Higher education research and higher education policy in South-East Europe

Zgaga, Pavel

doi:10.1080/21568235.2013.819671

Cited by 17 publications

(13 citation statements)

References 10 publications

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“…Aside from introducing a different term, i.e. Europeanization (Dobbins, 2015;Dakowska & Harmsen, 2015;Vukasovic, 2013), researchers generally choose not to explicitly redefine internationalisation (e.g., Dima & Vasilache, 2016;Hauptman Komotar, 2018;Zgaga, 2013). However, there are certain observable differences in how internationalisation is perceived.…”

Section: Internationalisation In Central and Eastern Europe: Conceptualisation Of The Definitionmentioning

confidence: 99%

Internationalisation of Higher Education in Central and Eastern Europe: Conceptualisation of the Definition Inside the Region

Orechova

2021

ActPaed

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The article sets out to analyse previous research on the internationalisation in higher education in Central and Eastern Europe with a particular focus on the conceptualisation of ‘internationalisation’. While there is quite a lot of research regarding both theory and implementation of internationalisation, the majority of it is conducted in the West and the most commonly accepted definition hails from the research traditions of the Anglophone world. This literature review shows that when researchers in Central and Eastern European countries use the term ‘internationalisation’, they either refer to a policy change encouraged (or necessitated) by a supranational institution or global education discourse, or an education process through which an international or intercultural dimension is integrated into higher education.

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Section: Internationalisation In Central and Eastern Europe: Conceptualisation Of The Definitionmentioning

confidence: 99%

Internationalisation of Higher Education in Central and Eastern Europe: Conceptualisation of the Definition Inside the Region

Orechova

2021

ActPaed

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“…Researchers and policy makers require answering the questions raised due to the development in higher education and problems posed in higher education. It is suggested that there should be further development in the specialized branch of knowledge of higher education for having a systematic approach in order to deal with the problems and issues aroused in the policy of higher education [59]. Thus, universities are expected to develop their students in research activities [24].…”

Section: Category 2: After Academic Mobility Factorsmentioning

confidence: 99%

Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors

Erden¹

2016

ujer

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Student academic mobility is described as the movement of students from one country to another for studying undergraduate and/or graduate degrees. Students' academic mobility involves two factors: before academic mobility factors and after academic mobility factors. The current study aims at identifying the perceptions of Turkish university students regarding before academic mobility and after academic mobility factors. The study adopted an interpretive methodology under qualitative research paradigm. Focus-group-interviews(FGIs) and in-depth-interviews(I-DIs) were applied for data collection process. Focus-group-members(FGMs) were 50-TUSs studying at various departments and various universities in NC. FGIs were applied to identify factors contributing to before academic mobility and after academic mobility factors. I-DIs were taken place with 60-different-Turkish-university-students(dTUSs) studying at various departments of universities in NC to identify the common before academic mobility and after academic mobility factors. Interpretive approach was applied for data collection process and data were analysed through content analysis. Results reveal that Turkish university students experience pull and push factors as before academic mobility factors. Additionally, faced factors and expected factors are identified as part of the after academic mobility factors. In conclusion, pull factors involve educational-quality, personal-contribution and adaptation-quality. Similarly, push factors include departmental-issues, familiarities, family and country factors. Also, faced factors contain factors regarding finance, difficulties and dangers whereas expected factors involve factors regarding campus-quality and valuing-the-self.

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“…This holds true, even though numerous efforts are made to make research in those countries more visible to the English-reading audience (see for example CHEPS et al 2010;Klemencic 2014;Zgaga 2013). However, one can get a glance at higher education research in a broader range of European countries with the help of books with collections of essays, e.g.…”

Section: Higher Education Research In Europe and Its Visibility In Thmentioning

confidence: 99%

“…Fromment et al 2006;Gaebel et al 2008). Finally, there is a magnitude of books on specific thematic areas in which the authors and editors, while focussing on key issues of higher education, implicitly provide a valuable overview on the state of higher education research as regards these issues (see for example recently King et al 2013;Kwiek 2013;Shin and Teichler 2014;Zgaga 2013).…”

Section: Stages Of Development Of Higher Education Researchmentioning

confidence: 99%

Higher Education Research in Europe

Teichler

2015

The European Higher Education Area

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Higher education research and higher education policy in South-East Europe

Cited by 17 publications

References 10 publications

Internationalisation of Higher Education in Central and Eastern Europe: Conceptualisation of the Definition Inside the Region

Internationalisation of Higher Education in Central and Eastern Europe: Conceptualisation of the Definition Inside the Region

Experiences of Turkish University Students on Academic Mobility: Before and after Academic Mobility Factors

Higher Education Research in Europe

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