Internationalization, Mobility and Englishization in Higher Education Across OECD Countries

Toprak, Tuğba Elif

doi:10.32329/uad.490903

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Recent research and reviews that examined the issues of internationalisation and Englishisation of higher education explored these concepts in the contexts of East Asia , North Africa and the Middle East (Curle et al, 2022) and Europe (Wilkinson & Gabriëls, 2021). In the European context, country-specific investigations included Spain (Sabaté-Dalmau, 2016), Italy (Murphy & Zuaro, 2021), Estonia and Latvia (Soler & Rozenvalde, 2021) and Turkiye (Mert et al, 2023;Sahan, 2021;Toprak, 2019).…”

Section: Englishisation and Internationalisation Of Higher Educationmentioning

confidence: 99%

Perspectives of business stakeholders about EMI in Turkiye

Yuksel,

Altay

2023

JEMI

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EMI programmes have grown exponentially in various parts of the world. While the reasons for the growth in EMI programmes have been commonly discussed, the consequences or outcomes of EMI studies did not attract too much attention. Moreover, various stakeholders of EMI, such as students, lecturers, parents and administrators, have been examined, but the stakeholders in industry have received less consideration. Motivated by the necessity for a deeper investigation of the business stakeholders’ opinions about EMI, this study examined the perspectives of business stakeholders about EMI programmes and their graduates in Turkiye. Semi-structured interviews were conducted with 12 company managers and 12 human resources (HR) supervisors from a range of large, medium and small companies. Our findings revealed that recruiters perceived obtaining a degree from an English-taught programme as an important aspect of human capital taken together with other factors such as prior working experience, certificates and/or further training. Nevertheless, company managers and HR supervisors occasionally had different perspectives regarding EMI graduates’ English proficiency levels, which might be a sign of these stakeholders’ different perceptions towards EMI graduates and their language proficiency.

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Section: Englishisation and Internationalisation Of Higher Educationmentioning

confidence: 99%

Perspectives of business stakeholders about EMI in Turkiye

Yuksel,

Altay

2023

JEMI

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Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs

Abdel Latif,

Ali El Deen

2024

Humanit Soc Sci Commun

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Compared to the other English medium instruction (EMI) issues, assessment has received very scant research attention. A complex issue in EMI assessment relates to the role of English in measuring learning outcomes, and whether or not language should be assessed along with technical content. Combining questionnaire and semi-structured interviewed data, this study explored the English-related assessment practices and beliefs of native-Arabic and non-native-Arabic faculty members teaching EMI scientific majors at eight Saudi universities. Two hundred and forty-nine faculty members completed the questionnaire, whereas 20 faculty members were interviewed. The results showed that the content teachers do not give much weight to language quality when evaluating students' written or oral performance. Compared to native-Arabic peers, the non-native-Arabic teachers, who intuitively have little or no translanguaging in their instruction, were found to pay slightly more attention to evaluating students' English and to considering it in assessing students' academic performance. Meanwhile, the interviews revealed that the teachers' negative language-related assessment attitude has been shaped by the view that they are non-responsible for correcting students' English, and by the too many language errors noted in students' performance. Finally, the teachers' highly-rated language assessment self-efficacy beliefs did not match their actual assessment practices.

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Impact of English language as a human capital in the higher education institutions’ development strategy

Naka¹,

Spahija²

2022

CBSR

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Entirely evident, the English language is dominating the academic world, and higher education institutions’ development apparently depends on this skill. As Rhekhalilit and Lerdpaisalwong (2019) point out, “In the era of globalization, English has played a significant role as a global language in different communicative aspects, especially in international academic exchange among scientists, scholars, and researchers” (p. 336). The study aims to highlight the importance of English foreign language (EFL) and its role in the professional and academic development of university lecturers and the development of higher education institutions (HEI) in non-English speaking countries. The study used the qualitative method, and the data were extracted through semi-structured interviews, the data of which are presented in a way of descriptive analysis by writing the opinions of the interviewees in the form of quotes. The findings show that the academic staff strongly supports the role that the English language has in meeting these standards, which directly affects their professional development and the institution’s development they represent. In addition, the study tends to raise the motivation in improving the level of the English language among academic staff, since it concludes this ability is also considered to be a human capital in institutions of higher education. The relevance of EFL knowledge by academic staff in HEI is related closely to the institutional development goals.

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Internationalization, Mobility and Englishization in Higher Education Across OECD Countries

Cited by 3 publications

References 17 publications

Perspectives of business stakeholders about EMI in Turkiye

Perspectives of business stakeholders about EMI in Turkiye

Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs

Impact of English language as a human capital in the higher education institutions’ development strategy

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