The west, the rest and the knowledge economy: a game worth playing?

Kostrykina, Svetlana; Lee, Kerry Maree; Hope, John

doi:10.1080/13603108.2017.1372317

Cited by 5 publications

(4 citation statements)

References 29 publications

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“…My study finds that the faculty evaluation practices, like other higher education practices in Vietnam, are influenced by the country's dualism with combined market orientation (i.e., neoliberalism) and state-centralism (i.e., communism) (H. Tran, 2009). This challenges the Vietnamese policymakers' tendency to unquestioningly see the West or the Anglo-American knowledge economy paradigm as desirable (Kostrykina et al, 2018). Thus, many have been eager to follow it, without Second, my study extends the learning-oriented evaluation concept (Dahler-Larsen, 2009) by shifting its focus from programme evaluation to faculty evaluation.…”

Section: Theoretical Contributionsmentioning

confidence: 93%

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Nguyen¹

2022

Preprint

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The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics.

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Section: Theoretical Contributionsmentioning

confidence: 93%

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Nguyen¹

2022

Preprint

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“…The understanding and definition of internationalization are changing. Kostrykina et al (2017) offered a comparative overview on traditional and alternative perspectives on IHE. It is necessary to evolve internationalization into a more comprehensive, intentional, and inclusive process (de Wit, 2019).…”

Section: Internationalization Of Higher Education On the Institutiona...mentioning

confidence: 99%

“…Facing the evitable trend of globalization worldwide, nations and higher education institutions have adopted internationalization into their agenda and internationalized their higher education. Studies on the internationalization of higher education (IHE) are largely in the westernized English-speaking paradigm (Jones and de Wit, 2012) while non-western countries in the rest world (Kostrykina et al, 2017) do not get enough attention. The first of priorities proposed by Jones and de Wit (2012) was “to learn from other non-western national and cultural contexts” to “understand the full extent of internationalization as a phenomenon and what we can learn from each other to benefit students, employers and nations” (Jones and de Wit, 2012: 50).…”

Section: Introductionmentioning

confidence: 99%

Strategies and challenges to University Internationalization in Russia: A case study of S University

Hong

Xiao

2022

Policy Futures in Education

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Under the context of globalization and marketization, the internationalization of higher education has become a common pursuit of nations and higher education institutions. Nonetheless, current studies on the internationalization of higher education are still largely dominated by the westernized paradigm. There is relatively limited research on the internationalization of Russian higher education, especially on the strategies and challenges of internationalization at the institutional level. By conducting a case study of a Russian elite research university, this paper explores the strategies and challenges of internationalization of higher education in Russia. It finds there are some doubts behind the practice from the faculty’s perspective, which would be the improvement direction for future internationalization of Russian universities.

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“…Second, in the public view, the Eurocentric concept of internationalization was strongly associated with privatization and marketization of higher education (Logli, 2016;Sakhiyya, 2018), and for this reason, it was not universally accepted. Finally, internationalization was closely linked to Westernization and neocolonialism, stirring nationalistic sentiments and, therefore, the public pushback (Kostrykina et al, 2017). Metaphorically speaking, the "White Knights" of internationalization were not particularly welcomed in Indonesia and were often publicly scrutinized over their intentions.…”

Section: Healing Neocolonial Traumas: Sli In Indonesiamentioning

confidence: 99%

Overcoming the White Knight Complex: Social License and Internationalization for Society

Kostrykina

2021

Journal of Studies in International Education

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The article investigates the concept of internationalization in higher education for society (IHES) and discusses the role of social license to internationalize, its contextual variations, and implications for internationalization practices in New Zealand and Indonesia. The notion of social license to operate is common in the extraction and some service industries; however, the concept of social license to internationalize constitutes an innovative direction for research concerned with IHES and the global international education industry. Social license to internationalize emerged as a pivotal feature of internationalization practices in New Zealand and Indonesia. It reflected the public recognition of IHES, manifested in the cultural and social value of internationalization. The construction of social license to internationalize presented itself as a strategic priority for the governments and higher education institutions (HEIs) in both research settings. The conceptual underpinnings of social license to internationalize, and hence the means of constructing the latter varied depending on the local context, but they served a common purpose of reification of internationalization practices. The study of social license to internationalize contributes to a broader discussion on IHES and sheds lights on the mechanisms of building meaningful and mutually beneficial connections between the stakeholders of the global international education industry and the wider public.

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The west, the rest and the knowledge economy: a game worth playing?

Cited by 5 publications

References 29 publications

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Strategies and challenges to University Internationalization in Russia: A case study of S University

Overcoming the White Knight Complex: Social License and Internationalization for Society

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