of internationalization may evolve.
206 citations
TL;DR: From 1990 to 2003, Australia's share of the global market in cross-border degrees grew from 1% to 9%. Full fee-paying foreign students now constitute one quarter of enrolments, and education is Aus...
Abstract: From 1990 to 2003, Australia’s share of the global market in cross-border degrees grew from 1% to 9%. Full fee-paying foreign students now constitute one quarter of enrolments, and education is Aus...
205 citations
TL;DR: The international education market has developed rapidly throughout the Western world. Accordingly, Chinese students have become the largest group of international students studying in New Zealand as discussed by the authors, and Chinese students are the most popular international students to study in the country.
Abstract: The international education market has developed rapidly throughout the Western world. Accordingly, Chinese students have become the largest group of international students studying in New Zealand....
196 citations
TL;DR: In this article, the authors argue that although higher education has been successful in providing mechanisms for student mobility because institutions have not successfully engaged the faculty that mobility is not as sizeable as it should be, but also, in and of itself, will not deliver the learning, discovery, and engagement that we seek through internationalization.
Abstract: This article argues that the chief challenge for developing and sustaining internationalization in the context of the challenges and opportunities of the 21st century is the engagement of the faculty. It argues that although higher education has been successful in providing mechanisms for student mobility because institutions have not successfully engaged the faculty that mobility is not as sizeable as it should be, but also, in and of itself, will not deliver the learning, discovery, and engagement that we seek through internationalization. To capture the faculty's interest in, and commitment to, internationalization, we need to move beyond the conceptualization of the internationalization or globalization of higher education in terms of how the different aspects of teaching, research, and service functions of the university are becoming more “internationalized” and examine how these activities encourage greater learning and discovery. Our challenge is to convince faculty that their scholarship and teach...
182 citations
TL;DR: In this paper, the authors address several major challenges confronting international educators within the United States including redesigning the curriculum, achieving faculty buy-in, financing study abroad, integrating our international students in the efforts to internationalize our campus, and rethinking how we teach foreign languages on our campuses.
Abstract: Confronted with a world that is strikingly different from what it was just a decade ago, the United States faces rapidly shifting economic, political, and national security realities and challenges. To respond to these changes it is essential that our institutions of higher education graduate globally competent students. This article addresses several major challenges confronting international educators within the United States including redesigning the curriculum, achieving faculty buy-in, financing study abroad, integrating our international students in the efforts to internationalize our campus, and rethinking how we teach foreign languages on our campuses.
166 citations
TL;DR: The number of participants in a temporary study in another European country supported by the ERASMUS programmes spread from a few thousand participants in the late 1980s to about 150,000 annually in recent years as discussed by the authors.
Abstract: Temporary study in another European country supported by the ERASMUS programmes spread from a few thousand participants in the late 1980s to about 150,000 annually in recent years. Such a study per...
TL;DR: This paper argued that students negotiate a middle path between what he terms a "thin" (cosmopolitan) and a "thick" (ethnocentric) sense of national identity.
Abstract: Study abroad is increasingly a key component of U.S. universities' efforts to both create and solidify their commitments to international education. This article specifically examines how American undergraduates negotiate their national identity in the context of studying abroad. Although universities often promote study abroad through paradigms that emphasize global awareness, national sentiments and identity are still fundamental elements of how Americans see and position themselves in the world, particularly in the post—September 11 context. Drawing on Craig Calhoun's scholarship on national identity, the author argues that students negotiate a middle path between what he terms a “thin” (cosmopolitan) and a “thick” (ethnocentric) sense of national identity. In conclusion, the author suggests that although global awareness is a broad and often nebulous pedagogical goal of study abroad, critical reflection on national identity is both obtainable and an important step toward global citizenship.
TL;DR: In this article, the author traces the outlines of a profound and ongoing change in U.S. attitudes about study abroad and argues that there is a widening gulf between what professionals believe their students ought to learn through studying abroad and what many programs abroad aim to provide.
Abstract: This article traces the outlines of a profound and ongoing change in U.S. attitudes about study abroad. In chronicling the shift from a Junior Year Abroad paradigm that governed study abroad theory and practice as recently as two decades ago, to an emerging Student Learning paradigm that increasingly informs study abroad attitudes and goals today, the author argues that there is a widening gulf between what U.S. study abroad professionals believe their students ought to learn through studying abroad and what many programs abroad aim to provide.
TL;DR: The authors examines the misconceptions that have accumulated around these topics and argues that the field needs to reexamine some of its assumptions: the association of immersion and integration with quality, the growth of short-term programs, and the call to significantly expand programs in nontraditional locations.
Abstract: In recent years, there has been a considerable development of administrative skills in study-abroad management, but much less in the educational dimension of this endeavour. The field is burdened by myths and conceptions that exist unchallenged in the uncontested climate of study abroad. An exploration of three of these prevailing myths demonstrates the degree to which the field needs to reexamine some of its assumptions: the association of immersion and integration with quality, the growth of short-term programmes, and the call to significantly expand programmes in nontraditional locations. This essay critically examines the misconceptions that have accumulated around these topics.
TL;DR: This article found that 22% of international graduate students and 34% of faculty supervisors have experienced student-supervisor conflict, including lack of openness, time, and feedback; unclear expectations; and poor English proficiency.
Abstract: Recent research indicates that destructive conflict occurs in a significant number of international graduate student and faculty supervisor relationships. Unfortunately, a paucity of research exists to inform the effective management or prevention of this problem. To address this lacunae, international graduate students (n = 55) and faculty supervisors (n = 53) completed a survey that assessed their needs for managing and preventing destructive conflict with each other. Results indicate that 22% of international graduate students and 34% of faculty supervisors have experienced student-supervisor conflict. Some of the sources of these conflicts were lack of openness, time, and feedback; unclear expectations; and poor English proficiency. Several common needs for managing conflict were found, including a preference to use negotiation rather than more confrontational procedures such as arbitration. Recommendations regarding the management and prevention of international graduate student and faculty superviso...
TL;DR: The authors examined the relationship between faculty's professional and personal backgrounds and the extent to which they incorporate an approach to teaching for global awareness and intercultural sensitivity into their curriculum through an analysis of the pertinent literature.
Abstract: This article examines the relationship between faculty’s professional and personal backgrounds and the extent to which they incorporate an approach to teaching for global awareness and intercultural sensitivity into their curriculum. Through an analysis of the pertinent literature, the study examines the relevant theoretical frameworks of personal practical knowledge and professional knowledge landscapes, as well as the evidence linking faculty’s cultural competence and world-mindedness to classroom practice. The article concludes that a considerable number of empirical studies have been carried out that explore different aspects of faculty experiences, background, and disciplinary affiliation, and how such variables affect intercultural sensitivity, cultural competence, and world-mindedness among faculty. However, less conclusive evidence is available as to whether and how such traits in faculty translate into classroom practice. More studies, in particular classroom observations, need to be carried out to elucidate actual classroom practices.
TL;DR: The authors presented an analysis of the relative internationalization of 77 research universities in the United States, using data collected from publicly available sources for 19 indicators of internationalization pertaining to student characteristics, scholar characteristics, research orientation, curricular content and organizational support.
Abstract: This study presents an analysis of the relative internationalization of 77 research universities in the United States. Institutions enrolling undergraduate students were selected from the 2003 national report, The Top American Research Universities . Data were collected from publicly available sources for 19 indicators of internationalization pertaining to student characteristics, scholar characteristics, research orientation, curricular content, and organizational support. Data were standardized, weighted by a panel of experts, and summed to yield an overall internationalization index score for each institution. Index scores were then used to rank the 77 institutions. A sensitivity analysis yielded a significant positive correlation (.97, p < .001) between the ranking based on the weighted indicators and a ranking derived from unweighted indicators.
TL;DR: In this article, the sociocultural needs of higher education students on an international degree program delivered jointly by a post-1992 university in England and a polytechnic in Italy were examined.
Abstract: The following article examines the sociocultural needs of higher education students on an international degree programme delivered jointly by a post-1992 university in England and a polytechnic ins...
TL;DR: The authors explores the contrasting opportunistic and planned approaches followed by Harvard University and Yale University and discusses some of the implications of these two planning models for the nature of campus internationalization and for negotiation with institutions in other countries.
Abstract: In recent years, education systems around the world have shown a tendency for convergence on the American educational model. This, together with an increase in the use of English globally, places American educational institutions in a position of great importance as actors in international exchange. For potential partner institutions in other countries the process of internationalization followed by a U.S. institution has important implications. This article explores the contrasting opportunistic and planned approaches followed by Harvard University and Yale University and discusses some of the implications of these two planning models for the nature of campus internationalization and for negotiation with institutions in other countries.
TL;DR: In this article, the authors analyze the present tendencies and characteristics, as well as the present and future perspectives of the process of internationalization in Latin American universities, in light of the results yielded by studies carried out in the region by the World Bank and the European Commission.
Abstract: The purpose of this article is to analyze the present tendencies and characteristics, as well as the present and future perspectives of the process of internationalization in Latin American universities, in light of the results yielded by studies carried out in the region by the World Bank and the European Commission. Emphasis will be placed on the extent to which the characteristics specific to the universities in the region, product of their particular sociohistorical situation, and the challenges and shortcomings they present at the beginning of the 21st century, hinder or help their response and ability to adapt to the global context.
TL;DR: South Africa needs to reexamine responses to some basic questions if it is to develop a robust push that would enable the higher education sector to maximise the benefits of internationalisation in South Africa.
Abstract: South Africa needs to reexamine responses to some basic questions if it is to develop a robust push that would enable the higher education sector to maximise the benefits of internationalisation in...
TL;DR: In this article, the authors chart the development of a framework for international education in Australia and contrast it to frameworks of Europe and elsewhere, and develop a model for future trends in Europe and in terms of values that are now becoming of greater importance within Australia.
Abstract: In this essay, the author charts the development of a framework for international education in Australia and contrasts it to frameworks of Europe and elsewhere. The Australian experience is developed as a model for future trends in Europe and in terms of values that are now becoming of greater importance within Australia. The approach is a pragmatic one from the point of view of a practitioner in the field.
TL;DR: In this article, the authors present a case study of an integration of two forms of experiential education: service learning and study abroad, and make suggestions based on this experience.
Abstract: The program that is the topic of this case study was an integration of two forms of experiential education: service learning and study abroad. Participants in the program studied sociology and performed social service in Morelia, Michoacan, Mexico. Curriculum and planning issues of both study abroad and service learning are combined in the design and implementation of service in an international setting. This case study discusses how such concerns were addressed in this program and makes suggestions based on this experience.
TL;DR: This article found that culture has an influence on gender inequality, but few studies have provided data that could be used to investigate how culture actually influences female in-turn inequality in the US.
Abstract: Many studies have commented that culture has an influence on gender inequality. However, few studies have provided data that could be used to investigate how culture actually influences female ineq...
TL;DR: In this article, the authors examined different survey instruments used to assess the experiences of U.S. study-abroad participants and discussed the benefits and drawbacks of specific survey types.
Abstract: This study examines different survey instruments used to assess the experiences of U.S. study abroad participants. The intended audience is international and area study practitioners interested in assessing study abroad programs through postprogram interviews. An interview with the top 20 universities for number of students sent on study abroad reveals a broad picture of the type of survey instruments used across the United States to assess student experiences. Within this context and based on 19 years of data collection from study abroad participants with four data collection modes (a standard questionnaire with multiple choice and open-ended questions, a multiple choice bubble sheet response format, a scanned form, and a Web-based survey), one university’s experience is analyzed in depth to expand on the benefits and drawbacks of specific survey types. Lessons learned about when each type might be appropriate for different institutional goals and situations are presented.
TL;DR: In this paper, three CEOs reflect on this worldwide competition for talent, providing a stakeholder perspective that may help rethinking the role of universities within the knowledge economy, concluding that successful responses to the need of maximizing intellectual potential should not so much focus on competition for high potentials but on the nurturing and growing of talent.
Abstract: Finding high potentials has been identified as one of the major challenges for society and for higher education. But how does one find the talented individuals who will design the future of society? Can and should universities cooperate or compete with business and industry for these talents? Three CEOs reflect on this worldwide competition for talent, providing a stakeholder perspective that may help rethinking the role of universities within the framework of the knowledge economy. Successful responses to the need of maximizing intellectual potential should not so much focus on competition for high potentials but on the nurturing and growing of talent. As a result of the changing needs of society, CEOs foresee major changes in the concept of the classical university. Whether high potentials actually develop the lifestyle fitting to the new concept of lifelong learning remains to be seen.
TL;DR: For instance, during the past decade, there has been a significant growth in the number of international students seeking access to South African higher education institutions as discussed by the authors, and this growth has been accompanied with a significant increase in international student recruitment.
Abstract: During the past decade, there has been significant growth in the number of international students seeking access to South African higher education institutions. Concomitant with this growth has bee...
TL;DR: The main challenge facing internationalsation of higher education is retaining roots in a cultural setting while being open to new influences as mentioned in this paper, and it would seem a logical step to require all students to study a foreign language.
Abstract: The main challenge facing internationalsation of higher education is retaining roots in a cultural setting while being open to new influences. Internationalsation affects every aspect of university life. An initial issue this raises is language. Universities must decide in which languages to teach and which languages will be offered, decisions that raise questions regarding graduation requirements. It would seem a logical step to require all students to study a foreign language. Introducing language requirements into the curriculum necessitates considerable and probably continual revision of study and degree programmes. However, to meet their challenges and realise their opportunities, universities will no longer be able to go it alone. Apart from staff and student mobility, distance education, and other forms of delivery, universities will need to work together. The next decade will therefore see much close cooperation in networks, both general and disciplinary. Further development of joint study and res...
TL;DR: In this article, a small data set from a case institution is used to test and articulate an alternative analysis that links desire to production and offers an alternative explanation of globalization and the education of graduate students from the region.
Abstract: Prospective graduate students from Sub-Saharan Africa continue to choose the United States as their destination for higher education. This choice has always been somewhat of a mixed blessing for African nations; some students return to share the benefits of their education but many stay on in the West. This “brain drain” effect has traditionally been seen as an unavoidable side effect of students’ desires for consumption of American higher education specifically and for the American “consumer” lifestyle more generally. But the current global restructuring of capital and culture offers an opportunity to reevaluate this dynamic and potentially to make adjustments in the ways American universities accommodate their African students. This article draws on a small data set from a case institution to test and articulate an alternative analysis that links desire to production and offers an alternative explanation of globalization and the education of graduate students from the region.
TL;DR: In this article, it was shown that other than the visa quagmires, improved access to domestic education opportunities and tuition fee increases can indeed explain the drop in foreign enrollments.
Abstract: When the Institute of International Education reported a drop of 2.4% in international student enrollment in the United States in 2003/2004, the first absolute decline in foreign enrollments since 1971/1972 (Open Doors, 2004), many were quick to point fingers at visa policies instituted after the September 11, 2001 attacks. The “Visas Mantis” review—a security clearance required for foreign students studying any of roughly 200 scientific fields—was blamed for tarnishing the view of the United States as a welcoming place for international students. Although the review has certainly been the cause of increased visa delays and rejections, this article takes the view that it is not the only cause for the dip in foreign enrollments in the United States. Through econometric analyses, it is shown that other than the visa quagmires, improved access to domestic education opportunities and tuition fee increases can indeed explain the drop in foreign enrollments.