A University–Industry Collaborative Response to the Growing Global Demand for Student Talent

2013 ◽  
Vol 27 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Johanna Julia Vauterin ◽  
Lassi Linnanen ◽  
Karl-Erik Michelsen
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
International Student ◽  
Phenomenological Approach ◽  
Global Dimension ◽  
Market Knowledge ◽  
Global Context ◽  
Global Demand ◽  
The World ◽  
University Industry

The supply of student talent is now taking on an increasingly global dimension and this has extended the breadth of university–industry interaction. Set in the context of a rapidly growing international student market, knowledge transfer between academia and business through global student talent supply is an emerging practice. This paper introduces the philosophical and methodological viewpoints and arguments underlying a forthcoming study of university–industry partnering in the global context for higher education. As such, the authors are not seeking answers to the question, but rather reflecting on how answers may be obtained. They propose an interpretive phenomenological approach to explore the nature, meaning and value of university–industry partnering in attracting and retaining the best student talent from around the world.

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.

Why We Need a New Kind of Higher Education

2017 ◽  
Author(s):  
Stephen M. Kosslyn ◽  
Ben Nelson
Keyword(s):  
Higher Education ◽  
Creative Thinking ◽  
Practical Knowledge ◽  
Effective Interaction ◽  
Significant Problem ◽  
Global Context ◽  
The World ◽  
To Come ◽  
Curricular Model ◽  
Enhance Student Learning

Minerva is a response to problems that beset higher education writ large. We focus in large part on the most significant problem, which centers on the value of higher education. We address this problem by teaching “practical knowledge,” which is knowledge the students can use to achieve their goals. Practical knowledge is rooted in critical thinking, creative thinking, effective communication and effective interaction. We also have considered in depth how to teach this material effectively; all of our pedagogy is informed by the science of learning, which has led us to develop new forms of active learning. In addition, we have developed a software platform that supports our unique pedagogical and curricular model. This platform provides tools that not only facilitate teaching but also--and more importantly--enhance student learning. Furthermore, we believe that the future is increasingly international and thus our students learn to use practical knowledge in a global context. To achieve this, no one nationality is a majority—so students learn from each other—and students live and study together in up to seven different cities around the world. Finally, the Minerva talent agency supports our students from the beginning of their tenure through their post-graduate career, helping them succeed for many years to come.

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

Balanced Assessment of Flexible E-Learning vs. Face-to-Face Campus Delivery Courses at an Australian University

2012 ◽  
pp. 304-339
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
International Student ◽  
Teaching Quality ◽  
Balanced Assessment ◽  
The World ◽  
E Learning ◽  
Will Force

This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.

scholarly journals International Student Exchange Management as Factor of Educational Services Development

2021 ◽  
pp. 75-90
Author(s):  
Elena A. Makarova ◽  
Elena L. Makarova ◽  
Irina A. Egorova
Keyword(s):  
Higher Education ◽  
International Education ◽  
Information And Communication Technologies ◽  
International Student ◽  
Mutual Influence ◽  
Educational Services ◽  
Economic Agents ◽  
The World ◽  
Internationalization Of Education ◽  
Student Exchange

Since the beginning of XXI century higher education internationalization trend has been intensifying around the world. The goal of the research is to study managing international education characteristics to promote educational services export. Levels of interconnection and interdependence between economic agents around the world are increasing; transnational forms of economic activity, information and communication technologies are developing. The market for higher education is developing intensively as educational services of the highest international level demand is increasing. The research goal is to analyze the main economic tendencies in modern students’ exchange programmes. The problems discussed are the need to increase educational services export by promoting it using various student exchange models, study of managing international education characteristics to promote educational services export and its development. For this purpose the methodology consisting of modeling educational policy processes and analyzing the results is used. The results of the study show that higher education takes on international socio-economic features, which are to be seen as an attractive investment target. Modern higher education is developing in the conditions of open access and mutual influence of conditions in different countries, depending on the basis of economic, political and cultural relations. The growing interest in education abroad leads to existing paradigm of educational services management review thus updating this study’s topic. In the conclusion we highlight that integrative processes in internationalization of education management can significantly enrich practical application in this sphere. Recommendations in this study can be used to increase educational services export and import.

scholarly journals Internationalisation and Transformation of Higher Education in ASEAN Countries: A Distinctive Emerging Approach

2018 ◽  
pp. 540-553
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Equitable Access ◽  
The West ◽  
British Council ◽  
Global Context ◽  
Development Stages ◽  
Policy Frameworks ◽  
The World ◽  
Asean Countries

One recent transformation in the global higher education (Hénard et al., 2012) ecosystem has been internationalisation of HE institutions. This paper draws on a recent, major in-depth investigation into the policy frameworks which underpin international higher education (IHE) in the ten nations of ASEAN. Supported by the British Council, the project places IHE approaches in the ASEAN region into the global context. Based on an assessment tool of the strength of IHE policies in over 40 countries worldwide covering student/staff mobility, quality assurance and equitable access/sustainability, the project shows that while across the region countries may be at different development stages of their IHE policy frameworks, there is evidence of regional commitment to IHE at the policy and institutional level, which compares favorably with other parts of the world. The paper argues that the rise of nationalist governments in various parts of the world, particularly in the west, may threaten internationalisation in dynamic HE systems. However, a distinctive approach to IHE may be developing in the ASEAN region which challenges nationalistic approaches and which is fostering innovation and collaboration. This ‘ASEAN centric’ approach to IHE has the potential to strengthen HE systems across the region, as well as the development of ASEAN itself.

Entrepreneurial Universities – The Key Ingredient in the Recipe for UK Innovation?

2010 ◽  
Vol 11 (4) ◽  
pp. 273-281 ◽  
Author(s):  
Lynn Martin ◽  
Paula Turner
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Mission Statements ◽  
Institutional Mission ◽  
Entrepreneurial Universities ◽  
Third Mission ◽  
Policy Makers ◽  
Successful Business ◽  
University Industry

This study of 15 UK universities explores the reality of university–industry liaison and service delivery roles. Contextualized within the role of universities in innovation and knowledge transfer, it confirms the views of previous analysts that tensions result from imposing third mission activities on organizations established for other purposes. Policy makers need to address the heterogeneity of the higher education sector if they are to achieve success with regard to UK competitiveness. Such an approach will include the recognition that internal collaboration may be actively discouraged while external links are simultaneously emphasized in institutional mission statements. Also, successful business engagement requires a flexible and responsive culture and an emphasis on external collaboration.

Balanced Assessment of Flexible e-Learning versus Face-to-Face Campus Delivery Courses at an Australian University

2010 ◽  
pp. 42-68 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
International Student ◽  
Teaching Quality ◽  
Balanced Assessment ◽  
The World ◽  
E Learning ◽  
Will Force

This case study reminded researchers of the value in using formal methodologies to gain an objective balanced perspective of actual practice. By using models and survey instruments that gathered objective input from key stakeholders in the higher education market, several of the true underlying factors were revealed. The key instrument used in the case study allowed us to objectively measure if flexible e-learning was at least as effective as campus delivery mode. More so, the assessment was not just performance and not just student satisfaction – instead the outcomes assessed included six factors that were linked to Australian university accreditation: Industry focus, resources/content materials, critical thinking activities, teaching quality, student satisfaction, and student performance (including completion). One of the most interesting aspects of the case study was that we are seeing history in the making to some degree in that as a result of the 2008 global economic crises, the international student market is changing which will force universities to change what and how they offer higher education in the future. More countries (and their populations) in the world are seeking a credible university higher education and they do not always want to travel to holiday destinations to obtain that… the world economic model is changing, continuing to increase the demand for education, yet changing how that product/service must be delivered. Successful higher education institutions around the world are already showing the followers how to do that. This case study provides some ideas and benchmarks for becoming more competitive in higher education, and while the model was developed and used in Australia, likely it can be applied elsewhere since the majority of students feeding into this model and research were international.

Customer Orientation in Higher Education: The Missing Link in International Student Recruitment?

2011 ◽  
Vol 25 (2) ◽  
pp. 77-91 ◽  
Author(s):  
Johanna Julia Vauterin ◽  
Lassi Linnanen ◽  
Esa Marttila
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Student Recruitment ◽  
International Higher Education ◽  
International Student Recruitment ◽  
Strategic Relationships ◽  
The Relationship ◽  
University Industry ◽  
University Industry Linkages

This paper suggests that the service mindset of academia needs attention to ensure that the potential of university–industry linkages for creating value is used strategically in building advantage in the increasingly competitive market for international higher education. Universities should clearly articulate the value of the higher education–employability interface in the context of growing competition for international students. The paper studies university–industry linkages by deconstructing the relationship with a focus on university–industry service interactions in international higher education service delivery and use and by analysing the relationship elements and dynamics that affect the market for international student recruitment, placements and employability. The relationship marketing paradigm is applied to explain that, by adopting a market-driven, customer-oriented mindset, universities could build strategic relationships with industry, communicate their international higher education services to industry better and more forcefully and develop competitive advantage in attracting and retaining international students.

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