Internationalization: Concepts, Complexities and Challenges

Knight, Jane

doi:10.1007/978-1-4020-4012-2_11

Cited by 150 publications

(177 citation statements)

References 6 publications

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“…[21] Knight J. made a further summary of the impacts of globalization trend on higher education. [22] b) Researches about the standards of universities internationalization. 1986, Kitamura, a famous Japanese educator, put forward three standards to measure the internationalization level of universities, namely versatility, communicative, openness.…”

Section: Oversea Researchesmentioning

confidence: 99%

Review on the Research Status of International Exchanges and Cooperation of Private Universities in China

Guo¹,

Huang²

2017

Proceedings of the 3rd Annual International Conference on Social Science and Contemporary Humanity Development

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Abstract. International exchanges and cooperation of private universities is an important part of higher education international exchanges and cooperation. As there is no overall and systematic research yet on international exchanges and cooperation of private universities, it is necessary to conduct an overall and systematic research on it from the perspective of theory and solid evidence. Before carrying out the research, literature review on the research status of international exchanges and cooperation of private universities should be done clearly at first.

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Section: Oversea Researchesmentioning

confidence: 99%

Review on the Research Status of International Exchanges and Cooperation of Private Universities in China

Guo¹,

Huang²

2017

Proceedings of the 3rd Annual International Conference on Social Science and Contemporary Humanity Development

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“…A process approach responds to the growing needs, resources, and priorities of the institution (Knight, 2004(Knight, , 2006b). In addition, fundamental to the process approach is that both organizational structures and systems of the institution, as well as academic activities, are all together involved (Knight, 2006b). This differs from other approaches, which place more emphasis on internationalization of specific activities or outcomes (Arum & Van de Water, 1992).…”

Section: Overall Internationalization Performancementioning

confidence: 99%

Apple and oranges: Comparison of Taiwan higher education institutions’ internationalization

Chin¹,

Wu²,

Ching³

2012

IJRSE

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“…Cross-cultural interaction is considered to be very important in today's multicultural world (de Wit, 2008;Knight, 2006). Therefore, American universities aim to provide their students and professors with a cross-cultural environment by admitting international students into their programs, and administrators of American universities generally try to increase the number of international students in their universities.…”

Section: Introductionmentioning

confidence: 99%

Class Participation of International Students in the U.S.A.

Yıldırım¹

2017

IJHE

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Following a qualitative research design, this study aims to explore the differences between international and American graduate students in terms of their class participation. The data for the study were collected from a graduate-level class at a university in upstate New York. There were seven participants in the study, three of the participants were American students, and the other four participants were international students, two from China, one from Iran, and one from Sudan. Main source of data was classroom observations. Three classroom sessions were observed and field notes were taken during observations. There were two phases of the data analysis process. During the first phase, field notes were reviewed after observations and five general categories of classroom participation were identified. During the second phase, the data were further analyzed in order to see the differences between American and international students in terms of their class participation according to these five categories. Results of data analysis revealed three main differences between American and international students' class participation in the observed graduate classroom setting. The first main difference involved the short answer/example and explanation categories, the second main difference involved the questions to the instructor/classmates for clarification/repetition and the questions to raise discussion categories, and the last main difference involved the answer/explanation assigned by the instructor category.

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Internationalization: Concepts, Complexities and Challenges

Cited by 150 publications

References 6 publications

Review on the Research Status of International Exchanges and Cooperation of Private Universities in China

Review on the Research Status of International Exchanges and Cooperation of Private Universities in China

Apple and oranges: Comparison of Taiwan higher education institutions’ internationalization

Class Participation of International Students in the U.S.A.

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