scholarly journals International program and provider mobility in higher education: Research trends, challenges and issues

2019 ◽  
Vol 48 (1) ◽  
Author(s):  
Jane Knight ◽  
Qin Liu
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
National Level ◽  
Academic Research ◽  
Publication Date ◽  
Major Theme ◽  
International Mobility ◽  
International Program ◽  
Branch Campuses ◽  
Classification Framework

International program and provider mobility (IPPM) in higher education has grown exponentially in the last decade but there is a dearth of research on this phenomenon. This article analyzes the trends and key issues identified in published academic research on IPPM from 2000 to 2018. The review uses a newly developed IPPM Classification Framework for analysis, focussing on four different modes of IPPM – branch campuses, joint universities, franchise programs, and partnership programs. All reviewed 364 publications were categorized according to IPPM mode, major theme, geographical orientation, type of research, publications source, and publication date. The findings illustrate the mass confusion which exists as to how international mobility activities are labelled and categorized. The findings also inform a call for more IPPM-focussed research on outcomes and impact, teaching and learning issues, and national-level regulations. Higher education researchers, policy makers, IPPM managers and faculty members will find the analysis useful and somewhat surprising.

scholarly journals Language teacher perceptions and practices of digital literacy in Finnish higher education

2018 ◽  
pp. 41-60 ◽  
Author(s):  
Taina Juurakko-Paavola ◽  
Heidi Rontu ◽  
Michael Nelson
Keyword(s):  
Higher Education ◽  
Teacher Perceptions ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
National Level ◽  
Curriculum Planning ◽  
Language Teachers ◽  
Language And Communication ◽  
High Level ◽  
Finnish Higher Education

Digital literacy and digitalization have rapidly entered curriculum planning as key development targets in Finnish higher education, and consequently, also in the teaching and learning of languages and communication. For language teachers, this creates new development possibilities but also challenges, as new working methods and proficiencies need to be embraced. In this paper we focus on teacher perspectives of and practices in digital literacy and seek to identify the development needs they have and the challenges they face. Our study shows that there is a high level of interest in digital issues in language and communication teaching in Finland. Teachers are encouraged to include digital elements in their teaching. However, teachers need support and have varied needs in developing digipedagogical skills. The results of our study form the basis for a national-level strategy for furthering the digital literacy of language and communication teachers in higher education at personal, organizational and national levels.

Internationalization within higher education and its influence on faculty: experiences of Turkish academic staff

2017 ◽  
Vol 16 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Svenja Bedenlier
Keyword(s):  
Higher Education ◽  
Research University ◽  
Academic Staff ◽  
National Level ◽  
National Policy ◽  
International Mobility ◽  
Present Context ◽  
Academic Faculty ◽  
Perceived Effects ◽  
The Individual

In this article, findings are reported from a phenomenology-oriented study on prolonged international mobility and the effects of internationalization on the professional lives of six academic faculty at a Turkish research university. Drawing on research on international mobility of faculty and the present context of Turkish higher education, this investigation identifies three distinct phases of the sojourn abroad – motivation to go abroad, being abroad, repatriating to Turkey – being framed by the supportive and demanding culture of the specific institution. For the participants, ambivalently perceived effects at the individual, institutional and national level include networks gained, the imperative to publish in English, and the lack of a comprehensive national policy for internationalization.

scholarly journals Building Digital Capacity for Higher Education Teachers: Recognising Professional Development Through a National Peer Triad Digital Badge Ecosystem

2021 ◽  
Vol 23 (2) ◽  
pp. 1-19
Author(s):  
Roisin Donnelly ◽  
Terry Maguire
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Success Factors ◽  
National Level ◽  
Clear Understanding ◽  
Digital Badges ◽  
Development Framework ◽  
Open Courses ◽  
Complex Phenomena

AbstractDigital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in Irish higher education. Each course is provided in three delivery modes and mapped to Ireland’s National Professional Development Framework for teachers. This enables multiple access points for teachers to engage in professional development via the Framework and recognize their engagement through peer triads and a digital badge ecosystem. The paper critically discusses and reflects on the study of the complex phenomena of the application of the open courses within professional contexts. A novel dimension is the implementation of a peer triad system for recognition of PD. Implementing the open courses digital badges ecosystem was challenging as this different form of assessment required a clear understanding of all stakeholder expectations, the language of recognition and how the learning outcomes could be met and validated using a peer triad assessment. This paper concludes with sectoral learning on nationally recognized open course development, including success factors for building digital capacity, challenges encountered and transferability to other contexts.

scholarly journals Internationalization of higher education: institutions and knowledge diplomacy

Sociologias ◽  
2020 ◽  
Vol 22 (54) ◽  
pp. 22-44
Author(s):  
Maria Lígia de Oliveira Barbosa ◽  
Clarissa Eckert Baeta Neves
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Research ◽  
Internationalization Of Higher Education ◽  
The Public ◽  
Institutional Strengthening ◽  
New Directions ◽  
Teaching And Learning Quality ◽  
Global And Local

Abstract The public debate, policy agents and stakeholders, and academic research brought to the center of the debate the issue of internationalization of higher education. Along with questions about what (and how) should be taught, the definition and measure of teaching and learning quality, the equity and diversification on Higher Education Institutions, a discussion emerges as to the meanings of internationalization trends and models in higher education. What does internationalization mean? Are there any measures or methodological parameters to assess it? What institutional models become dominant in the internationalization processes? Did internationalization increase the importance of science for the autonomy of academic institutions? Does knowledge diplomacy effectively contribute to institutional strengthening? Are there global and local policies and strategies for internationalization? How do they work? How do they connect to democratization of higher education? Which are the main agents in the internationalization processes - are they professors, researchers, staff, students, or other stakeholders? These questions form an entire research program. Some of them are already discussed in the dossier articles. Others are only outlined, indicating new directions for studies in this area.

scholarly journals Communities of practice in life sciences and the need for brokering

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 280 ◽  
Author(s):  
Anne Tierney
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
National Level ◽  
Life Sciences ◽  
Practice Research ◽  
Annual Conference ◽  
Learning And Teaching ◽  
The Uk

Etienne Wenger’s work on communities of practice is influential in teaching and learning in higher education. A core work of many postgraduate certificate in teaching and learning (PGCert) courses for new lecturers, it is studied, in the main, as a means to understand how to support and encourage students to achieve more effective learning. Communities of practice can also be applied to academics. In the context of the Research Excellence Framework (REF) and its predecessors, the gulf between research-focused and teaching-Focused academics in life sciences has widened, so that in many institutions, these two groups have evolved into two distinct communities of practice; one whose priority is disciplinary research, the other’s learning and teaching. However, in 2015, the UK government announced that a Teaching Excellence Framework (TEF) would be introduced into higher education in England, as early as 2017. While the exact details of TEF remain unclear, it is certain that “excellence” and “student satisfaction” will be high on the agenda. It is vital, therefore, that the two communities of practice, research-focused and teaching-focused, find ways to come together in order to ensure high quality teaching and learning. Wenger proposes that this can be done through the process of “brokering”, which allows expertise from both communities of practice to cross from one to the other, strengthening both. This should be encouraged at departmental and institutional level, but another vital origin of brokering can be forged at a(n) (inter)national level at meetings such as the SEB Annual Conference, where teaching-focused academics have the opportunity to mix with research-active colleagues. While this paper is informed by recent and current events in the UK Higher Education sector, it is of interest to academics who work in an environment where research and teaching have become separate to any extent.

scholarly journals Internationalization Higher Education for What?

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
You Zhang
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Regional Cooperation ◽  
National Level ◽  
Global Competitiveness ◽  
Nation States ◽  
National Economic ◽  
Political Security ◽  
Higher Education Internationalization ◽  
Realist Perspective

This article examines national strategies on higher education internationalization in three East Asian countries: China, Japan, and South Korea. Specifically, through document analysis of five national educational documents since 2014, it examines what activities of higher education internationalization are underway and, more importantly, how nation states justify them. It finds that the three countries tend to associate internationalization with the countries’ global competitiveness and status. In addition, internationalization in the three countries focuses on regional cooperation, justified by its benefits for economic growth and national security. Drawing on the realist perspective in international relations, this article argues that internationalization of higher education at the national level in East Asia is instrumentalized to benefit national economic competitiveness and development and political security, while the important aspect of teaching and learning is overlooked.

scholarly journals The internationalization of higher education scrutinized: international program and provider mobility

Sociologias ◽  
2020 ◽  
Vol 22 (54) ◽  
pp. 176-199
Author(s):  
Jane Knight
Keyword(s):  
Policy Development ◽  
Unintended Consequences ◽  
Steady Increase ◽  
New Developments ◽  
International Program ◽  
Branch Campuses ◽  
Classification Framework ◽  
The World ◽  
Double Degree ◽  
Double Degree Programs

Abstract During the last two decades, there has been an exponential increase in all forms of international academic mobility - student and scholar, programs and providers, policies and regulations, and the universal exchange of knowledge, ideas, values, and culture. The diversity in the modes and forms of mobility is unprecedented. As with all new developments, there are multiple benefits, as well as potential risks, and usually some unintended consequences. These need to be carefully monitored. This article focuses on changes in internationalization and new developments such as international program and provider mobility (IPPM). There has been a steady increase in the number of international branch campuses around the world, as well as in the establishment of new independent international joint universities by partner institutions from different countries, an increasing number of joint/double degree programs, and revolutionary developments in distance education. In view of these developments, the purpose of this article is to introduce the IPPM classification framework, which provides a new conceptual structure to analyse the meaning, trends, issues, and opportunities of IPPM activities around the world and to identify areas of further research and policy development necessary to harness the benefits of IPPM, especially in Latin America.a

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Modernisation of Higher Education – Willful Action or Wishful Thinking? The Case of Bulgaria

2020 ◽  
Vol 8 (3) ◽  
pp. 3-17
Author(s):  
Elena Blagoeva
Keyword(s):  
Higher Education ◽  
Economic Crisis ◽  
Negative Impact ◽  
National Level ◽  
Sustainable Growth ◽  
Research Approach ◽  
Case Study Methodology ◽  
The Impact ◽  
The Eu

The impact of the last global economic crisis (2008) on the European economy put a strain on higher education (HE), yet it also pushed the sector towards intensive reforms and improvements. This paper focuses on the “Strategy for the Development of Higher Education in the Republic of Bulgaria 2014-2020”. With a case study methodology, we explore the strategic endeavours of the Bulgarian government to comply with the European directions and to secure sustainable growth for the HE sector. Our research question is ‘How capable is the Bulgarian HE Strategy to overcome the economic and systemic restraints of Bulgarian higher education?’. Because the development of strategies for HE within the EU is highly contextual, a single qualitative case study was chosen as the research approach. HE institutions are not ivory towers, but subjects to a variety of external and internal forces. Within the EU, this is obviated by the fact that Universities obtain their funds from institutions such as governments, students and their families, donors, as well as EU-level programmes. Therefore, to explore how these pressures interact to affect strategic action on national level, the case method is well suited as it enabled us to study the phenomena thoroughly and deeply. The paper suggests the actions proposed within the Strategy have the potential to overcome the delay, the regional isolation and the negative impact of the economic crisis on the country. Nevertheless, the key elements on which the success or failure of this Strategy hinges are the control mechanisms and the approach to implementation. Shortcomings in these two aspects of strategic actions in HE seem to mark the difference between gaining long-term benefits and merely saving face in front of international institutions.

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