34 International Education in the USA and Canada: An Emerging Community of Interest

2016 ◽  
pp. 501-517 ◽  
Author(s):  
Robert Harrison
Keyword(s):  
International Education ◽  
The Usa

scholarly journals Conscientious internationalisation in higher education: contextual complexities and comparative tensions

2020 ◽  
Vol 21 (4) ◽  
pp. 653-665
Author(s):  
Susan Ledger ◽  
Colleen Kawalilak
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
International Education ◽  
European Association ◽  
Ethical Practices ◽  
Internationalisation Of Higher Education ◽  
The Usa ◽  
Convergence And Divergence ◽  
Critical Policy ◽  
Constitutive Principles

AbstractIn this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.

Influence of the study abroad bilingual experience on cognitive control among young adults

2021 ◽  
pp. 136700692110231
Author(s):  
Zhilong Xie ◽  
Yanping Dong
Keyword(s):  
Cognitive Control ◽  
International Education ◽  
Flanker Task ◽  
Mainland China ◽  
Wisconsin Card Sorting Test ◽  
Set Shifting ◽  
Card Sorting ◽  
Mental Set ◽  
Studying Abroad ◽  
The Usa

Aims and objectives/purpose/research questions: This study investigated whether the studying abroad bilingual experience among unevenly balanced Chinese–English bilinguals exerted influence on cognitive control. Design/methodology/approach: We compared cognitive control differences between a group of Chinese–English bilinguals (n = 30) studying abroad in the USA and a control bilingual group (n = 30) studying at home in mainland China by administering the Flanker task and the Wisconsin Card Sorting Test (WCST). The two groups were matched on demographic variables including age, socioeconomic status (SES), intelligence, etc. Data and analysis: A mixed ANOVA was applied to the Flanker task data, with the task condition as the within-subject variable and the participant group as the between-subject variable. Independent t-test analyses were used to compare performance differences between groups on the WCST. Findings/conclusions: The two groups performed similarly on the Flanker task, whereas the group studying abroad fared better on the WCST, indicating better mental set shifting. Originality: This is the first study to show that the experience of studying abroad brings about cognitive control advantage in mental set shifting. Significance/implications: The current research provides the first evidence that the experience of studying abroad is related to the enhancement of cognitive control, which has implications for both cognitive development and international education.

scholarly journals 30 éves a debreceni angol nyelvű orvosképzés

Gerundium ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. 173-183
Author(s):  
Ferenc Erdődi ◽  
Klára Matesz
Keyword(s):  
Medical Education ◽  
International Education ◽  
Foreign Students ◽  
English Language ◽  
General Medicine ◽  
Medical Doctor ◽  
30Th Anniversary ◽  
The Usa ◽  
The University ◽  
English Program

The 30th anniversary of the English Program at the Facult y Of Medicine. The Faculty of Medicine at the University of Debrecen celebrated the 30th anniversary of the English Program in medical education in 2017. The program was initiated in 1986 with a one-year premedical course and this training has been upheld with great successes up to now. In the 1987/88 academic year 52 students from 15 countries started their studies on the General Medicine course and eight of them graduated as medical doctor (MD) at the end of the six year training period in 1992. During the 30 years the number of the admitted and then the graduated students had increased yearly. Thus, 307 students started on the first year and 180 sixth year students received MD diploma in 2017 implying the significant development and a continuous interest in medical education in English in Debrecen. From the very beginning, the curriculum of English language programs is identical with that of the Hungarian one. Students apply for admission directly or via recruiting agents while entrance exams are conducted exclusively by the staff members of the University. The English language medical education in Debrecen has been accredited in many countries including some states in the USA. From 2000 to date other medical and health related programs such as Dentistry, Pharmacy, Physiotherapy, Public Health, Molecular Biology and Complex Rehabilitation have been started and in the last year altogether 264 students graduated in these courses including also General Medicine. Parallel to the extension of the above programs from 2007 the other faculties also started education in English. By 2017 more than 5000 foreign students from 109 countries study at the University of Debrecen. Now the Coordinating Center for International Education organizes the English programs and its duties, among many other responsibilities, include contracting with recruiting agents, organizing entrance examinations, caring for the incoming students with respect to visa, health control and insurance. The income from the tuition fees has increased during the years and now represent a significant portion of the University budget, therefore it allows the renovation and also the establishment of new facilities at the University to the benefit of students. Although the students of the English Programs have different cultural, political and religious background, they establish good relation with each other and with the students studying in Hungarian. In summary, as a result of the high standards in education in English the University of Debrecen became a well-known and important institution on the educational map of the world and our intention is to uphold and further develop this acquired status in the future.

International education in secondary schools explored: a mixed-method examination of one Midwestern state in the USA

2012 ◽  
Vol 23 (2) ◽  
pp. 161-180 ◽  
Author(s):  
Debora Hinderliter Ortloff ◽  
Payal P. Shah ◽  
Jingjing Lou ◽  
Evelyn Hamilton
Keyword(s):  
Secondary Schools ◽  
International Education ◽  
Mixed Method ◽  
The Usa

An experience-based learning framework

2016 ◽  
Vol 17 (6) ◽  
pp. 827-852 ◽  
Author(s):  
Guido Caniglia ◽  
Beatrice John ◽  
Martin Kohler ◽  
Leonie Bellina ◽  
Arnim Wiek ◽  
...  
Keyword(s):  
International Education ◽  
Systems Thinking ◽  
Urban Systems ◽  
Student Centered ◽  
Initial Development ◽  
Content Type ◽  
Learning Framework ◽  
Experience Based Learning ◽  
Mental Mapping ◽  
The Usa

Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany. Findings The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability. Originality/value The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

School Psychology in the USA and USSR

1986 ◽  
Vol 7 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Ivan Z. Holowinsky
Keyword(s):  
School Psychology ◽  
International Education ◽  
Comparative Psychology ◽  
Cross Cultural ◽  
Professional Organizations ◽  
Cross Cultural Comparison ◽  
Educational Environments ◽  
Soviet Psychology ◽  
The Usa ◽  
Service Oriented

Understanding of international issues in comparative psychology requires a dynamic view of historical trends and current developments. Such analysis usually requires consideration of political, ideological, sociological and educational realities. In addition, understanding of school psychology as an academic and service-oriented discipline requires some understanding of a general field of psychology in a given country. In the past, interest in Soviet psychology has been widely documented among American psychologists (Bauer, 1952; Razran, 1971; Brozek and Slobin, 1972; Rahman, 1973; Brozek and Mecacci, 1974; Holowinsky, 1978). This interest, however, has been sporadic, not well focused and did not involve concerns of major professional organizations. More recently we are noticing an expression of interest in more focused cross-cultural scholarship in international education in psychology (Cole, 1984; Kennedy, Scheirer and Rogers, 1984; Russell, 1984; Staudt and Misiak, 1984; Triandis and Brislin, 1984). The purpose of this paper is to present a brief cross-cultural comparison of school psychology in the USA and the USSR. This discussion will begin with a brief description of the educational environments of the two countries.

International Students' Perceptions of Services and Supports Provided

2017 ◽  
Vol 7 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Henry Wai Leong Ho
Keyword(s):  
International Students ◽  
International Education ◽  
International Student ◽  
Student Organization ◽  
Student Orientation ◽  
Cultural Events ◽  
The Usa ◽  
Services And Supports ◽  
The University

In a study of international students' perceptions of services and supports offered by the mid-sized institution in which they are currently enrolled, consisting of 103 international students onshore in the USA, it was found that the majority of the respondents were fully aware of the International Student Orientation (ISO) that is made available to them via the Office of International Education (OIE). However, only close to 70% of the respondents had attended the orientation, even though the university claimed that attending the International Student Orientation is mandatory for all new international students. Respondents also claimed that services such as Immigration Support and Advising; International Student Organization; Cultural Events; Blackboard Communication; and Shuttle Service are all very helpful. However, some respondents wished to see more useful and relevant services that could be offered by the university such as job guidance, as well as assisting international students in their internship application.

scholarly journals The Establishment of the System of Foreign Students’ Social and Pedagogical Support in the United States of America (1911-1920)

2021 ◽  
Vol 7 (2) ◽  
pp. 46-53
Author(s):  
Yaroslav S. Slutskiy
Keyword(s):  
United States ◽  
International Education ◽  
Support System ◽  
Foreign Students ◽  
Foreign Student ◽  
The United States ◽  
Training System ◽  
Practical Significance ◽  
The Usa ◽  
History Of

The study analyses the historical basis of the system of social and pedagogical support of foreign students in the United States. The relevance of the study lies in the importance of modernisation and the regular improvement of adaptive preparatory programmes in the linguistic, psychological, and sociocultural areas. However, this requires the use of the experience of countries with the biggest practice of working with foreign students, namely the United States. Therefore, the purpose of the study is to analyse the organisational structure of the system of social and pedagogical support of foreign students in higher education institutions in the United States at the initial historical stage. The methods of analysis, synthesis, and generalisation were used during the research. Also, for a more effective study of social and pedagogical and infrastructural development of the adaptive training system of foreign students, a method of chronological coordinates was developed. The stage from which it is necessary to begin the study of the history of the system of foreign student support is highlighted, namely the period of 1911-1920, marked as organisational and constitutive. It is revealed that the stage is characterised by the emergence of the primary foundations of the counselling centre for the support of foreign students; the creation of the first structured national associations of foreign students and the adoption of fundamental legislative initiatives that provided the development of the support system. It is substantiated that the process of structuring the support system in the United States should be considered after 1919 (defined by the author as a period of diachronic- synchronous unity) when the Institute of International Education was established. The practical significance of the study lies in the first systematisation of historical material and its presentation as an organisational and constitutive stage. The presented results of the research can be practically applied in the process of preparation of lecture material on the history of social work in the USA and the world; in the framework of public and non-profit organisations

scholarly journals Lebedeva. and Juliet Fort. Higher Education as Soft Power Potential of Russia

2009 ◽  
pp. 200-205
Author(s):  
M. M. Lebedeva ◽  
J. Fort
Keyword(s):  
Higher Education ◽  
Soviet Union ◽  
International Education ◽  
Soft Power ◽  
Foreign Students ◽  
Bologna Process ◽  
Leading Role ◽  
Studying Abroad ◽  
National Priority ◽  
The Usa

Referring to Joseph Nye’s concept of «soft power» the authors examine training of national cadres for other countries as a factor of «soft power» of the Soviet Union and Russia. They note that before the collapse of the USSR 10.8 % of all international students studying abroad did it in the USSR. Almost 80 % of them were from Asia, Africa and Latin America. There was a significant fall in international education in Russia after the collapse of the USSR. At the same time the USA has secured the leading role in international education. International education is becoming a visible area for competition between states. In the 2000s Russia focuses on higher education again. Education has been declared a «national priority». Russia joined the Bologna process and by the year 2020 the financing of education is to reach the level of 7 % of GDP. Russia is battling to improve its image abroad and actively develops its higher education supply for foreign students and is promoting its role as the main educational center for CIS countries. In reality international education is mostly a potential for Russia as no clear program or structure to develop international education exists in the country.

Sign in / Sign up

Export Citation Format

Share Document