Becoming Global at Home: An Analysis of Existing Cases and A Proposal for the Future of Internationalization at Home

Sierra-Huedo, Maria Luisa; Bruton, Lindsey; Fernández, Cayetano

doi:10.1177/00220574221108053

Cited by 6 publications

(2 citation statements)

References 58 publications

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“…Furthermore, given the concept of "Internationalization at Home", which considers all international affairs-related activities that aim to accept the influence of international ideas and cross-border cultures to improve student abilities and qualifications to meet the needs of a changing globalized xie and wang world. It serves as "a holistic and inclusive approach that focuses on change in different areas and levels" (Sierra-Huedo, et al, 2022) of school life and structure, which include the entire school community and all students no what whether they go abroad or not. Therefore, in the global context, school leaders would develop strong leadership to provide students with global competence though mobility is restricted in the context of pandemic.…”

Section: Discussionmentioning

confidence: 99%

International Schools in China in the Post covid-19 Pandemic Era: Survive or Thrive?

Xie

Wang

2023

Beijing Int. Rev. Educ.

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This paper reports part of a study of a 3-year large project on international schools in China, where the landscape of international education has been recently transformed. The covid-19 pandemic, together with the policy context in China, reshaped international schools. The three-year project investigates the challenges as well as opportunities that the international schools in China are confronted with in the post pandemic era and how the successful principals enacted their leadership practices in the contextually diverse international schools, by employing a mixed-methods design. This paper only demonstrates the initial results from the interview data with twelve participants, which aims at exploring the nuanced profile that international schools in China had. Implications and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

International Schools in China in the Post covid-19 Pandemic Era: Survive or Thrive?

Xie

Wang

2023

Beijing Int. Rev. Educ.

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“…There are indeed international forces and trends pushing for a big change in education in general, including higher education. European higher education institutions have started with the Bologna Process, one of the most important reforms in order to internationalise and educate global citizens, who are able to compete in an interconnected global market (Sierra, 2013). However, from a 21st Century Skills implementation perspective it seems clear that Spain lacks development.…”

Section: Review Of Literaturementioning

confidence: 99%

21st Century Skills development among young graduates

Crosta¹,

Banda²,

Bakay³

2023

GJSD

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This paper presents the results of the project “21st Century Skills: Changing the Approach to Teaching in Higher Education”, which was funded by the Erasmus+ programme between 2019 and 2021. The study involved seven institutions coming from different parts of Europe; mainly these were universities, but there was also one not-for-profit organisation, and one SME. Past and present-day initiatives and studies relating to the development of soft and digital skills among university students are investigated, with particular regard being paid to their perspective when they first have to face the job market. The study design is threefold, involving firstly desk research, where major documents were collected in Bulgaria, Spain, Turkey, Czech Republic, and Italy; then market research, where a sample of corporate professionals and university representatives were interviewed in order to gather additional information relating to the level of development of these skills among young graduates and employees; and lastly, a comparison between two questionnaires filled in by students before and after completing the courses established by the project. Research stages one and two are briefly introduced, with the main focus of the paper being on stage three and a discussion in which the results from various European countries are compared. The results reveal that some European countries prioritise some skills more than others. In addition, in the examined countries, it can be seen that 21st Century Skills are still not widely developed by young graduates and there is a mismatch between the value attributed to the improvement of competencies and the actual content of training provided by European universities. In summary, employers and academics have provided key information relating to the most needed skills in the market today. In addition, they have testified that attention should be paid to university projects, such as internship programmes and advanced English courses in order to better prepare young people for the marketplace. Furthermore, students should be more involved in activities aimed at improving their level of 21st Century Skills, with courses specifically designed to address this need and make them more aware of their current skill level and the abilities they are expected to have. Currently, these courses are rarely organised by Higher Education institutions and even when they are, they are not always effective.

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Evaluation of good practices and opportunity areas of a Collaborative Online International Learning (COIL) program: Global Shared Learning Classroom

Vázquez-Villegas,

Gómez-Guerrero,

Mejía-Manzano

et al. 2024

Educ Inf Technol

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Becoming Global at Home: An Analysis of Existing Cases and A Proposal for the Future of Internationalization at Home

Cited by 6 publications

References 58 publications

International Schools in China in the Post covid-19 Pandemic Era: Survive or Thrive?

International Schools in China in the Post covid-19 Pandemic Era: Survive or Thrive?

21st Century Skills development among young graduates

Evaluation of good practices and opportunity areas of a Collaborative Online International Learning (COIL) program: Global Shared Learning Classroom

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