Examining students’ reflections on a collaborative online international learning project in an ICLHE context

System ◽  
2022 ◽  
pp. 102714
Author(s):  
María Ángeles Mestre-Segarra ◽  
Miguel F. Ruiz-Garrido
Keyword(s):  
International Learning

An International Learning Experience: Looking at Multicultural Competence Development through the Lens of Relational-Cultural Theory

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Syntia Santos Dietz ◽  
Kylie Dotson-Blake ◽  
Daniel Enselman ◽  
Leslie Jones ◽  
Edward Sexton ◽  
...  
Keyword(s):  
Multicultural Competence ◽  
Cultural Theory ◽  
Learning Experience ◽  
Competence Development ◽  
Relational Cultural Theory ◽  
International Learning

scholarly journals Benchmark of the Trends of Spatial Inequality in World Megaregions

2021 ◽  
Vol 13 (11) ◽  
pp. 6456
Author(s):  
Ziqi Liu ◽  
Ming Zhang ◽  
Liwen Liu
Keyword(s):  
United States ◽  
High Speed ◽  
Investment Strategy ◽  
The United States ◽  
Spatial Inequality ◽  
Theil Index ◽  
High Speed Rail ◽  
International Learning ◽  
Regional Product ◽  
Index Measure

There have been growing concerns around the world over the rising spatial inequality (SI) amid fast and vast globalization. This paper presents an effort to benchmark the conditions and trends of spatial inequality in 37 megaregions in the United States, Europe, and China. Furthermore, the study selected three megaregion examples and analyzed the effect of developing high-speed rail (HSR) as an infrastructure investment strategy on reshaping the spatial pattern of job accessibility. The study measures spatial inequality with the Theil index of gross regional product and with the rank-size coefficient of polycentricity. Results show that spatial inequality exists and varies in magnitude within and between megaregions. On average, Chinese megaregions exhibited the level of spatial inequality about two times or more of those in the U.S. and European megaregions. The decade between 2006 and 2016 saw a decrease in the Theil index measure of megaregional inequality in China, but a slight increase in the United States and Europe. Fast growing megaregions exhibit high levels and rising trends of spatial inequality regardless of the country or continent setting. HSR helps improve mobility and accessibility; yet the extent to which HSR reduces spatial inequality is context dependent. This study presents a first attempt to assess and compare the spatial inequality conditions and trajectories in world megaregions aiming at promoting international learning.

Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joris Boonen ◽  
Ankie Hoefnagels ◽  
Mark Pluymaekers ◽  
Armand Odekerken
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Intercultural Competence ◽  
Competence Development ◽  
Content Type ◽  
Home Institution ◽  
Internationalisation At Home ◽  
International Learning ◽  
At Home

PurposeThe authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.Design/methodology/approachThe authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.FindingsThe results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.Research limitations/implicationsThis study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.Practical implicationsBased on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.Originality/valueThis paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

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