Between two worlds: local students in higher education and ‘scouse’/student identities

2008 ◽  
Vol 15 (3) ◽  
pp. 225-237 ◽  
Author(s):  
Clare Holdsworth
Keyword(s):  
Higher Education ◽  
Student Identities ◽  
Local Students

World class universities and international student mobility: Repositioning strategies in the Asian Tigers

2021 ◽  
Vol 16 (3) ◽  
pp. 295-317
Author(s):  
Anatoly V Oleksiyenko ◽  
Sheng-Ju Chan ◽  
Stephanie K Kim ◽  
William Yat Wai Lo ◽  
Keenan Daniel Manning
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Mobility ◽  
Global Science ◽  
Major Cluster ◽  
Knowledge Economies ◽  
Asian Tigers ◽  
World Class ◽  
Local Students ◽  
World Class Universities

A major cluster of economic engines that have changed Asian higher education, Hong Kong, Singapore, South Korea, and Taiwan have all developed high-income societies as well as world-class universities which linked local “knowledge economies” to global science and created hubs for international collaborations and mobility. However, there has been limited analysis of interdependencies between the rise of world-class universities and changes in the flows of international talent. This paper elaborates on the concept of higher education internationalization that aims at enhancing geopolitical equity in global mobility and re-positioning local students for improved access to the world-class excellence. The paper compares key themes and patterns that define the Tiger societies’ unique positions in the field of global higher education.

scholarly journals An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities

2020 ◽  
Vol 12 (16) ◽  
pp. 6419
Author(s):  
Yawen Han ◽  
Wenxuan Li ◽  
Min Bao ◽  
Xinyu Cao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Large Scale ◽  
Academic Programs ◽  
Faculty Members ◽  
Chinese Universities ◽  
Learning Attitudes ◽  
English Medium Instruction ◽  
Local Students ◽  
Depth Interviews

In recent years, as a response to the internationalization of higher education worldwide, China has begun to enroll international students to study at the tertiary level on an increasingly large scale. While the majority of the programs and courses are open to international students via Chinese as Chinese-medium instruction (CMI), there are also an increasing number of programs and courses delivered through English-medium instruction (EMI). In order to understand higher education multilingual contexts, this qualitative study examines how local students and faculty members make sense of their engagement with international students in three Chinese universities. In the study, we conducted in-depth interviews with 11 academics who worked with international students as project supervisors and 25 Chinese university students regarding their experiences of working with international students. The findings that emerged from the thematic analysis revealed that international students’ learning engagement was profoundly mediated by language barriers, cultural assumptions and the academic conventions in host institutions. The study revealed that Chinese academics are concerned about international students’ learning attitudes, their academic progress and a lack of participation due to their language ability. Local Chinese students also reported a lack of satisfaction in working with international students. Some of the local students felt that some international students may have been enabled to enroll in the academic programs as a result of national and university policies, which has led to a ‘dumbing down’ of the curriculum offered in English. The findings indicate that more needs to be done to promote mutual exchanges and better understanding among international students, Chinese faculty members and local students.

Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education

2019 ◽  
Vol 52 (2) ◽  
pp. 234-256
Author(s):  
Parisa Badrkhani
Keyword(s):  
Higher Education ◽  
Culturally Diverse ◽  
English Language ◽  
Cultural Backgrounds ◽  
Empathy Training ◽  
Multicultural Classroom ◽  
Diverse Classrooms ◽  
Students Attitudes ◽  
Local Students ◽  
Different Cultures

There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

scholarly journals The internationalisation of higher education in the regions: case of Latvia

2020 ◽  
Author(s):  
Inga Jekabsone ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
International Students ◽  
Case Studies ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Complex Concept ◽  
Internationalisation Of Higher Education ◽  
The Government ◽  
Local Students

Internationalisation is set as a horizontal priority of higher education in the context of the quality assurance by the government of Latvia. However, higher education institutions (hereinafter – HEI) in Latvia find it challenging to attract talented international students and academic staff, especially in the regions, thereby the internationalisation rates in HEI differ. The internationalisation is a complex concept – it is understood not only by the attraction of international students and academic staff, but also by internationalisation of local students and staff as well as by creation of inclusive environment for both – international and local students and staff. Taking into account before mentioned, the aim of the research is to analyse the dimensions of the internationalisation of regional HEI in Latvia. During the research, six regional HEI in Latvia were analysed in the context of diverse aspects of internationalisation. Recommendations to regional HEI were developed based on the analysis of case studies. The analysis showed that the internationalisation in the regional HEI in Latvia are mainly focused on attraction of international students and on student and academic staff mobility. At the same time, some of the regional HEI set the internalisation as a priority while others focus more on local students and regional needs. However, most of regional HEI in Latvia lag behind the average EU un national internationalisation rates.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

Learning Marketing in a Multicultural Context

2020 ◽  
pp. 131-146
Author(s):  
Duarte Xara-Brasil ◽  
Manuela Carvalho ◽  
Sandra Nunes
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Critical Analysis ◽  
Brand Management ◽  
Higher Education Institutions ◽  
Team Building ◽  
Academic Community ◽  
Cultural Backgrounds ◽  
Mobility Programs ◽  
Local Students

There has been an increasing degree of internationalization of several higher education institutions mainly under the ERASMUS context. Those mobility programs bring important gains in terms of students' competences to the Higher Education Institutions and to the employers, but there are also many constraints associated with the student's mobility process. The Setubal Brand Management is a multicultural pedagogical project that also promotes interpersonal skills and encourages a greater integration in the region and with local students. It includes students with diverse educational and cultural backgrounds. In this chapter, several specific pedagogical approaches were taken into account, such as: development of specific contents; implementation of different team-building actions; the inclusion of facilitating elements of communication; and the constitution of multicultural groups. A critical analysis of student perceptions and the sharing of the project with colleagues and with the academic community allowed implementation of several improvements.

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