Motives and Measures of Higher Education Internationalisation: A Case Study of a Canadian University

Abstract

Internationalisation is the inclusion of international, intercultural and global dimensions into the objectives, policies and practices in the delivery of postsecondary education. The objective of the research was to investigate the types of partnerships and internationalisation approaches that exist in higher education, the motives of internationalisation and the most appropriate approaches to measuring the quality and progress of internationalisation in higher education. A number of studies on internationalisation have been carried out. However, there is a limit on the scale and amount of research undertaken on measuring the output of internationalisation in higher education, in particular in the context of the Canadian higher education system. This paper is based on case study research to determine the motives of internationalisation in higher education in a Canadian university and it uses the Knight Internationalisation Tracking Measure to test the quality and progress of internationalisation in the university. The research entailed document analysis, interviews and surveys which were designed to gather data on internationalisation practices and objectives from university staff involved in the management of internationalisation and international partnerships. The content of the interviews and surveys were based on the measures defined by the Knight Internationalisation Tracking Measure. The research found that higher education institutions are motivated by the prospects of attracting additional income to make-up for the reduction in government funding. In addition, internationalisation offers access to staff development opportunities, internationalisation of the curriculum, and wider benefits leading to societal development. These findings and recommendations are drawn from a single case study.

Quais razões motivam a internacionalização das instituições de educação superior brasileiras? Análise de instituições vinculadas a uma associação de educação internacional

“…Em pesquisa em uma universidade canadense, por exemplo, três principais motivações para a internacionalização foram identificadas: (i) prestígio; (ii) apoio acadêmico e científico a necessidades de empresas da região e (iii) produção de receita, sendo esta última dominante e imprescindível para complementar o financiamento estatal (Yesufu, 2018). Outro estudo em uma universidade australiana chegou à conclusão semelhante: de todas as razões encontradas, a motivação econômica é o principal motor da internacionalização e, mesmo quando estratégias não econômicas são mencionadas, seu fim último é relacionado ao acesso a recursos (Fischer & Green, 2018).…”

“…(Knight, 2004(Knight, , 2012MRE, n.d.) 4 Econômicas (relacionadas ao crescimento econômico e à competitividade; ao mercado de trabalho; a incentivos financeiros) (Knight, 2004(Knight, , 2012 4.1 Produzir receita através de matrículas e mensalidades de estudantes pagantes. (Fischer & Green, 2018;Knight, 2004Knight, , 2012Yesufu, 2018) 4.2 Preparar estudantes para um mundo globalizado e melhorar a empregabilidade dos estudantes. (Brasil, 2014;MRE, n.d.;Sandström & Hudson, 2018)…”

Convergence between 21st Century Skills and Entrepreneurship Education in Higher Education Institutes

“…Although, different school of thoughts, embedded in social and cultural views, in their attempt to define entrepreneurship represents the development and transformation of behavioral change that leads to knowledge creation (Mwasalwiba, Dahles, & Wakkee, 2012;Yesufu, 2018). On the other hand, the role of entrepreneurship education that accelerate entrepreneurial activities in the community reflects the economic view of point (with entrepreneurship seen as a panacea to a range of economic problems, especially job creation).…”

Measuring Social Innovation for Education and Resource Development in Refugee Camps: A Conceptual Study

“…The UNHCR has 41 humanitarian partner organisations which have existing projects for training refugees in economic skills, from crafts training, teacher training, environmental and entrepreneurship training (UNHCR, 2018). The application of internationalised training for human resource development is essential for the economic survival of the residents in the camp and to keep residents engaged (Yesufu, 2018). The training services help to build self-confidence and perceptions of mutual trust and respect between the residents of the camp and the managers of the camp (Yesufu, 2016).…”