Is university internationalization bad for performance? Examining two different types of diversity

Lauring, Jakob; Selmer, Jan

doi:10.1016/j.ijer.2011.02.002

Cited by 20 publications

(13 citation statements)

References 75 publications

(77 reference statements)

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“…This situation has enabled to reach a judgment that the hypothesis established in this research has been supported. This situation coincides with the previous studies (Mamiseishvili & Rosser, 2010;Lauring & Selmer, 2010).…”

Section: Discussionsupporting

confidence: 94%

“…Furthermore considering the internationalisation of today's universities, group members with different national backgrounds will be benefical for group performance. The benefit will not be limited to the konwledge and experience of academicians but also include language skills (Lauring & Selmer, 2010). Moreover, previous network ties of foreign academicians would contribute to the available resources, information, and the publication rate Studies on the effects of cultural diversity began in the 1960s.…”

Section: Cultural Diversity-performance Relationshipmentioning

confidence: 99%

“…Barjak & Robinson (2008) have found that academic research teams at the middle level cultural diversity are more successful. Looking at 16 sections of three universities in Denmark, Lauring and Selmer (2010) found that cultural diversity has a positive influence on satisfaction and performance. More relevant to this research, Mamiseishvili and Rosser, (2010) have found that international diversity had a positive impact on performance.…”

Section: Cultural Diversity-performance Relationshipmentioning

confidence: 99%

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The Impact of Cultural Diversity on the Academic Performance: A Study on Turkish Universities

Turgut¹

2016

IBR

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Universities as science production centers are institutions that bring diverse information together. It is noteworthy that no longer these institutions have more international and heterogeneous structures. Qualified foreign academicians with the educational culture of a different country get universities stronger with these differences and knowledge, and improve the universities' academic performance. Considering this idea in this research the effect of the number of foreign academicians to the academic performance of universities is investigated. For this purpose, the effect and correlation between performance rates of 130 universities of Turkey and the number of the foreign academicians, which is evaluated by University Ranking by Academic Performance Research Laboratory (URAP), have been revealed with correlation and regression analysis. As a consequence, a positive and weak relationship was determined between the number of foreign academicians and performance. Also the number of the foreign instructors affects the performance of the universities positively.

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Section: Discussionsupporting

confidence: 94%

Section: Cultural Diversity-performance Relationshipmentioning

confidence: 99%

Section: Cultural Diversity-performance Relationshipmentioning

confidence: 99%

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The Impact of Cultural Diversity on the Academic Performance: A Study on Turkish Universities

Turgut¹

2016

IBR

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“…However, they have worked in this country for several years. Therefore, in a subsequent study, it would be interesting to test LeP across cultural diversity as it is believed that Asians and Westerners think differently (Lauring & Selmer, 2010;Selinger, 2004). Moreover, Marquardt and Kearsley (1999) even claim that teaching methodologies suited for Western cultures may be totally ineffective in non-Western cultures.…”

Section: Conclusion and Future Researchmentioning

confidence: 99%

Lecturer e-Training Program to Support University Teaching | Programme d’e-formation pour les chargés de cours pour appuyer l’enseignement universitaire

Chang-Tik

2018

CJLT / RCAT

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This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It was compulsory for all lecturers in this university to enrol in LeP. The data collection involved distributing questionnaires to all 36 lecturers. After that, 16 lecturers were selected at random for one-to-one structured interviews. In this study, it was found that LeP contributed significantly to the lecturer preparation for student-centred teaching, in particular, Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning). Lecturers in this university were mostly homogeneous with regard to culture. It would be interesting to test LeP across cultural diversity as it was believed Asians and Westerners think differently. RésuméLe présent article vise à explorer la mesure dans laquelle le Programme d'e-formation (Lecturer e-Training Program) appuie les chargés de cours dans leur préparation pour un enseignement centré sur l'étudiant. Le Programme a été réalisé en mode hybride, c'est-à-dire avec un module d'apprentissage en ligne à rythme libre, qui a été suivi d'une discussion interactive en ligne et finalement d'un apprentissage par l'action réalisé en personne. Tous les chargés de cours de cette université devaient s'inscrire au Programme. La collecte de données a consisté à distribuer des questionnaires aux 36 chargés de cours. Ensuite, 16 d'entre eux ont été choisis au hasard pour des entrevues structurées en tête-à-tête. Dans cette étude, on a conclu que le Programme contribuait de façon importante à la préparation du chargé de cours pour un enseignement centré sur l'étudiant, particulièrement le deuxième stade (discussion en ligne) et le troisième (apprentissage par l'action réalisé en personne). La culture des chargés de cours de cette université était surtout homogène. Il serait intéressant de tester le Programme à travers une diversité culturelle, car on croit que les personnes asiatiques et occidentales pensent différemment.

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“…Internationalization is a focal point within education systems around the globe, primarily in higher education where this concept has been widely researched, discussed, and applied (Deardorff, Wit, Heyl, & Adams, 2012;Lauring and Selmer, 2010). Other educational contexts, such as primary and lower secondary schools (referred to as 'schools' in the following), are also displaying a burgeoning interest in internationalization, although research remains scarce (Byram, 2012;Heidemann, 1999aHeidemann, , 1999bYemini, 2012Yemini, , 2014Yemini & Giladi, 2015).…”

Section: Introductionmentioning

confidence: 99%

Internationalization in schools—Perspectives of school leaders

Egekvist

Lyngdorf

2017

International Journal of Educational Research

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Is university internationalization bad for performance? Examining two different types of diversity

Cited by 20 publications

References 75 publications

The Impact of Cultural Diversity on the Academic Performance: A Study on Turkish Universities

The Impact of Cultural Diversity on the Academic Performance: A Study on Turkish Universities

Lecturer e-Training Program to Support University Teaching | Programme d’e-formation pour les chargés de cours pour appuyer l’enseignement universitaire

Internationalization in schools—Perspectives of school leaders

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