Building international partnerships

Zheng, Xu; Hinshaw, Steven A.; Yu, Yi; Guo, Feng; Oakley, Deborah

doi:10.1046/j.1466-7657.2001.00058.x

Cited by 17 publications

(7 citation statements)

References 4 publications

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“…These 4 domains were very similar to those covered in other documented faculty development programmes [23,26,29-31], and were developed into 4 distinct modules – see Table 1.…”

Section: Discussionmentioning

confidence: 93%

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

2013

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BackgroundIndia faces an acute shortage of nurses. Strategies to tackle the human resource crisis depend upon scaling up nursing education provision in a context where the social status and working conditions of nurses are highly variable. Several national and regional situation assessments have revealed significant concerns about educational governance, institutional and educator capacity, quality and standards. Improving educational capacity through nursing faculty development has been proposed as one of several strategies to address a complex health human resource situation. This paper describes and critically reflects upon the experience of one such faculty development programme in the state of Andhra Pradesh.DiscussionThe faculty development programme involved a 2 year partnership between a UK university and 7 universities in Andhra Pradesh. It adopted a participatory approach and covered training and support in 4 areas: teaching, research/scholarship, leadership/management and clinical education. Senior hospital nurses were also invited to participate.SummaryThe programme was evaluated positively and some changes to educational practice were reported. However, several obstacles to wider change were identified. At the programme level, there was a need for more intensive individual and institutional mentorship as well as involvement of Indian Centres of Excellence in Nursing to provide local (as well as international) expertise. At the organisational level, the participating Colleges reported heavy workloads, lack of control over working conditions, lack of control over the curriculum and poor infra-structure/resources as ongoing challenges. In the absence of wider educational reform in nursing and government commitment to the profession, faculty development programmes alone will have limited impact.

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“…These 4 domains were very similar to those covered in other documented faculty development programmes [23,26,29-31], and were developed into 4 distinct modules – see Table 1.…”

Section: Discussionmentioning

confidence: 93%

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

2013

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“…Japan's scores for every other item are lower than Taiwan's. According to the literature (Fortuijn, 2002;Zheng et al, 2001), the implementation strategies for the internationalization of education in Taiwan and Japan are broadly in line with the experience of Western countries; in the execution of such policies, further efforts are needed. There are considerable differences between the official policy objectives of international education and school principals' practical understanding of such policy objectives.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A Comparison of the Internationalization of Education in Taiwan and Japan: The Perspective of Elementary School Principals

Lin

Chen

2013

IES

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Due to the increasing need to develop a globalized workforce, like many countries across the globe, Taiwan and Japan have extended the efforts to internationalize education to the elementary-school level. This study focuses on elementary school principals from both countries and explores the importance that these school leaders place on the level and ordering of various factors in the internationalization of education efforts. Using a questionnaire-based research design, a researcher-made instrument was administered to the principals of both countries, and the analytic hierarchy process (AHP) as well as descriptive statistics were used to compare the internationalization of education goals of both countries in terms of the effectiveness of ordering and practical implementation. Afterwards, the study utilized corresponding analysis (CA) to determine the views of the principals of both countries regarding the relationships between the goals and strategies of international education, which are summarized therein. Finally, through the data obtained and resulting discussion, the study offers some suggestions for the educational institutions and educators of both countries related to the implementation of an international education.

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“…For example, international partners and sister schools help promote collaborative research by expanding the exchange of faculty and students. In addition, curriculum enrichment and student recruitment (Kirk & MacDonald, 2001), fundraising, meetings, and overseas resource-sharing are common ways to promote the internationalization of education (Vidovich, 2004;Fortuijn, 2002;Zheng et al, 2001). Students' learning experiences should incorporate internationalization, technology improvements, school visits, practical training, and service learning all combined with the use of technology (Asia Society, 2008).…”

Section: Strategy Of International Education In Indigenous Primary Immentioning

confidence: 99%

Promoting International Education for Indigenous Elementary Schools in Taiwan: School Principals’ Perspectives

Chen¹

2015

ASS

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Globalization has led governments to promote international education to strengthen students' cultural integration and international perspective. To boost social equity and justice, Taiwan's government focuses international education efforts on indigenous schools to promote indigenous students' competitiveness. This research explored the significance of international education in different hierarchies (students, schools, ethnicities, and societal levels) to identify the relative goals and comparative relationships of different aspects of international education. What effect does this international education policy have and how is its importance weighted toward different levels? Using the analytic hierarchy process, questionnaires were administered to elementary school principals, and level weights were used to determine the relative weights of the purposes of international education. The correspondence analysis (CA) also explored the relationship between the purposes and strategies of international education. Finally, suggestions for schools' practices in international education are offered.

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Building international partnerships

Cited by 17 publications

References 4 publications

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

Building nurse education capacity in India: insights from a faculty development programme in Andhra Pradesh

A Comparison of the Internationalization of Education in Taiwan and Japan: The Perspective of Elementary School Principals

Promoting International Education for Indigenous Elementary Schools in Taiwan: School Principals’ Perspectives

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