scholarly journals Internationalization strategies in Portuguese Higher Education Institutions – time to move on and to move beyond

10.29007/dcmw ◽  
2018 ◽  
Author(s):  
Margarida Coelho ◽  
María Del Carmen Arau Ribeiro
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Higher Education Institutions ◽  
Foreign Language Learning ◽  
The European Union ◽  
International Mobility ◽  
Ongoing Research ◽  
Internationalization Strategies ◽  
Portuguese Higher Education ◽  
At Home

In recent decades, under the pressures of globalization and within the framework of the European Union education policies, Portuguese Higher Education Institutions (HEIs) have undergone an intense process of internationalization, with rising figures in the production and dissemination of scientific knowledge and research as well as student and staff international mobility and real academic cooperation amongst HEIs. Despite these indicators, other issues such as the internationalization of curricula content, student development of intercultural skills, and institutional foreign language learning policies, require attention in the debate on internationalization in Higher Education (HE) and open the challenge to the broad strategic area of “Internationalization at Home” (de Wit et al. 2015b).In this paper, which is a part of ongoing research on the introduction of the Content and Language Integrated Learning approach in Portuguese HEIs, we present an overview of the national internationalization policies in Portuguese HE over the past decade and focus on just how these policies have been transferred and transformed institutionally. We start by reviewing the different definitions of internationalization in HE, both abroad and at home, and then focus on national policies, specifically a recent Resolution of the Portuguese Council of Ministers (78/2016). Finally, we conclude arguing for the need to not only move on with these efforts but also to move beyond to broaden the scope of action of internationalization strategies in Portuguese HEIs.

scholarly journals Online Communication and Assessment Practices during the Covid Pandemic: A Study of the Portuguese Higher Education Students’ Perceptions

2021 ◽  
pp. 288-302
Author(s):  
Lina Morgado ◽  
João Paz ◽  
Hugo Pereira ◽  
Ana Loureiro ◽  
Inês Messias ◽  
...  
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Higher Education Institutions ◽  
Online Communication ◽  
Two Dimensions ◽  
Pedagogical Practices ◽  
Ongoing Research ◽  
First Semester ◽  
Emergency Education ◽  
Portuguese Higher Education

This proposal is part of an ongoing research and presents the results on the perceptions and pedagogical practices experienced by students from various higher education degrees in Portuguese higher education institutions, during the period of social confinement determined by the Portuguese Government, due to the COVID-19 pandemic. The main objective of the general research was to understand how Higher Education faculty and students experienced the digital transition to emergency education and the pedagogical practices adopted during the period. The research was based on a mixed methods approach and, in order to address the research objectives and describe the pedagogical practices implemented, specific instruments were developed for data collection. A questionnaire was developed, aimed at students, and interviews aimed at both students and faculty, focusing on technological and pedagogical dimensions, as well as the assessment of the experience. Data collection was carried out after the first lockdown, at the end of the first semester of 2020, and took place in eight higher education institutions. In this paper we will present a preliminary analysis of Questionnaire results related to two dimensions: online communication and assessment.

scholarly journals Changes in Internationalization at Home in Arab Higher Education Institutions

2021 ◽  
Vol 14 (1) ◽  
pp. 91-112
Author(s):  
Rosine Zgheib ◽  
Amira Van Loan
Keyword(s):  
Higher Education ◽  
Arab World ◽  
Higher Education Institutions ◽  
Mission Statements ◽  
Global Marketplace ◽  
Global Citizens ◽  
Strategic Plans ◽  
Internationalization Strategies ◽  
Internationalization At Home ◽  
At Home

As global marketplace competition increases, higher education institutions (HEIs) in the Arab world purposefully integrate international and intercultural dimensions into their curriculum, known as internationalization at home (IaH), to empower graduates with the tools necessary to strengthen their economies and be productive global citizens. The purpose of this research is to report changes in the internationalization strategies of fourteen randomly selected Arab world HEIs by looking at six IaH indicators in their mission statements, course descriptions, and strategic plans. The results prioritize internationalization in the HEIs’ mission statements with a twenty per cent increase in the number of indicators between academic years 2014–15 and 2019–20. Additionally, through course descriptions/titles, we found some universities were offering up to 350 courses promoted per indicator, with others offering as few as one course per indicator. We also found sixty-five per cent of the HEIs do not have explicit strategic plans, or rather no or implicit strategic plans incorporating internationalization. As the Arab world attempts to strengthen its economies, HEIs should continue to increase IaH efforts by infusing more of the indicators in their mission statements, courses, and strategic plans.

scholarly journals What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?

2011 ◽  
Vol 45 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Maria de Lourdes Machado-Taylor ◽  
Virgílio Meira Soares ◽  
José Brites Ferreira ◽  
Odília Maria Rocha Gouveia
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Student Satisfaction ◽  
Academic Career ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
The European Union ◽  
Faculty Role ◽  
Portuguese Higher Education

An important constituent group and a key resource of higher education institutions (HEIs) is the faculty or academic staff. The centrality of the faculty role makes it a primary sculptor of institutional culture and has implications for the quality of the institution and therefore has a major role in achieving the objectives of the institution. Demand for academic staff in higher education has been increasing and may be expected to continue to increase. Moreover the performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student learning. There are many factors that serve to undermine the commitment of academics to their institutions and careers. Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology.

scholarly journals Mobility in the Internationalisation of Higher Education Institutions

2020 ◽  
Vol 9 (4) ◽  
pp. 46
Author(s):  
Sandro Serpa ◽  
Suzana Nunes Caldeira ◽  
Margarida S. Damião Serpa ◽  
Rolando Lalanda Gonçalves ◽  
Helena Mateus Montenegro ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Quality Criteria ◽  
Education Institution ◽  
The European Union ◽  
International Mobility ◽  
European Area ◽  
Internationalisation Of Higher Education ◽  
Scientific Dialogue ◽  
Erasmus Programme

International mobility of higher education institutions’ members within the European Union is explicitly encouraged and used as one of the higher education institutions’ quality criteria. This paper aims to contribute to the analysis of the phenomenon of international mobility between higher education institutions, especially within the European area in the broad sense, and for which the ERASMUS+ Programme is paradigmatic. The authors have been linked to mobility processes by addressing issues of internationalisation and receiving and sending students and teachers in and out of their institution, and/or hosting them in curricular units taught by them or in other training actions. It is in this context that theoretical reflection has been carried out, to respond to the objective of analysing the relevance of mobility in the internationalisation of higher education institutions and to reflect on questions of its evaluation. It is concluded that there is interest in allowing a mutually enriching scientific dialogue for the personal and professional development of those involved – students, academics and other staff members. Furthermore, it is institutionally considered that the higher education institution is promoting its quality and image if it provides an in-depth exchange of ideas and practices that foster improvements in teaching and research of the institutions involved. It is also concluded that there is a need for structures to respond to this new reality and that the evaluation processes can contribute to measuring and promoting it.

scholarly journals Entrepreneurship Education in Higher Education Institutions: Estonian Case

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Mervi Raudsaar ◽  
Merike Kaseorg
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Teaching Practice ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Sustainable Growth ◽  
The European Union ◽  
Study Approach ◽  
Daunting Challenge ◽  
Model C

The European Union (EU) faces the daunting challenge of emerging from the crisis and putting economies back on a sustainable growth path – there is still need of innovative, well-educated, and entrepreneurial citizens who have the spirit and inquisitiveness to think in new ways, and the courage to meet and adapt to the challenges. Entrepreneurship education (EE) is much broader concept than entrepreneurship as a practice of trade; it includes the entrepreneurship key competence that refers to an individual’s ability to turn ideas into action. Educational institutions stress the need to offer opportunities to increase entrepreneurial skills development (Bird, 2002). EE in European higher education institutions (HEI) is experiencing a growth; but there are still weaknesses (Varblane & Mets, 2010; Kyro & Carrier, 2005): for example, teaching of entrepreneurship for non-business industries is not sufficiently integrated in HEI’s curricula; education provides little training in entrepreneurship. In the article authors map and analyse the situation of EE in Estonian HEIs. Authors use classification (as proposed in Twaalfhoven, Suen & Prats, 2001), which distinguished three types of approach to entrepreneurship programme development: a) the research-oriented model; b) the “consulting” model; c) the teaching/practice-oriented student development model. Authors use case-study approach and for data-collecting method interview is used. Findings: EE should be more experiential and interdisciplinary; entrepreneurship should be the third career choice for students and be part of curricula; the EE should be supported by ecosystem, teaching methods must change, etc. Also we have recommendations what are implemented in developing special program of EU structural foundations. Keywords: entrepreneurship; Entrepreneurship education; Estonia; Higher education institutions;  

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

Student Mobility in Portugal

2016 ◽  
Vol 21 (2) ◽  
pp. 120-135 ◽  
Author(s):  
Cristina Sin ◽  
Orlanda Tavares ◽  
Guy Neave
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Higher Education Institutions ◽  
Student Mobility ◽  
Main Obstacle ◽  
Important Constraint ◽  
Policy Goals ◽  
Main Driver ◽  
Main Factors ◽  
Portuguese Higher Education

The article examines how far the key Bologna objective of student mobility has been achieved in Portuguese higher education institutions and the main factors shaping it. It analyzes credit mobility, outgoing and incoming, between Portugal and Europe. Although mobility overall has risen, incoming mobility has grown faster, making Portugal an importer country. Portugal’s attraction power is explained mainly by its location, climate, and leisure opportunities. For outgoing mobility, employability is the main driver, explained by high unemployment and an uncertain home labor market. The main obstacle is financial, so country choice is increasingly based on proximity and living costs. Another important constraint is curricular inflexibility of Portuguese higher education institutions. The findings suggest that mobility in Portugal is far from reflecting Bologna’s policy goals, making the 2020 mobility target of 20% an ideal rather than an achievement.

Strategic priorities of Portuguese higher education institutions

2019 ◽  
pp. 1-13 ◽  
Author(s):  
Joaquim Mourato ◽  
Maria Teresa Patrício ◽  
Luís Loures ◽  
Helena Morgado
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Portuguese Higher Education
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