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Internationalization of higher education has become one of the most important policies for institutions of higher education worldwide. Though universities are international by nature, the need for intensified quality activities of international nature has promoted internationalization to be under spotlight of researchers, administrators and policy makers and to be an area for research. Each institution follows its certain way to govern its international affairs. Most Universities, especially in the 'Developed World' started to plan it strategically. This study explores the best practices of internationalization at German and Middle Eastern Universities as well as the roles that the international offices play in the internationalization process and comes up with recommendations for the mainstreaming of international activities with the overall university strategy.
This volume investigates how international students in and from the Middle East are constructed by nations, institutions, other students, and themselves. Making a valuable contribution to understanding the nuances and complexities of educational politics and priorities affecting these constructions, the text considers the broader impacts of discourse on internationalisation. Offering a unique combination of critical analysis of educational policies combined with empirical contributions through authors’ own research, chapters highlight intersections between politics, the internationalisation of higher education, and the construction of mobile learners. Emphasising variation and nuance in the internationalisation of policies in the Gulf Cooperation Countries, and other Middle Eastern countries, the volume offers a theoretical framework to help understand the political, educational, and ethical implications of emerging constructions of international students and their comparison across the Middle East. This timely volume will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, as well as the Middle East more specifically. Those involved with educational education policy and politics, specifically related to the Middle East, will also benefit from this volume.
This book makes a major contribution to the scholarship on internationalization in higher education by focusing on the perceptions and experiences of the academic profession in a comparative perspective. Drawing from data collected by the Academic Professions in the Knowledge-based Society (APIKS) project, the contributors to this volume are uniquely positioned to explore the impact and implications of internationalization on those who play the central role in the teaching and research functions of higher education: the professoriate. The core chapters address issues such as the roles of gender, discipline, and career stage in the international activities of academics in different countries, national differences in the perceptions and behaviors of university faculty in the internationalization of teaching, and of research within higher education systems on the perceptions and behaviors of academics. Each of these chapters draw on the existing research literature in these thematic areas as a foundation for the systematic analysis of the international APIKS dataset to illuminate and discuss key findings. This book offers a highly original and unique contribution to the study of internationalization in higher education because its editors and contributors, as participants in the APIKS project, have been able to raise and address key research questions using comparative international empirical data on the academic profession that has never before been available. Given the tremendous importance of internationalization and the global dimension of higher education, this volume offers unique, distinctive insights on the implications of internationalization for the academic profession and the very different ways in which these transformations are understood by academics both within and between systems.
By presenting case studies of internationalization in institutions of higher education around the world, this volume identifies unforeseen or unintended impacts within and across countries. With contributions from Africa, Asia, Europe, Latin America, Middle East, and North America the volume considers the nature and origin of positive and negative unintended consequences of internationalization policy and practice in national contexts, while also offering uniquely comparative insights. Chapters consider how internationalization is reflected in curricula, teaching, research, and mobility initiatives to highlight common pitfalls, as well as best practice for effective, sustainable, and equitable internationalization globally. Using a critical lens, the book explores how internationalization offers opportunities for learning, for entrepreneurial change, and for knowledge dissemination, and generates paradoxes and dilemmas in terms of political and ethical issues for individuals, communities, and the institutions themselves. Foregrounding the study of internalization in countries not typically studied, this book is a valuable resource for researchers and academics with an interest in internationalization, comparative and international education, and the sociology of education.
Seminar paper from the year 2022 in the subject Business economics - Miscellaneous, grade: 1,7, University of Augsburg, language: English, abstract: Ever thought about a semester abroad? Which student has never been asked this question or never asked himself? In our increasingly globalized world, it has become a matter of course that even undergraduate education is often international in nature. Learning and improving another language, getting to know other cultures and versatile teaching styles but also challenging flexibility and adaptability to new environments are elementary parts of a stay abroad. Especially these points are interesting aspects on which international and globalized companies put a lot of emphasis when someone is applying for a job. These versatile advantages for the students, research teachers and future employers are desired by the educational institution university from completely different aspects. This is because the internationalization rate of an educational institution is a very special measurement figure in the global comparison of higher education institutions. The attractiveness factor of universities can be determined by a high ratio of international students. An increase in the quota results in a positive response from potential international students, as they explicitly look for an educational institution that meets their wishes for international exchange opportunities. This attraction factor, in turn, increases the internationalization rate, potentially leading students to choose the more internationalized higher education institution in the future. The partnership of universities is a very enriching factor for the exchange between lecturers as well as between students for the universities. The partnership of universities is a very enriching factor for the exchange between lecturers as well as between students for the universities. Once cross-university partnerships exist or have been established, it is straightforward for higher education institutions to create an attractive offer for international students. In order to achieve these goals of universities to attract international students, various internationalization strategies exist worldwide. Although these cannot be captured in their completeness in students' individual decisions, they contribute strongly to the decision-making process.
Master's Thesis from the year 2004 in the subject Business economics - Didactics, Economic Pedagogy, grade: 1,3, European University Viadrina Frankfurt (Oder), 82 entries in the bibliography, language: English, abstract: This study does not focus on the "powerhouses" of internationalisation but rather at the possibilities of an "average" university with up to now rather average numbers of foreign students and an average degree of overall internationalisation. The University of Bielefeld is taken as one example, of how internationalisation can be implemented, what the key processes of internationalisation are and which steps should be taken to foster internationalisation in the future. The first part of this study is having a look at what internationalisation of universities is and how the idea has developed historically. he paper then in the second part describes the main stakeholders and their role in the internationalisation of higher education. In part three and four the key drivers of internationalisation for universities in general and German institutions of higher education in particular are identified. Therefore this paper outlines first the general global trends in higher education in part three and than focuses on specific German and European developments in part four. Special attention will be drawn on the legal changes in the German system of higher education and the EU-harmonisation process. In Chapter five the competitive forces like new market entrants and substitutes will be looked at. The sixth part will describe the specific motivation for internationalisation at the UoB and sketch the environmental situation of the university like the history of the institution, geographical aspects, its profile etc. It then focuses on strategy formulated so far. Parts seven and eight examine the internationalisation efforts on the side of resource allocation and international programmes. The last chapter tries to summarize the strengths and weaknesses of the inte
BEARS BEYOND BORDERS: INTERNATIONAL EDUCATION | CAMPUS INTERNATIONALIZATION SYMPOSIUM
Master's Thesis from the year 2004 in the subject Didactics - Business economics, Economic Pedagogy, grade: 1,3, European University Viadrina Frankfurt (Oder), language: English, abstract: This study does not focus on the “powerhouses” of internationalisation but rather at the possibilities of an “average” university with up to now rather average numbers of foreign students and an average degree of overall internationalisation. The University of Bielefeld is taken as one example, of how internationalisation can be implemented, what the key processes of internationalisation are and which steps should be taken to foster internationalisation in the future. The first part of this study is having a look at what internationalisation of universities is and how the idea has developed historically. he paper then in the second part describes the main stakeholders and their role in the internationalisation of higher education. In part three and four the key drivers of internationalisation for universities in general and German institutions of higher education in particular are identified. Therefore this paper outlines first the general global trends in higher education in part three and than focuses on specific German and European developments in part four. Special attention will be drawn on the legal changes in the German system of higher education and the EU-harmonisation process. In Chapter five the competitive forces like new market entrants and substitutes will be looked at. The sixth part will describe the specific motivation for internationalisation at the UoB and sketch the environmental situation of the university like the history of the institution, geographical aspects, its profile etc. It then focuses on strategy formulated so far. Parts seven and eight examine the internationalisation efforts on the side of resource allocation and international programmes. The last chapter tries to summarize the strengths and weaknesses of the internationalisation process at the UoB and to derive recommendations for a coherent future strategy of internationalisation. This part is opening perspectives for chances, but also tries to focus on the dangers for the UoB. Therefore in the preceding parts the internationalisation efforts and its effects will be analysed and compared to developments at other universities focussing especially on other universities in North Rhine Westphalia (NRW), but also worldwide.
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)