scholarly journals Understanding Internationalization at Home: Perspectives from the Global North and South

2018 ◽  
Vol 18 (2) ◽  
pp. 200-217 ◽  
Author(s):  
Joana Almeida ◽  
Sue Robson ◽  
Marilia Morosini ◽  
Caroline Baranzeli
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Research Policy ◽  
Three Dimensions ◽  
Future Research ◽  
Bottom Up ◽  
Practical Applications ◽  
Conceptual Clarity ◽  
Internationalization At Home ◽  
At Home

Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications. This paper aims to shed empirical insight into how this concept is understood by higher education staff. It follows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimensions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teaching and learning aspects, and (3) personal experiences of the social actors involved in internationalization processes. Within these dimensions, four baseline features should be considered for a bottom-up understanding of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH. Implications for future research highlight the importance of furthering empirically grounded definitions of IaH via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it represents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-, meso- and micro-contextual conditions and needs.

scholarly journals Europe Calling: A New Definition for Internationalization at Home

2015 ◽  
pp. 12-13 ◽  
Author(s):  
Jos Beelen ◽  
Elspeth Jones
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Institutional Policies ◽  
Learning And Teaching ◽  
European Higher Education ◽  
Internationalization At Home ◽  
Definition Of ◽  
Programs Of Study ◽  
Common Understanding ◽  
At Home

The increasing importance of the concept of internationalization at home is not only manifest in the educational policy of the European Commission, in emerging national policies and in institutional policies of European higher education institutions (HEIs), but most of all in educational practice.Since the existing definition of internationalization at home does not offer much support for those who are working on its implementation, the authors have proposed a new definition that hopefully contributes to lifting the ‘conceptual fog’ that surrounds the internationalization of learning and teaching. The new definition may also help to reach a common understanding of the concept when academics, the key actors in the internationalization of teaching and learning, are joined by both educational and internationalization experts. After all, their joint expertise is needed to build the international and intercultural dimensions of programs of study. 

scholarly journals A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND LEARNING IN HIGHER EDUCATION

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Michael Hammond
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Online Discussion ◽  
Future Research ◽  
Online Forums ◽  
Computer Communication ◽  
Asynchronous Online Discussion ◽  
Design Software ◽  
Additional Value

This paper presents a review of a sample of recent case studies on the use of asynchronous online discussion in higher education. These studies are analyzed in terms of curriculum design, assumptions about teaching and learning, and claims and reported conditions for using online discussion. The claims made for asynchronous online discussion—in particular the opportunities for interaction between learners, and permanent access to these interactions—are found to be frequently based on social constructivist principles. Asynchronous online discussion is seen as offering additional value by providing learners with experience of computer communication tools and opportunities for taking part in group work. Several constraints on participation within online forums are described. These are discussed in relation to the nature of curriculum design, software design, tutor support, and learners’ attitudes and previous experience. The conditions under which asynchronous online discussion may best support learning are set out, and avenues for future research are suggested.

Međunarodni naučni skup na Pedagoškom fakultetu u Užicu (2011–2021): hronološki pregled i buduća perspektiva

2021 ◽  
Author(s):  
Jelena Stamatović ◽  
◽  
Mirjana Stakić
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Elementary Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Assessment ◽  
Future Research ◽  
Assessment And Evaluation ◽  
Professional Development Of Teachers ◽  
The Future

The paper is based on the overview and description of ten monographs from in- ternational scientific conferences held in the period between 2011 and 2021 at the Facul- ty of Education in Uţice, and is aimed at recording topics and issues discussed in them, and making suggestions for future research of problems, goals and perspectives in the teaching and learning process. The review of the monographs from these international scientific conferences showed that the interest of theoreticians and practitioners is firmly focused on general questions of education and rearing, teaching and learning, as well as questions of educational assessment and evaluation, textbook quality, and education and professional development of teachers. Topics in the field of elementary education are predominant, so in the future, it would be worth paying more attention to the current topics in the field of preschool and higher education.

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.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

scholarly journals Internationalization at home: internationalizing the university experience of staff and students

Educação ◽  
2017 ◽  
Vol 40 (3) ◽  
pp. 368 ◽  
Author(s):  
Sue Robson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Knowledge Exchange ◽  
Professional Service ◽  
Strategic Partnerships ◽  
Quality Of Higher Education ◽  
Internationalization At Home ◽  
University Experience ◽  
The University ◽  
At Home

Internationalization has become a key strategic priority of many universities around the world. It is frequently regarded as a means to enhance the quality of higher education through strategic partnerships, collaborative research and teaching initiatives, for knowledge exchange and creation. Higher education internationalization often focuses primarily on the mobility of both staff and students as a means to improve their international outlook and intercultural capabilities. However, this paper argues that if universities are to become truly ‘international’, they should start ‘at home’. It considers how a review of current internationalization practices, involving educators, students, staff development and professional service units, and those in leadership positions, can help higher education institutions to move towards a more values-based and ethical approach to internationaliza ***Internacionalização em casa: internacionalização da experiência universitária de funcionários e estudantes***A internacionalização tornou-se prioridade estratégica para muitas universidades ao redor do mundo. É comumente considerada uma forma de ampliar a qualidade da Educação Superior, através de parcerias estratégicas, pesquisas colaborativas e iniciativas de ensino, bem como na troca e produção de conhecimento. Em geral, a Internacionalização da Educação Superior se concentra na mobilidade de pessoal e estudantes, de modo a melhorar suas perspectivas internacionais e capacidades interculturais. No entanto, este artigo argumenta que, se as universidades querem ser verdadeiramente “internacionais”, elas devem começar “em casa”. Para tanto, faz-se necessário realizar uma revisão das atuais práticas de Internacionalização, envolvendo educadores, estudantes, desenvolvimento de pessoal, unidades de serviço profissional, e aqueles em posições de liderança, ajudando as instituições de Educação Superior a se orientarem em direção a valores básicos e abordagem ética para Internacionalização.

scholarly journals Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

2020 ◽  
Vol 12 (9) ◽  
pp. 3729 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López-Belmonte ◽  
Antonio-José Moreno-Guerrero ◽  
José María Sola Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Three Dimensions ◽  
Bring Your Own Device ◽  
Control Group ◽  
Flipped Learning ◽  
Education Students ◽  
Training Plan ◽  
Quasi Experimental

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

scholarly journals Jungian typology as a holistic teaching strategy in higher education

2017 ◽  
Author(s):  
Diane Montgomery ◽  
Kamden K Strunk ◽  
Misty Steele
Keyword(s):  
Higher Education ◽  
College Students ◽  
Teaching And Learning ◽  
Teaching Strategy ◽  
Holistic Education ◽  
Developmental Issues ◽  
Practical Applications ◽  
Social And Emotional ◽  
Holistic Teaching ◽  
Jungian Typology

With an eye to the application of principles of holistic education and integrated development to higher education, this discussion has as its aim to describe the work of a reflective teaching team in educational psychology. Using developmental issues within the Jungian psychological functions of sensing (physical), intuition (creative, spiritual), thinking (cognitive), and feeling (social and emotional), our team designed activities and discussions related to the holistic growth of college students. Results indicate a theoretical model that can offer practical applications to teaching and learning of college students

scholarly journals Developing a rubric to assess critical thinking in a multidisciplinary context in higher education

2019 ◽  
Vol 3 (1) ◽  
pp. 6
Author(s):  
Sadia Muzaffar Bhutta ◽  
Sahreen Chauhan ◽  
Syeda Kausar Ali ◽  
Raisa Gul ◽  
Shanaz Cassum ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Field Testing ◽  
Qualitative Description ◽  
Fine Tuning ◽  
Academic Disciplines ◽  
Future Research

Critical thinking (CT) is a generic attribute that is greatly valued across academic disciplines in higher education, and around the globe. It is also defined as one of the graduate attributes of higher education for the sample private university where this research was conducted, as it is perceived that CT helps the graduate to become ‘engaged citizens’ in the twenty-first century. Despite the well-documented importance of CT, its assessment remains a challenge. This study addresses this challenge through the systematic development and field-testing of a rubric for assessing critical thinking in a multidisciplinary context in higher education. A multidisciplinary group of faculty (i.e. education, nursing, medicine) from the sample university partnered with a policy research group in Canada to translate this plan into action. The development of the assessment tool followed a multi-step process including: (i) identification of the main elements of CT; (ii) choice of a rubric format; (iii) adaptation of the currently available relevant rubrics; and, (iv) field testing and establishment of the reliability of the rubric. The process resulted in the development of a holistic template, the Assessment of Critical Thinking (ACT) rubric. Two versions of the rubric have been field tested on a sample (n=59) of students drawn from different entities of the sample university. The data collected was subjected to psychometric analysis which yielded satisfactory results. This was a modest attempt to develop an assessment tool to guide multidisciplinary faculty members in teaching and assessing CT by assisting them to make decisions about the level of their students’ CT skills through a combination of numerical scores and qualitative description. It may also empower them to make self-initiated, conscious efforts to improve their classroom practice with reference to CT. The ACT rubric provides an anchoring point to start working on the daunting yet doable task of developing and fine-tuning both the assessment measures of CT and interventions to promote CT based on the assessment findings. Future research may not only provide robust evidence of the reliability and validity of the ACT rubric for a larger and varied sample but also help in making informed decisions to enhance teaching and learning of CT across entities of the sample university.   How to cite this article:  BHUTTA, Sadia Muzaffar; CHAUHAN, Sahreen; ALI, Syeda Kausar; GUL, Raisa; CASSUM, Shanaz; KHAMIS, Tashmin. Developing a rubric to assess critical thinking in a multidisciplinary context in higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 6-25, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=69&path%5B%5D=34   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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