Internationalization of higher education

Evaluation of Engineering Double-Degree Programs in Sweden: Results of the Lund Focus Groups

by Ishwar Puri

Collaborative Dual-Degree Programs and Value Added for Students: Lessons Learned Through the EVALUATE-E Project

by Ishwar Puri

A Stages Approach to the Internationalization of Higher Education? The Entry of UK Universities into China

by Joanne Roberts

Co-authored with Xiaoqing Li, The Service Industries Journal, 2012, Vol. 32, No. 7, pp. 1011-1038.

This article contributes to understandings of the internationalization of Higher Education by investigating the extent... more This article contributes to understandings of the internationalization of Higher Education by investigating the extent to which a stages approach is evident in the overseas expansion of universities such that they beginning with exports before moving on to contractual arrangements, then joint ventures and finally the establishment of wholly owned subsidiaries. Focusing on the expansion of UK universities into the Chinese market, the findings from ten case studies reveal that universities do not follow a uniform market entry pattern. Moreover, evidence suggests that access to high level personal networks in China determines the development of high commitment entry modes.

Keywords: Higher Education, Universities, Internationalization, Market Entry, Stages Approach, UK, China.

Humanitarian projects can benefit students and universities

by Tom Vickers

Co-authored with Lena Dominelli, published on University World News website

Is higher education really in internationalising?

by Nigel Healey

It is a widely accepted maxim that, like business generally, higher education is internationalising.  For many... more It is a widely accepted maxim that, like business generally, higher education is internationalising.  For many countries, higher education is now an important export sector, with university campuses attracting international students from around the world.  Licensing production, in the form of franchising degree provision to international partners, is beginning to mutate into foreign direct investment as universities set up campuses in other countries.  Driven by advances in information and communication technologies and the growing hegemony of English as the world’s common language, higher education is generally thought to be following the classic pattern of internationalisation familiar in business (eg, Scott, 1998; Altbach, 2002; Hira, 2003).  While trends in higher education around the world appear to support this orthodox view, the paper offers an alternative interpretation of developments, which leads to a different vision for the global higher education ‘industry’ of 2020.

Haigh, M. 2008. Coloring in the emotional language of place. Journal of Invitational Theory and Practice 14, 1, pp 25-40. [ISSN-1060-6041].

by Martin Haigh

Available from: http://www.invitationaleducation.net/journal/JITP%20V%2014%202008.pdf. And also retrieved in August 2009 from: http://findarticles.com/p/articles/mi_6946/is_14/ai_n31004200/?tag=content;col1  and in August 2010 from: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ839524&ERICExtSearch_SearchType_0=no&accno=EJ839524.
and in Feb 2012 from: http://www.freepatentsonline.com/article/Journal-Invitational-Theory-Practice/188739575.html.

Making educational places more inviting to learners is a key aspect of Invitational Theory. This paper introduces a... more Making educational places more inviting to learners is a key aspect of Invitational Theory. This paper introduces a simple technique for sensitizing learners and instructors to how their environment affects their feelings and ability to learn. It describes a learning exercise that may be used to assess, evaluate and transform places, to promote either calm reflection or creative energy as well as some experience based on three years of application in a college-level Geography course. The approach, founded in the S!mkhya–Yoga conception of the three modes of material nature, asks learners detect the roles of Sattva (peace, harmony, tranquility, awareness), Rajas
(energy, action, creativity, destructiveness) and Tamas (inert, veiled, ignorance) working together in their habitat and to think about how this balance may be adjusted to positive effect.
Learners found the approach novel but many welcomed this new way of envisioning their world.

COOPERACIÓN ACADÉMICA INTERNACIONAL EN UNIVERSIDADES DEL MERCOSUR.

by Dante J. Salto

Feedback in intercultural e-learning scenarios: Challenges and solutions

by Thomas Richter

Richter, T. (2011). In: Wheeler, S. (Ed.), Proceedings of the 6th Plymouth e-Learning Conference 2011, Seite 4, Plymouth, GB, University of Plymouth. Book of Abstracts.

For learners, feedback, particularly criticism (review) can be a very strong motivator within their learning process.... more For learners, feedback, particularly criticism (review) can be a very strong motivator within their learning process. However, when stated in the wrong way or situation it also can turn to an insurmountable obstacle — in the worst case, learners drop out of their educational pro-gram. Different to face-to-face situations, in E-Learning, with the lack of eye contact, a crucial indicator for upcoming conflicts misses. Therefore, in case of misunderstandings, it is difficult for educators to intervene in time.
By using the Internet as communication technology, E-Learning provides a high po-tential for international distribution of learning scenarios and applications. The need for re-ceiving and understanding of feedback not only depends on the learners’ individual situations and experiences but also, as shown in our empirical research, has a cultural background. It therefore, can be expected that the conflicting potential in international settings is even higher.
By showing the results of our comparative study on cultural attitudes of learners in higher education which has been conducted in Germany and South Korea, we first will present feedback related aspects to raise the educators’ awareness for the special challenges given through this educational setting. Afterwards, possible solutions are being discussed.

Adapting E-Learning Situations for International Reuse

by Thomas Richter

Richter, T., Pawlowski, J.M. & Lutze, M. (2008). In: Sudweeks, F., Hrachovec, H., & Ess C. (Eds.), CATaC`08 Proceedings: Cultural Attitudes towards Technology and Communication, pp. 713-725, Nimes, France, Murdoch University, Murdoch, Australia.

In this paper, we discuss culture-related key attributes as influence factors on e-Learning situations. We focus on... more In this paper, we discuss culture-related key attributes as influence factors on e-Learning situations. We focus on factors regarding the influence of the role of participants in learning scenarios affecting the adaptation process. Our approach aims at making already established higher education accessible and particularly affordable for a broader international context. Our holistic approach targets the distribution of higher education through e-Learning technologies and the reuse of contents through adaptation. Therefore, we determined a variety of potential influence factors on learning situations. In this paper, we introduce an adaptation-model for transforming national e-Learning situations into internationally compatible, cultural acceptable and context- / user- centered solutions. In the end, we analyse the results of a test study we conducted in 2007 in order to standardize our questionnaire on learning culture.

Context and Culture Metadata: A Tool for the Internationalization of E-Learning

by Thomas Richter

Richter, T. & Pawlowski, J.M. (2007). In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 4528-4537. VA: AACE.

This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning... more This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning technology standards are available for various purposes, such as contents, learner profiles or learning activities, but there are no specifications to describe the context of learning scenarios. Such a description is crucial to identify change-requirements or to compare situations when learning scenarios are re-used. In this paper, we define a specification of context metadata. We show how they can be used to adapt learning scenarios from a given to a new context, in particular to identify change requirements for the internationalization of learning scenarios.

Context Metadata for e-Learning Environments

by Thomas Richter

A research report, written for the Korean German Institute of Technology (KGIT), in Seoul, South Korea in 2007; The report is a modified version of my Master Thesis (M.Sc), written at the University of Duisburg-Essen. Mentor was Dr. Jan M. Pawlowski and first evaluator Prof. Dr. Heimo H. Adelsberger, both, from the department "Information Systems for Production and Operations Management".

E-Learning in Culturally Diverse Settings: Challenges on Collaborative Learning and Possible Solutions

by Thomas Richter

Richter, T. & Adelsberger, H.H. (2011). In: Nunes, M.B. & McPherson, M. (Eds.), Proceedings of the IADIS International Conference e-Learning 2011, part of the Multiconference on Computer Science and Information Systems (MCCIS), Band 1, pp. 141-149, Rome, Italy.

When using the Internet, E-Learning can be provided in internationally diverse settings. However, according to an... more When using the Internet, E-Learning can be provided in internationally diverse settings. However, according to an expert-study we conducted in September 2010, participation in E-Learning courses in Germany, Austria and Switzerland mostly is limited to national (local) learners. The organizations argued that truly international settings are not sufficiently understood to be coped with, particularly because of intercultural challenges. In this paper, cultural challenges of collaborative work in international E-Learning scenarios are focused on. First, the general background is introduced. Sequently, culture- related challenges for group-work are discussed, based on our survey on culturally motivated attitudes of learners. The survey has been conducted in the period from August 2010 to February 2011, involving university students in Germany and South-Korea. Finally, possible solutions are proposed.

Internationalization for Conviviality

by Martin Henson

The Internationalization of Higher Education

by Martin Henson

Research Strategy - an international perspective

by Martin Henson

Rethinking the Role of Language Study in Internationalizing Higher Education

by Chantelle Warner

L2 Journal

This article critically examines current discourses of internationalizing higher education both inside and outside the... more This article critically examines current discourses of internationalizing higher education both inside and outside the humanities and considers whether some contemporary practices and positions taken on by departments of languages, literatures and cultures might actually undermine public perspectives on language study by encouraging conceptually reductive views of language. Three common myths about language study that commonly surface in discussions of internationalization are then identified and analyzed, with the intention of exposing the discursive traps that scholars of languages and literatures often set for themselves and finding new ways of explaining our potential role in institutional efforts to internationalize curricula.

The governance of higher education regionalisation: comparative analysis of the Bologna Process and MERCOSUR-Educativo

by Javier Hermo

Co-authored with Antoni Verger. Published on "Globalisation, Societies and Education". Feb. 2010.

The article analyses two processes of higher education regionalisation,
MERCOSUR-Educativo in Latin America and... more The article analyses two processes of higher education regionalisation,
MERCOSUR-Educativo in Latin America and the Bologna Process in Europe,
from a comparative perspective. The comparative analysis is centered on the
content and the governance of both processes and, specifically, on the reasons of
their uneven evolution and implementation. We support the comparison by using
theories of governance and globalisation/regionalisation. We also focus on the
external and non-educational influences affecting MERCOSUR-Educativo and
the Bologna Process. In this respect, we conclude that, despite the regional scope
of the two processes analysed, both are directly and indirectly affected by
economic globalisation.
Keywords: MERCOSUR; Bologna; Europe; higher education; regionalism;
globalisation

GLOBALIZACIÓN E INTERNACIONALIZACIÓN DE LA EDUCACIÓN SUPERIOR. APUNTES PARA EL ESTUDIO DE LA SITUACIÓN EN ARGENTINA Y EL MERCOSUR.

by Javier Hermo

Co-authored with Cecilia PITTELLI. Published in "Revista Española de Educación Comparada, N° 14" (2008)

Internationalization process of Higher Education is registered in a logic in which forms of production and... more Internationalization process of Higher Education is registered in a logic in which forms of production and reproduction of the society as a whole are changing, including production of goods and services. The configuration of the educational sector such like another market, the increasing necessity of symbolic analysts and other workers who can manipulate and to interpret the suitable codes required for production requires today, are part from a scene where permanent and higher education become essential for production and social reproduction. So in an economic sense like for society itself. These global processes are analyzed here in the context of the Argentine and South American reality (particularly, within framework of MERCOSUR), to compare it with situation of countries members of the OECD.