scholarly journals Japanese Higher Education in a Global Context: Making Students More Innovation-Minded

2016 ◽  
Vol 64 (5) ◽  
pp. 5_39-5_45 ◽  
Author(s):  
Céline Mougenot
Keyword(s):  
Higher Education ◽  
Global Context ◽  
Japanese Higher Education

scholarly journals Transcending borders in higher education: Internationalisation policies in Sweden

2021 ◽  
pp. 147490412098838
Author(s):  
Nafsika Alexiadou ◽  
Linda Rönnberg
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
European Policy ◽  
Policy Objective ◽  
Global Context ◽  
Economic Competitiveness ◽  
Policy Ideas ◽  
The World ◽  
Internationalisation Strategy ◽  
Internationalisation Strategies

This article examines the national and European policy contexts that shaped the Swedish internationalisation agenda in higher education since 2000, the policy ideas that were mobilised to promote it, and the national priorities that steered higher education debates. The analysis highlights how domestic and European policy priorities, as well as discourses around increasing global economic reach and building solidarity across the world, have produced an internationalisation strategy that is distinctly ‘national’. Drawing on the analysis of the most recent internationalisation strategies we argue that the particular Swedish approach to internationalisation has its ideational foundations in viewing higher education as a political instrument to promote social mobility and justice, as well as a means to develop economic competitiveness and employability capacity. In addition, internationalisation has been used to legitimise national reform goals, but also as a policy objective on its own with the ambition to position Sweden as a competitive knowledge nation in a global context.

scholarly journals English-medium Instruction and the Information Technology Parallel in Japanese Higher Education

2018 ◽  
pp. 24
Author(s):  
Annette Bradford ◽  
Howard Brown
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Education Sector ◽  
Japanese Higher Education ◽  
English Medium Instruction

As English-medium instruction expands in the higher education sector in Japan, stakeholders are experiencing frustration. However, these are not new problems; we have seen these roadblocks before in the implementation of information technology in the 1990s.

Toward a strategic view of higher education social responsibilities: A dynamic capabilities approach

2016 ◽  
Vol 16 (1) ◽  
pp. 12-34 ◽  
Author(s):  
Christopher S. Hayter ◽  
Daniel R. Cahoy
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Older Workers ◽  
Social Impact ◽  
Dynamic Capabilities ◽  
Capabilities Approach ◽  
Colleges And Universities ◽  
Global Context ◽  
Social Responsibilities ◽  
The Social

The social responsibilities of higher education serve as the foundation for its existence. Within an increasingly global context, society expects colleges and universities to undertake new and increasingly complex social responsibilities that expand traditional higher education missions while emphasizing new obligations such as economic development and sustainability. Higher education institutions have responded by adding new programs and services—such as new degree programs, equity and inclusion offices, and training for older workers—and aggressively pursuing new sources of revenue in support of their missions. Despite these considerable efforts, there is a growing sense that higher education is not adequately fulfilling its social responsibilities. We contend that these trends do not stem from intransigence, but are instead symptomatic of the need for strategic management frameworks tailored to the unique social responsibilities and impacts of higher education. To this end, we introduce a strategic social responsibility framework based on the emergent concept of dynamic capabilities. Strategic social responsibility emphasizes the establishment and continuing renewal of an orchestration infrastructure that enables colleges and universities to maximize their social impact through the alignment of strategy and resources. Implications for future scholarship and policy are discussed.

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