scholarly journals Internationalization as Investment for Higher Education Institutions: Introducing a Framework to Enhance Investment in Internalization Practices

2017 ◽  
Vol 2 (2) ◽  
pp. 01 ◽  
Author(s):  
Jamshed Khalid ◽  
Anees Janee Ali ◽  
Md Shamimul Islam ◽  
Muhammad Khaleel ◽  
Qi Fang Shu
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Internationalization Process ◽  
Exchange Programs ◽  
Global Context ◽  
Prior Literature ◽  
Speed Up ◽  
Internationalization At Home ◽  
Internationalization In Higher Education ◽  
Staff Exchange

<p>Prior research has reflected various conceptualizations of internationalization in higher education and offered various perspectives on its activities and practices which in result have produced different pragmatic outcomes. In the 21st century, higher education institutions (HEIs) are progressively mobile as well as globally competitive and in response practices and strategies adopted by HEIs needed to reshape in global context. The present study is the qualitative study based on prior literature and reveals a comprehensive review about the factors influencing internationalization practices. The present study contributed to the existing literature by illustrating a conceptual framework to enhance the investment in internationalization activities by HEIs. It is argued that effectiveness of internationalization depend on the rise of internationalization at home activities, student/staff exchange programs, expanding ventures and institutional networks and alliances. The study is prominently significant for HEIs as it is offering practical suggestions to speed up internationalization process.</p>

Internationalization in Canadian Higher Education Institutions: Ontario

2020 ◽  
Vol 7 (2) ◽  
pp. 97-117
Author(s):  
Ali Khorsandi Taskoh
Keyword(s):  
Higher Education ◽  
Case Study Research ◽  
Public University ◽  
Educational Policies ◽  
Educational Goals ◽  
Critical Policy Analysis ◽  
Exchange Programs ◽  
Building Components ◽  
Internationalization At Home ◽  
Staff Exchange

Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations’ foreign affairs policies have no promising results than failure of the nations’ educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of “why does a Canadian public university engage in internationalization?”. The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.

scholarly journals A internacionalização das instituições de ensino superior sob a luz da teoria de Uppsala: estudo de casos em escolas de negócios

2021 ◽  
Vol 20 (1) ◽  
pp. e18153
Author(s):  
Patricia Mara Simões Andrade ◽  
Marcello Romani-Dias ◽  
Caio Sousa
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Method ◽  
Higher Education Institutions ◽  
Internationalization Process ◽  
Structured Interviews ◽  
Uppsala Model ◽  
Classic Approach ◽  
Initial Categorization ◽  
Current Reality

Objective: Propose an unprecedented initial categorization structure on the internationalization process of Brazilian HEIs, according to the Uppsala model Methodology: With the qualitative method, semi-structured interviews were conducted with representatives of the HEIs, reviewing and articulating the literature with content analysis on all data obtained.Originality: The study links a classic approach to internationalization with the current reality of higher education institutions. Thus, it is expected that there will be a new conception on how HEIs can optimize their strategies for international insertion.Main results: The internationalization of HEI can be analyzed by three main categorized elements, they are: i) the drivers; ii) enablers and, iii) obstacles to the internationalization of HEIs, each with their own specific characteristics. Theoretical Contributions: The research presents a conceptual categorization for the essential factors of the internationalization of HEI's, this articulation allows advancing in the literature on internationalization and also on the management models of higher education institutions.

Factors Affecting Internationalization Degree of Higher Education Institutions in Portugal and Spain

2018 ◽  
pp. 348-377
Author(s):  
Marina Amorim Sousa ◽  
Tomás Bañegil Palacios ◽  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Higher Education Institutions ◽  
Organizational Level ◽  
Levels Of Analysis ◽  
Internationalization Process ◽  
Mean Values ◽  
Factors Affecting ◽  
The Mean ◽  
Degree Of Internationalization

The aim of this study is to evaluate the degree of internationalization of Iberian Higher Education Institutions (HEIs) and the factors that influence their internationalization process. The study begins with the contextualization of the HEI internationalization process through a brief historical synthesis and the establishment of the levels of analysis of this process, to focus, in more detail, the organizational level. To this end, it is supported in an organization dimensions model to define the components of the internationalization process and the data collection by questionnaire. The results were processed for each of its components, and the degree of internationalization was obtained by calculating the mean values of the components total. The study concludes that the Iberian HEIs have an interesting level of internationalization, which is higher for institutions with more than 5.000 students, with simultaneous focus on teaching and research, conferring the master's and doctor's degrees.

The Impact of Online Learning on Global Intellectual Property Issues

2017 ◽  
pp. 279-311
Author(s):  
Pamela A. Lemoine ◽  
P. Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Intellectual Property ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Economic Value ◽  
The United States ◽  
Global Context ◽  
Course Materials ◽  
Income Dispersion

Intellectual Property (IP) has long been an issue of debate among higher education institutions in the United States and other countries. However, determining ownership and the income dispersion of creative works is still a relatively new phenomenon which compounds delivery of education in a virtual world that knows no boundaries. Intellectual Property (IP) issues are numerous and often complex in higher education because colleges and universities are major suppliers and consumers of online learning, particularly in a global context. Many higher education institutions claim ownership of the materials created by faculty for online courses, and often the courses themselves; many more are plagiarized or used without the author's permission as a result of teaching in an online environment. In addition, global copyright laws are very unclear regarding the ownership of works created in an electronic environment. In the past, instructors created materials have been considered the intellectual property of the creator. The potential economic value of multimedia and online course materials has raised the stakes for higher education institutions and prompted them to critically examine how online learning has opened old wounds regarding the ownership of intellectual property.

The Assessment of the Potential of “Green” Economy Technologies in Higher Education Institutions

2015 ◽  
Vol 2015 (5) ◽  
pp. 68-88
Author(s):  
Petr Kiryushin ◽  
Mariya Strygina ◽  
Ekaterina Kashirina
Keyword(s):  
Higher Education ◽  
Raw Materials ◽  
Higher Education Institutions ◽  
Green Economy ◽  
State University ◽  
Pilot Projects ◽  
Green Technologies ◽  
Environmental Initiatives ◽  
Speed Up ◽  
Moscow State University

Promotion of “green” economy, that assumes increasing of the population welfare, social justice and improving of environmental quality, is one of the most important trends in the development of many countries including Russia. For our country building of “green” economy is also linked to the modernization and breaking with export-dependence on raw materials. Higher education institutions could contribute to the development of this process: traditionally both in the world and in Russia at universities environmental initiatives could be implemented and future environmental leaders could grow. To speed up the transition to of “green” economy we have proposed an approach “University as a model of “green” economy”. It is based on the possibility of developing, testing and further replication of “green” technologies at universities – in the areas of energy efficiency, waste management, eco-friendly transport, etc. We carried out the analysis of the pilot projects in the field of “green” economy – two cases of separate waste collection: in the Main building of Lomonosov Moscow State University (LMSU) and the LMSU branch in Sevastopol. We conclude that there is a significant potential of the implementation of “green” technologies for the development of “green” economy and for the development of universities themselves.

scholarly journals HIGHER EDUCATION IN A GLOBAL CONTEXT: DRIVERS OF TOP-UNIVERSITIES’ REPUTATION

2012 ◽  
Vol 40 (1) ◽  
pp. 17-25
Author(s):  
Blanca L. Delgado-Márquez ◽  
Yaroslava Bondar ◽  
Luisa Delgado-Márquez
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Global Knowledge ◽  
Global Context ◽  
Educational Stakeholders ◽  
Research And Teaching ◽  
Ranking Systems ◽  
Wide Range ◽  
Knowledge Economies

In global knowledge economies, the relevance of higher education has been described as more important than ever as mediums for a wide range of cross border relationships and continuous flows of people, information, knowledge, technologies, products and financial capital. Moreover, in a context characterized by an increasing competition among university institutions, reputation is constantly used as a screening mechanism of service suppliers and it provides interesting benefits to educational stakeholders, such as faculty and students. In this sense, higher education ranking systems play a crucial role in classifying universities according to different criteria. Henceforth, in this paper (a) focuses on those educational institutions placed in the upper side of the hierarchy established by higher education institutions ranking systems to (b) investigate the influence of top university institutions’ research, teaching and internationalization on their level of corporate reputation. To address such aim, we take two datasets from Times Higher Education Supplement ranking as basis for our analyses, i.e., the world universities ranking and the reputation ranking. Results reveal that, while research and teaching positively influence top universities’ reputation, internationalization does not exert a significant direct influence. Key words: higher education institutions, internationalization, teaching, reputation, research.

scholarly journals Alumni assessment of Management Information Systems job skills and skill gaps

2019 ◽  
Author(s):  
Mukhtar Al-Hashimi ◽  
Anjum Razzaque ◽  
Allam Hamdan ◽  
Abdalmuttaleb Al-Sartawi
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Management Information Systems ◽  
Job Skills ◽  
Management Information ◽  
Skill Gaps ◽  
Prior Literature

<p>The aim of this paper is to epitomize on the outcomes of the skill gap questionnaire of Management Information Systems (MIS) alumni from Ahlia University, Bahrain. This study evaluated the importance of the job skills and the skill gaps which are associated with 58 technical and non-technical (soft) skills. These skills were assembled into five classifications in relevance with prior literature. The outcomes of this study can help instructors in the MIS programs of the higher education institutions to improve the MIS curricula, hence the programs, as per the current needs of MIS graduates.</p>

scholarly journals Students Shaping Internationalization in a Conflict-Ridden Society: Experiences of Israeli Teacher Education Colleges

2018 ◽  
Vol 23 (1) ◽  
pp. 66-83
Author(s):  
Olzan Goldstein ◽  
Nazeh Natur ◽  
Sheila Trahar ◽  
Miri Yemini
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
European Union ◽  
Qualitative Methodology ◽  
Higher Education Institutions ◽  
Student Agency ◽  
Marginalized Communities ◽  
Eu Project ◽  
Internationalization In Higher Education ◽  
Proactive Role

This article focuses on students from two Israeli teacher education colleges serving marginalized communities, both of which participated in a European Union (EU) project aimed at fostering internationalization in higher education institutions in Israel. The study reported focuses on students’ agency in shaping institutional internationalization processes, in particular during their studies but also, as it became apparent, later in their teaching careers following graduation. Moreover, we explore how students’ agency in internationalization is shaped by the conflict and its consequences. Employing a qualitative methodology, we followed six students’ personal and professional trajectories, revealing the nature and scope of their activities and perceptions in light of their proactive role in internationalization in their institutions. We show how life in a conflict-ridden society may prompt proactivity and agency among marginalized students, revealing and discussing the potential transformative nature of students’ agency in internationalization processes. Our findings indicate that institutions can strive to facilitate student agency and utilize it to further develop internationalization within their institutions.

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