Factors affecting the implementation of internationalisation strategies in higher education institutions: evidence from Bahrain

Alhalwaki, Huda; Hamdan, Allam

doi:10.1504/ijmie.2019.10016609

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…By joining the program, the attendance can exchange the idea of a further collaboration program for the international student exchange (summer program, tailored program, and internships). Alhalwaki [12] implied that the international partnership could make the international student mobility program more prosperous and enjoyable when students can discuss diverse thematic topics. It can be achieved when many different global citizens join the activities.…”

Section: Participate In International Education Exhibitionsmentioning

confidence: 99%

Building a Strong Partnership with International Partner Institutions

Sahroni

2022

KSS

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The three stages for building a solid partnership between international partner universities are collaboration management, development program, and strengthening. Collaboration management is needed to tie the partnership between universities. Since the partner universities may have different time zones and cultures, good collaboration is needed. The partnership can be secured by developing programs for its effective implementation. The program can be academic such as student exchange, joint degree, faculty exchange, joint research and publication, international conference, and visiting scholars programs. To have a solid partnership, each university must run the program together. Programs with three or more partners can form a consortium. The consortium in turn can help each university strengthen its collaboration, increase the university ranking, and develop more benefit programs. Keywords: collaboration management, development program, solid partnerships

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Section: Participate In International Education Exhibitionsmentioning

confidence: 99%

Building a Strong Partnership with International Partner Institutions

Sahroni

2022

KSS

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“…The importance of faculty members in the IoC process has been recognized in many studies (Alhalwaki & Hamdan, 2019;Hans De Wit & Leask, 2017;Sanna-Mari Renfors, 2021). However, there are a few primary reasons that could prevent academics from participating in IoC (Dewey & Duff, 2009;Niehaus & Williams, 2016).…”

Section: Internationalization Of the Curriculum: Faculty Perspectivesmentioning

confidence: 99%

Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS

Hubais¹,

Muftahu²

2022

IJHE

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The internationalization of the curriculum (IoC) has been a significant trend in higher education across the globe. However, there is a dearth of literature on this area of research in the Arab countries, including the Omani higher education context. As the key definition and conceptual frameworks of IoC have not been adopted in Omani higher education institutions (HEI), this qualitative study examined lecturers’ understanding of IoC in the Omani higher education context. This was carried out through the employment of the typology of IoC which was proposed by Edwards et al. (2003). To collect data, eight lecturers in an Omani university were interviewed and the thematic analysis of the data revealed that academic staff perceived IoC as important to the institution. Further, the study reported that there are fragmented IoC practices that are primarily based on the ad hoc practices of academic staff. Initiatives should be taken to develop a shared understanding of IoC at the institutional level and in all degree programs in the Omani higher education context. Some suggestions are brought forward for stakeholders to support IoC and help to ensure the quality of degree programs offered.

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“…Bahrain's model is also affected by the neoliberal ideology, with a great emphasis on obtaining international accreditation and preparing students to compete effectively in a global market. Little attention has been given to collaborative partnerships and faculty practices (Alhalwaki & Hamdan, 2019).…”

Section: Internationalisation Of Higher Education Organisationsmentioning

confidence: 99%

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

Samier¹,

ElKaleh²,

Hammad³

2021

Internationalisation of Educational Administration and Leadership Curriculum

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This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.

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Factors affecting the implementation of internationalisation strategies in higher education institutions: evidence from Bahrain

Cited by 7 publications

References 24 publications

Building a Strong Partnership with International Partner Institutions

Building a Strong Partnership with International Partner Institutions

Internationalization of Curriculum in Omani Higher Education: Perceptions of Academic Staff in UTAS

Editors' Critical Introduction: Conceptions of Internationalisation Challenging Dominant Knowledge Traditions

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