scholarly journals Comparative Study on Capacity Building for Academic Staff in Internationalisation of Higher Education in Vietnam and Australia

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Diep Nguyen
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Capability Approach ◽  
Academic Staff ◽  
Institutional Arrangements ◽  
Institutional Conditions ◽  
Individual Agency ◽  
Internationalisation Of Higher Education ◽  
Active Individual ◽  
The Capability Approach

Academics are seen as primary agents in the enactment of higher education internationalisation. However, the achievements of internationalisation are claimed to be constrained by the lack of academics’ involvement and expertise. This research, therefore, compares the policies and practices of capacity building for academics in internationalisation between Australian and Vietnamese universities. More specifically, this research seeks to unpack ideologies and understandings of internationalisation, institutional arrangements of capacity building for academics in internationalisation, and academics’ individual agency in engaging and building their capacity for internationalisation. Using the Capability Approach as a theoretical framework (Sen, 1992, 1999), the research argues that academics’ participation in internationalisation is determined by social and institutional conditions, combined with their individual aspirations and active roles in creating internationalisation and professional development opportunities. This suggests the significance of an enabling structure and active individual agency in expanding academics’ capabilities for successful participation in internationalisation.

scholarly journals Serious Games, Mental Images, and Participatory Mapping: Reflections on a Set of Enabling Tools for Capacity Building

Informatics ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 7 ◽  
Author(s):  
Teodora Iulia Constantinescu ◽  
Oswald Devisch
Keyword(s):  
Capacity Building ◽  
Capability Approach ◽  
Building Process ◽  
Participatory Processes ◽  
Urban Transformations ◽  
The One ◽  
The Impact ◽  
The City ◽  
The Capability Approach

Increasing complexity of societal questions requires participatory processes that engage with capable participants. We adopted Horellis’ stance on participation as not an isolated event but a constant communication between different groups that can be assured by using enabling tools. We applied the Capability Approach to frame a capacity-building process and understand how this framework can support a collective of entrepreneurs to become aware of their capabilities (and the impact of an ongoing urban renewal process on these capabilities). The Capability Approach emphasizes the personal and structural conditions that impact a person’s capability to choose—the conditions that affect the process of determining what a person values. The paper builds on a two year capacity-building process conducted in Genk, Belgium, and proposes a conceptual framework for building capacities, in which the process and outputs collide with ideas of choice, ability, and opportunity, notions central to the Capability Approach. The case study looks at one of the main commercial streets of the city (Vennestraat) and reflects on a set of enabling artefacts used to engage proprietors in the capacity-building process. This capacity-building process, characterized by the idea of space and capabilities, advances a critical viewpoint on issues related to participatory processes and gives practitioners a set of enabling tools to start a conversation over complex urban transformations, such as the one in Vennestraat.

scholarly journals The internationalisation of higher education in the regions: case of Latvia

2020 ◽  
Author(s):  
Inga Jekabsone ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
International Students ◽  
Case Studies ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Complex Concept ◽  
Internationalisation Of Higher Education ◽  
The Government ◽  
Local Students

Internationalisation is set as a horizontal priority of higher education in the context of the quality assurance by the government of Latvia. However, higher education institutions (hereinafter – HEI) in Latvia find it challenging to attract talented international students and academic staff, especially in the regions, thereby the internationalisation rates in HEI differ. The internationalisation is a complex concept – it is understood not only by the attraction of international students and academic staff, but also by internationalisation of local students and staff as well as by creation of inclusive environment for both – international and local students and staff. Taking into account before mentioned, the aim of the research is to analyse the dimensions of the internationalisation of regional HEI in Latvia. During the research, six regional HEI in Latvia were analysed in the context of diverse aspects of internationalisation. Recommendations to regional HEI were developed based on the analysis of case studies. The analysis showed that the internationalisation in the regional HEI in Latvia are mainly focused on attraction of international students and on student and academic staff mobility. At the same time, some of the regional HEI set the internalisation as a priority while others focus more on local students and regional needs. However, most of regional HEI in Latvia lag behind the average EU un national internationalisation rates.

scholarly journals Capacity Building for Virtual Innovative Teaching and Learning in Jordan – Experiences of the JOVITAL Project

2019 ◽  
pp. 428-432
Author(s):  
Katherine Wimpenny ◽  
Arinola Adefila ◽  
Alun DeWinter ◽  
Valerij Dermol
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Teaching And Learning ◽  
Online Courses ◽  
Academic Staff ◽  
The European Union ◽  
Innovative Teaching ◽  
Virtual Mobility ◽  
Open Courses ◽  
Quality Learning

In a world that is increasingly interconnected, interdependent and diverse, engaging in international and intercultural learning and exchange is a key focus for higher education (HE) (Krutky, 2008; Altbach, Reisberg, Rumbley, 2009). This trend can be considered in relation to several issues. For example, universities are experiencing an increase in their recruitment of international students (Beech, 2018; Borjesson, 2017; Fliegler, 2014); online international learning is increasingly becoming a core pillar of university collaborations for globally networked learning (Villar-Onrubia Rajpal, 2016; Redden, 2014; Bell, 2016); and open courses such as Massive Open Online Courses (MOOCs) target learners, regardless of their geographic and cultural background (Maringe Sing, 2014; Brahimi Sarirete, 2015; Affouneh, Wimpenny, Ra’Fat Ghodieh, et al., 2018). In countries like Jordan that, due to their demographic and socioeconomic context, are experiencing a massification phenomenon with respect to learners accessing higher education (HE), responsive, effective education processes are required to maintain quality learning experiences (Affouneh Amin Awad Raba, 2017; Foley Massingila, 2014; Dian-Fu Yeh, 2012).This paper presents the activities and the findings of ongoing the JOVITAL project in its goal of building the capacity of Jordanian educational technologies. JOVITAL is an international cooperation project co-funded by the Erasmus+ Capacity Building in HE programmes of the European Union during the period October 2017 – 2020 involving four European institutions and five Jordanian universities. The aim of JOVITAL is to foster academic exchange using virtual mobility in order to offer learning opportunities to academic staff, university students and disadvantaged learners in Jordan.

A Case of Capability Expansion or Capability Reduction? An Exploration of Loan Recipients’ Views of ICETEX: Colombia’s Higher Education Student Loans Institute

2020 ◽  
pp. 153819272092007
Author(s):  
Lee Mackenzie
Keyword(s):  
Higher Education ◽  
Capability Approach ◽  
Student Loans ◽  
Qualitative Interviews ◽  
Well Being ◽  
Education Student ◽  
Access To Higher Education ◽  
Conversion Factors ◽  
The Capability Approach

A government-established student loans institute known as Instituto Colombiano de Credito Educativo y Estudios Tecnicos en el Exterior (ICETEX) has been instrumental in improving access to higher education in Colombia. This article uses the capability approach to analyze the ways in which ICETEX has contributed to loan recipients’ well-being and identify which capabilities loan recipients have reason to value. Evidence from qualitative interviews with eight participants reveals that, due to an intersecting set of conversion factors and capabilities, ICETEX both enables and constrains participants’ capabilities.

Sign in / Sign up

Export Citation Format

Share Document