Making internationalization of higher education a national strategic focus

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Evelyn Chiyevo Garwe ◽  
Juliet Thondhlana
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
International Development ◽  
Policy Development ◽  
National Development ◽  
Theory Of Change ◽  
Internationalization Of Higher Education ◽  
Content Type ◽  
Holistic Understanding ◽  
Strategic Focus

PurposeThis paper contributes to knowledge on the internationalization of higher education (HE) through presenting a “lived” experience on how to optimize internationalization outcomes through national internationalization policy development.Design/methodology/approachThis paper uses a case study of Zimbabwe to qualitatively chart a strategic focus to internationalization through incorporating the theory of change (ToC) approach to national (government) policy development.FindingsThe paper details the context, challenges, rationales, approaches, priorities and processes that guided IHE policy development in Zimbabwe. It underscores the importance of baseline research and benchmarking in propelling an evidence-based and participatory approach to IHE policy development.Research limitations/implicationsThe methodology and framework used here makes it possible to draw comparisons in similar settings in a way that enables a more holistic understanding of the complexities and practicalities of national internationalization policy development.Practical implicationsThe study can assist nations to take a strategic approach to guide institutional internationalization responses. In doing so, researchers and HE stakeholders in similar national contexts can learn valuable lessons from the study.Social implicationsInternationalization is increasingly becoming a policy imperative for HE in pursuit of quality as well as fostering sustainable national development (Craciun, 2018). Higher education institutions (HEIs) are recognized as key drivers of sustainable national and international development through the production of quality graduates with “global competencies.”Originality/valueThe study contributes to the growing research interest on strategic approaches to internationalization targeting specific national experiences.

Internationalization of higher education in Cambodia: toward an agenda for higher education development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Say Sok ◽  
Rinna Bunry
Keyword(s):  
Higher Education ◽  
Research Collaboration ◽  
National Development ◽  
Fine Tuning ◽  
Internationalization Of Higher Education ◽  
Policy Statement ◽  
Education Development ◽  
Higher Education Development ◽  
Content Type ◽  
Policies And Practices

PurposeThis paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.Design/methodology/approachThis paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.FindingsSystematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.Practical implicationsWithout comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.Originality/valueThere are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

Internationalization of higher education in Vietnam: current situations, policies, and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jung Hyun Ryu ◽  
Anh Thuy Nguyen
Keyword(s):  
Higher Education ◽  
National Level ◽  
Asia Pacific ◽  
Policy Framework ◽  
Internationalization Of Higher Education ◽  
Education Reforms ◽  
Content Type ◽  
Higher Education Reforms ◽  
Internationalization At Home ◽  
At Home

PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.

Educational use of free and open source software (FOSS): international development and its implications for higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chenggui Duan ◽  
Tracy K. Lee
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Open Source ◽  
International Development ◽  
Open Source Software ◽  
Relevant Literature ◽  
Control Cost ◽  
Content Type ◽  
Teachers And Students ◽  
Education In Hong Kong

Purpose Free and open-source software (FOSS) has been used worldwide because of the advantages of user control, cost-saving, flexibility, openness, freedom, more security and better stability. The purpose of this study is to explore the status quo of educational application of FOSS and the trends from international perspectives and its implications for higher education in Hong Kong. Design/methodology/approach The method of cluster analysis was used in this study. The Web of Science database was used as the data source and all relevant literature for the year 2010–2020 on the theme of “FOSS” was collected for analysis. The information visualization software CiteSpace was used for citation visualization analysis, revealing the research results of FOSS worldwide, including hot spots and development trends. Findings This paper found that FOSS has become an important research area and is playing an important role in the reform and development of education. Meanwhile, the development and application of FOSS have regional imbalances and strong differentiation, including the educational sector. The paper also found that although FOSS has entered the stage of interdisciplinary development, the research and development of FOSS in the field of education is insufficient, which poses a huge challenge to decision-makers, teachers and students. Originality/value Implications for higher education in Hong Kong including: attach importance to and vigorously promote FOSS research and practice to benefit more teachers and students; teachers and students need to be trained for acquiring the awareness and skills of FOSS applications and formulate different strategies; the government should provide greater support to formulate and implement a short and middle-term development plan to facilitate the application of FOSS; and Hong Kong higher education institutions may strengthen exchanges and cooperation with counterparts around the world to jointly promote the development of FOSS. It is hoped that the findings will provide a reference for the study and application of FOSS in higher education in Hong Kong.

From surviving to thriving: how does that happen

2015 ◽  
Vol 10 (5) ◽  
pp. 337-348 ◽  
Author(s):  
Mark Bertram ◽  
Sarah McDonald
Keyword(s):  
Lived Experience ◽  
Peer Support ◽  
Policy Development ◽  
Well Being ◽  
Service Users ◽  
Content Type ◽  
Employment Education ◽  
Vocational Goals ◽  
The Impact

Purpose – The purpose of this paper is to explore what helped seven people in contact with secondary mental health services achieve their vocational goals, such as: employment, education, training and volunteering. Design/methodology/approach – The authors used the practice of co-operative inquiry – staff and peer supporters co-designed an evaluation of vocational and peer support work with service users. Findings – Service users experienced invalidating living conditions that caused serious distress. These life struggles included: isolation, trauma events and stigma. The impact involved distressing emotions such as: despair, fear, pain and confusion. In contrast, when service users experienced supportive validating conditions (trusting relationships, engaging in valued activity and peer support) they reported being able to learn, change and grow – finding their own way forward, to improve well-being and quality of life. Research limitations/implications – Qualitative analysis from in-depth interviews revealed a range of consistent themes that enabled the authors to visually represent these and “begin” developing a model of change – grounded in lived experience. Further research is required to develop this model. Originality/value – The development of a model of change grounded in an invalidation/validation framework offers a different approach – in terms of how people are perceived and treated. This has relevance for Government policy development, clinical commissioning groups and practitioners.

scholarly journals Reconstructing my identity

2018 ◽  
Vol 7 (3) ◽  
pp. 235-246 ◽  
Author(s):  
Elaine Campbell
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Lived Experience ◽  
Academic Identity ◽  
Depression And Anxiety ◽  
Content Type ◽  
Self Identity ◽  
Personal Story ◽  
Loss Of Self ◽  
University Setting

Purpose The purpose of this paper is to offer an insight into mental health illness in academia, and its impact on academic identity. Design/methodology/approach The study adopts an evocative autoethnographic approach, utilising diary entries collected during the author’s three-month absence from her university due to depression and anxiety. A contemporary methodology, autoethnography seeks to use personal experience to provide a deeper understanding of culture. In this personal story, the author explores her decline in mental health and subsequent re-construction of her academic identity in order to enhance understanding of the organisational culture of higher education. Findings This paper illustrates how, rather than being an achievement, academic identity is an ongoing process of construction. Although mental health illness can contribute to a sense of loss of self, identity can be re-constructed during and after recovery. Autoethnographic explorations of depression and anxiety in higher education provide a deeper understanding of an often stigmatized issue, but researchers should be alive to the political and ethical pitfalls associated with deeply reflexive research. Originality/value There is little autoethnographic research on mental health illness in a university setting. This paper offers unique insights into the lived experience of depression and anxiety in the context of academic life, through the lens of academic identity.

Conceptualising quality following conflict: Afghanistan’s higher education policy

2019 ◽  
Vol 9 (4) ◽  
pp. 441-451
Author(s):  
Daniel Couch
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Quality Assurance ◽  
Education Policy ◽  
Low Income ◽  
Higher Education Policy ◽  
National Development ◽  
Structured Interviews ◽  
Content Type ◽  
Critical Conversation

Purpose The purpose of this paper is to examine the dominant conceptualisation of quality in Afghanistan’s higher education strategic planning and policies, and consider the implications a broader conceptualisation of quality might have within Afghanistan’s conflict-affected context. Design/methodology/approach Drawing on data from document analysis and semi-structured interviews, the author identifies the dominant policy conceptualisation of quality. Findings The dominant conceptualisation of quality in Afghanistan’s higher education policy documents aligns with the sector’s primary policy purpose of promoting economic growth. However, quality assurance processes were developed with significant input from international actors, and replicate global norms for quality assurance. Whilst this is important for validity and legitimacy, at the same time it can be delegitimising for local stakeholders, and can limit opportunities for conceptualisations of quality which genuinely engage with the particularities of Afghanistan’s broader conflict-affected social context. Research limitations/implications Introducing conceptualisations of quality in Afghanistan’s higher education policy which de-centre economic growth, and rather re-position social goals of cohesion and political sustainability as a central understanding of quality higher education, opens possibilities for the sector’s contribution towards national development. Originality/value There is limited published research into conceptualisations of quality within low-income and conflict-affected higher education contexts in general, and Afghanistan in particular. This paper intends to extend a critical conversation about the non-economic dividends a quality higher education sector can offer in such contexts.

A self-assessment tool for social responsibility in higher education. Reporting on a national policy development process in Portugal

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susana Fonseca ◽  
Joana Lobo Fernandes
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Policy Development ◽  
Development Process ◽  
Assessment Tool ◽  
National Policy ◽  
Green Paper ◽  
Self Assessment ◽  
Content Type ◽  
Policy Development Process

Purpose Providing higher education institutions (HEIs) with a tool for self-assessing their social responsibility (SR) that generates the information and knowledge necessary to a strategic approach to adopting the Green Paper recommendations about the SR of HEIs. Setting out the collaborative policy development process to construct the tool “Indicators of SR of HEIs” (ISRHEI).[AQ1] Design/methodology/approach After a literature review, including self-assessment (SA) tools and leading guidelines, a working group of 24 Portuguese HEIs was created to co-construct the ISRHEI tool, which was then subject to validation in a pilot study. Findings There are 34 indicators in the ISRHEI tool, structured by sequential levels according to the HEI alignment with SR (policies, procedures, practices and monitoring along a strategic continuum) hoping to achieve impacts on the organisational, educational, cognitive and social level. Originality/value This is an innovative and national policy development process for SR in Portugal. It gives insights into guiding documents, SA indicators for SR and the process of developing consensus on this topic amongst 24 HEIs in Portugal. The ISRHEI tool is tailored to the specific characteristics and level of development of HEIs.

Internationalization of higher education institutions: the underestimated role of faculty

2019 ◽  
Vol 33 (2) ◽  
pp. 300-316 ◽  
Author(s):  
Marcello Romani-Dias ◽  
Jorge Carneiro ◽  
Aline dos Santos Barbosa
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Sample Selection ◽  
Personal Characteristics ◽  
Internationalization Of Higher Education ◽  
Content Type ◽  
Individual Level ◽  
Academic Activities ◽  
The Individual

Purpose The purpose of this paper is to deal with the topic internationalization of higher education institutions (IHEI), in terms of the research they engage in. The main motivation for the study is to understand the role of researchers in the internationalization of the institutions in which they work through the academic activities they perform. Based on the assumption that each of the researcher’s internationalization activities leads, to some extent, to a greater internationalization of HEI in which it operates, the following question was proposed: Do researchers’ personal characteristics and academic activities affect the internationalization of their (higher education) institutions? Design/methodology/approach This qualitative study adopted as main methods a review of the literature on internationalization of higher education and in-depth interviews based on a semi-structured script with an intentional sample. A sample of 16 researchers was selected for interview using the snowball technique of sample selection. Findings The paper provides theoretical and empirical insights into the characteristics of researchers that influence the internationalization of HEIs. These include the researchers’ international academic experience; insertion in international collaboration networks; international co-authorship; and experience in international publications. These are the four main factors that emerge at the individual level (researcher) that positively impact IHEI. Originality/value The paper responds to a gap found in the literature on the underestimated role of researchers in the internationalization process of HEIs in which they work.

Innovation and alliances in international management programmes; redefining and extending the model

2015 ◽  
Vol 8 (2) ◽  
pp. 92-108
Author(s):  
Mark Thomas ◽  
Patrick O'Sullivan ◽  
Martin Zahner ◽  
Joelle Silvestre
Keyword(s):  
Higher Education ◽  
International Education ◽  
International Development ◽  
Learning Experience ◽  
International Management ◽  
Business Community ◽  
International Exchange ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
The Creation

Purpose – The purpose of this paper is to describe an innovative international management programme that has been developed across four countries for Master-level students. It first analyses the advantages and disadvantages of two of the most common forms of internationalisation in higher education; the student exchange and full-scale offshore campus model. It then shows how one programme at Grenoble Ecole de Management (GEM) has been designed to capture the best parts of both models in the creation of a hybrid, transcontinental programme. This has resulted in the creation of high quality international education for a large number of students whilst further developing a stronger alliance network between faculties and the business community. Design/methodology/approach – The paper analyses the advantages and disadvantages of two forms of internationalisation. From there, it draws upon a case study of a hybrid programme based on discussions with faculty and students from four internationally accredited business schools in Vancouver, New York, Grenoble and Beijing. It is supplemented with research on the development of international higher education. Findings – International exchange programmes and offshore international campuses can enrich the learning experience for students. However, there are limitations to both models. A hybrid model, though more complex to develop may have a much deeper impact on student learning and faculty development while also offering graduates a greater number of international employment opportunities. The paper outlines some best practices and preliminary learning outcomes. Research limitations/implications – The transcontinental project is relatively new being in its third year. Initial results are very positive, but the full implications will be understood in the coming years. Practical implications – The paper outlines a framework for joint academic programmes overseas. It demonstrates that by assessing the pros and cons of different forms of international development, a third way can be designed to ensure a richer experience for students, faculty and the business community. Originality/value – The programmes are designed to include a greater number of stakeholders and involve teaching, research and corporate participation. This contrasts with many international ventures in higher education institutions that may deal with only one aspect. The paper gives a clear framework for the creation of such programmes. It will be of value to academics, administrators and directors wishing to innovate in their international development for the benefit of their students and faculty.

scholarly journals Uzbekistan: New Milestones of Higher Education Internationalization

2021 ◽  
Vol 30 (10) ◽  
pp. 157-168
Author(s):  
E. F. Troitskiy ◽  
S. M. Yun
Keyword(s):  
Higher Education ◽  
Education System ◽  
National Development ◽  
Internationalization Of Higher Education ◽  
Education Policies ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
Higher Education Policies ◽  
Higher Education Internationalization ◽  
Russian Universities

Modern Uzbekistan undergoes wide-scale social and economic reforms that include the modernization of higher education system. This paper aims at evaluating the actual and potential impact of the reforms in Uzbekistan’s higher education on the Russian universities’ opportunities to export education to Uzbekistan. Accordingly, the paper traces the evolution of the national higher education system under President Islam A. Karimov (from 1991 to 2016), analyzes the new priorities of higher education policies set by his successor Shavkat M. Mirziyoyev, shows their interlinkages with the transition to a new model of national development, and focuses on the objectives and instruments of higher education internationalization. Theoretically and methodologically, the research relies on the concepts of internal and external internationalization of higher education, Clark’s model of higher education system elements, and Trow’s concept of higher education massification levels. The authors show the scale and interconnectedness of higher education challenges that have been developing in Uzbekistan in the course of the 25 years of its independence. The authors argue that higher education internationalization has become a way to achieve a number of objectives, in particular to improve the quality of higher education, orient it to massification, make it more accessible in the country’s regional centers. The paper shows the parameters of internal and external internationalization of higher education in Uzbekistan that has demonstrated the unprecedented dynamics in post-Soviet countries. The paper underlines that the policy of rapprochement with Russia launched by Tashkent in 2016 has created exceptionally beneficial opportunities for Russian universities to work in Uzbekistan and attract Uzbek students. Four mid-term scenarios of higher education internationalization in Uzbekistan are suggested.

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