International education

Naidoo, Vikash

doi:10.1177/1475240906069455

Cited by 70 publications

(7 citation statements)

References 13 publications

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“…Existing literature in this field draws attention to the fact that these terms are not to be considered synonyms, but refer to distinct, albeit closely linked phenomena (cf. Knight 1999;Naidoo 2006;Altbach and Knight 2007). Globalisation is often theoretically framed as an external, inevitable, and homogenising force on the macro level that demands to take actions in order to adapt to a knowledge-based global economy (Enders 2004, 365).…”

Section: Globalisation and Higher Educationmentioning

confidence: 99%

Internationalisation, Brexit, and the EU academic system: a case study in Austria

Riedl

Staubmann

2021

European Journal of English Studies

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The withdrawal negotiations after the United Kingdom (UK) voted to leave the European Union (EU) have fuelled discussions concerning the expected repercussions on higher education and research in Europe and call for discussing Brexit against the backdrop of internationalisation and the role of the UK in the European higher education and research landscape. When analysing Brexit as a counter development to internationalisation efforts, the question arises as to how institutions in different EU countries deal with and adapt to the new situation that is susceptible to substantially changing the European higher education landscape. By taking Austria as an example and by comparing our findings with other European countries, we study the responses of higher education institutions (HEIs) in the aftermath of the Brexit vote. To understand if and how Austrian HEIs prepared for Brexit, we conducted semistructured expert interviews with representatives of International Relation Offices. Despite the awareness that Brexit might have negative consequences, the institutions mainly adopted a 'waitand-see' attitude. The institutions justified this rather passive response by highlighting the uncertain outcome of the Brexit negotiations. However, they also showed a commitment to finding solutions and new strategies once the terms of the UK leave are set.

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Section: Globalisation and Higher Educationmentioning

confidence: 99%

Internationalisation, Brexit, and the EU academic system: a case study in Austria

Riedl

Staubmann

2021

European Journal of English Studies

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“…Academic mobility in the context of Europeanization, internationalization of globalization of higher education was considered by foreign researchers M. Kelo (2006), J. Knight (2007), V. Naidoo (2006), N. Stromquist (2002), U. Teichler (2003), N. Varghese (2008), etc.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic Mobility of High School Students: Concept, Principles, Structural Components and Stages of Implementation

Sakhieva¹,

Семенова²,

Muskhanova³

et al. 2015

JSD

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At the end of XX-XXI century globalization processes taking place in various fields of economy, science, culture and other spheres of human activity also affected the system of education. In the era of globalization one of the important components of higher education is the academic mobility of students, which is recognized and accepted by both universities and employers. In the article the concept of academic mobility of students in the narrow and broad senses of the word, the principles of organization of academic mobility of higher educational institutions students are revealed. It presents and justifies the structural components of academic mobility, the main stages of the implementation of students' academic mobility and identifies a phased activity of all entities in educational process during the implementation of these stages. The article is addressed to higher educational institutions teachers, representatives of universities' international departments and centers of academic mobility in higher education institutions aimed at the development of high school students' academic mobility. Keywords: globalization of higher education, academic mobility of students, the principles of academic mobility organization, structural components of academic mobility, stages of students' academic mobility, long life learning Academic mobility plays an important role in the personal development and professional formation, in skills' formation to build independently his educational, professional and life trajectory of development that is the basis of a new paradigm for the education development "learning throughout life". It involves the inclusion of every person in a continuous process of knowledge acquiring, values, attitudes and competencies forming (Oleinikova, 2002). The main factors determining academic mobility can be divided into four main groups: economic, political, cultural and educational. Economic factors are closely related to direct financial benefits, for example, due to www.ccsenet.org/jsd

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“…However, the international dimension of higher education has evolved significantly over the last three decades in what we see today, for example, in the form of student and staff mobility, the internationalisation of curricula, the cross-border delivery of programmes, partnership and franchise arrangements, branch campus operations, dual degree awards, virtual mobility, collaborative online learning, etc. (Naidoo, 2006) (Giddens, 2000;Gürüz, 2011;Nye, 2002;Youssef, 2014). 2…”

Section: Introductionmentioning

confidence: 99%

Internationalisation For All: Rethinking University Internationalisation

Rajkhowa

2024

SACI

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Concerns about commercialisation, high costs of study, elitism, massification, and the challenge of quantity over quality are some of the common themes across the globe in the discussions on international higher education. Viewed through the lens of a small public university in the UK, this paper presents the results from a study examining the meaning of internationalisation, its practice, and what it means in the context of an inclusive international higher education strategy. It argues that in a world where 97% of the world’s student population engaged in higher education is not globally mobile for a variety of reasons, internationalisation to be inclusive must adopt a holistic approach and be woven into the fabric of the institution’s life. Implemented as a Whole Institution Initiative (WII), this must be accompanied by clear Intent, Investment, and Infrastructure (3 I’s), connecting strategy, policy, and day-to-day practices at all levels and functions of the institution. The framework that has been developed as a result of this study provides insight and practical guidance to Higher Education institutions on how to approach internationalisation holistically. At a strategic level, it will be useful to institutional leaders and national policymakers to understand the issues entailed in formulating international strategies, processes, and programmes in developing an inclusive internationalisation strategy and not merely focusing on international student recruitment and inward mobility. At a course/programme level, it provides valuable practical insight and guidance to academics and programme administrators involved in developing and delivering inclusive internationalisation.

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International education

Cited by 70 publications

References 13 publications

Internationalisation, Brexit, and the EU academic system: a case study in Austria

Internationalisation, Brexit, and the EU academic system: a case study in Austria

Academic Mobility of High School Students: Concept, Principles, Structural Components and Stages of Implementation

Internationalisation For All: Rethinking University Internationalisation

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