Strategic, competitive, and co-operative approaches to internationalisation in European business schools

Internationalisation as a Strategy to Improve the Quality of Higher Education in Small States: Stakeholder Perspectives in Lithuania

“…Bremer and van der Wende (1995) suggest that graduates of internationalised curricula are better prepared than others for employment in contemporary firms, but an alternative argument is that domestic students might not benefit from internationalised curricula and activities if they do not intend to work abroad or engage with jobs that require international competencies (Bennett and Kane, 2011;Bennett and Kottasz, 2011).…”

“…DiMaggio and Powell (1983) identified three mechanisms through which institutional isomorphic change occurs: (1) Coercivepressures from other organisations upon which a university is dependent, such as governments; (2) Mimetic -imitation as a response to minimise risks and cope with uncertainties; and (3) Normative -the process of professionalisation within an organisational field to achieve legitimisation. Bennett and Kottasz (2011) found that resource availability and institutional priorities were possible antecedents of competitive and strategic orientations towards internationalisation, in addition to coercive, mimetic and normative influences.…”

“…Graduates of internationalised programmes should be better able to think globally, to communicate effectively across cultures and national frontiers, to understand foreign business standards and practices, and hence should be more employable (Elkin et al, 2008;Killick, 2008;Bennett and Kane, 2011;Bennett and Kottasz, 2011). Bremer and van der Wende (1995) suggest that graduates of internationalised curricula are better prepared than others for employment in contemporary firms, but an alternative argument is that domestic students might not benefit from internationalised curricula and activities if they do not intend to work abroad or engage with jobs that require international competencies (Bennett and Kane, 2011;Bennett and Kottasz, 2011).…”

Conceptual Model of the Educational Presumptions of the Coordination of Collaboration and Competition Capabilities in Dancesport

“…Collaboration and competition were considered incompatible in the theory of educational science for a long time, but it has been stated recently (Bennett & Kottasz, 2011;Muijs & Rumyantseva, 2014) that collaboration is manifested in the environment of learning, which competition is also characteristic…”

Internacionalização dos Programas de Pós-Graduação Stricto Sensu em Administração no Brasil

“…Alianças institucionais permitem uma rápida entrada nos mercados estrangeiros e a aquisição de conhecimento em novos métodos pedagógicos e em pesquisa desenvolvidos em outros lugares, por exemplo, através do uso de currículos e de programas de ensino do parceiro (BENNETT; KOTTASZ, 2011) A segunda abordagem da internacionalização seria pela competitividade, principalmente após o acirramento da concorrência no mercado da educação, a partir dos anos de 1990. Bennett e Kottasz (2011) destacam que as manifestações de uma abordagem competitiva poderiam incluir: a busca constante de nichos de mercado nos países em desenvolvimento; a implementação de modos especiais e mais flexíveis de estudo para estudantes estrangeiros; a criação de novas unidades em países estrangeiros, sem o envolvimento de parceiros locais; a concessão de incentivos para premiar funcionários que implementem, com sucesso, operações estrangeiras; corte de preço (das taxas de estudante que algumas universidades cobram dos alunos); a contratação de agentes de recrutamento estrangeiros para realizar marketing agressivo e forte publicidade em outros países; e, por fim, a alavancagem promocional de reputação superior de uma instituição em mercados de moeda estrangeira.…”