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1.
Global university rankings are a worldwide trend that emerged in times of the globalisation and internationalisation of higher education. Universities worldwide are now striving to become “world‐class” institutions and are constantly aiming to improve their ranking position. Global rankings of universities are thus perceived by many as an ultimate tool for assessing the level of internationalisation at individual higher education institutions. This article first discusses the meaning of and relationship between the globalisation and internationalisation of higher education, as their influence on the emergence of global rankings is undeniable. It then outlines the methodological designs of four main global university rankings which serve as key prerequisites for the subsequent analyses of both the international(‐isation) indicators that these rankings include and of the international ranking initiatives that focus exclusively on the international outlook of higher education institutions. In the concluding discussion, the article reveals that, due to the predominantly quantitative orientation of global university rankings (on the internationalisation of higher education), their results should not be generalised or understood as a means to improve the quality of (internationalisation of) higher education.  相似文献   

2.
There is a common distinction between globalisation and internationalisation in higher education scholarship. Globalisation is seen as an over‐arching social and economic process where as internatinalisation is understood as the ways in which institutions of higher education respond to globalisation. This conceptual distinction has also worked its way into the practice of university administration around the world. Drawing on the theoretical work of Foucault and Giddiness, this conception the consequences of the globalisation / internationalisation distinction are analysed through four of higher accounts education strategies.  相似文献   

3.
In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments’ higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.  相似文献   

4.
This article begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. In order to see the diverse ways that teacher education programmes have been internationalised over the past 15 years, a case study comparing internationalisation initiatives in Greater China and Canada is presented. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors. Rather than consider internationalisation as one set of practices that have been taken up globally, this article suggests that there are many different forms of internationalisation in teacher education that are influenced by both global and local contexts. In this respect, the study moves us towards a more nuanced and complex understanding of how teacher education institutions across diverse settings are being internationalised in the twenty-first century.  相似文献   

5.
This article presents a case study of Malaysia’s inroad in internationalising its higher education system for the past three decades and proposes recommendations and the way forward in internationalisation. Internationalisation is one of the critical agenda in Malaysia’s higher education transformation with an end target of becoming an international hub of higher education excellence by 2020. The country is no stranger in internationalisation as efforts in student mobility, academic programmes and international collaboration have started since the 1980s and 1990s. As with other higher education systems globally, it was the private sector that initiated and sustained efforts in internationalisation of Malaysian higher education. With the growth in international student enrolment, the country has established itself as a student hub; however, greater focus and clarity in direction should be set forward in accelerating Malaysia’s progress in internationalisation, with research and development as a potential catalyst. The article also questions Malaysia’s current standing with regard to internationalisation and the need in facilitating higher education institutions to build their capacity in internationalisation, highlighting the important roles of individual institutions at both public and private sector that drive the country’s internationalisation agenda.  相似文献   

6.
We analyse the internationalisation process in business schools as a response to the globalisation phenomena and argue that environmental pressures, isomorphic forces, the pool of internal resources and the alignment of the process with the institution’s general strategic plan are the main determinants of a successful internationalisation process. These determinants, two external and two internal, find support in different theoretical frameworks such as contingency, isomorphism, resource-based view and strategic management theories. We use these theoretical approaches to discuss four propositions that explain the implementation of an appropriate internationalisation process for a business school. This paper contributes to the literature concerned with the internationalisation processes in higher education institutions highlighting the main factors that should be taken into account by school deans, university provosts, university boards and educational policymakers in guiding internationalisation process at institutional and national/sector levels.  相似文献   

7.
This article engages with the question: what does the internationalisation of higher education in times of globalisation sustain and what should it sustain? We first consider, through literature on globalisation and Stier’s (Glob Soc Educ 2(1):1–28, 2004) work, limitations of currently prevalent perspectives on internationalisation in economic terms. We then offer a brief review of how sustainability is understood in higher education and articulate our own notion of educational sustainability. We flesh it out in reference to data reflecting ideas and activities constitutive of daily practices of internationalisation in one faculty of education. We contend that our sustainability frame of reference can expand opportunities to think critically about internationalisation and, more importantly, offers opportunities to see internationalisation in its complexity, and to re-think and reorder practices that are not in alignment with educational goals and values.  相似文献   

8.
In recent years, the global market for higher education has expanded rapidly, while internationalisation strategies have been developed at university, national and European levels to increase the competitiveness of higher education institutions. This article asks how institutional settings prevailing in national models of capitalism motivate distinct national approaches with regard to the internationalisation, globalisation, and Europeanisation of higher education systems. While the university is defined as an organisational actor embedded in the higher education system, the higher education system itself represents an institutional subsystem within the national model of capitalism. An analytical framework is then developed on the basis of the Varieties of Capitalism approach to compare the internationalisation of German and British universities. Findings indicate that the relations between the various actors involved in the internationalisation of universities are based largely on market coordination in the British case. In contrast, this process in Germany relies more on strategic interactions between the various organisational actors in higher education. The development paths in the internationalisation of universities are found to be influenced by and reflect the specific mode of coordination in the respective higher education system and the national model of capitalism more generally. This comparative case study shows that recent conceptions of path dependence as well as conceptual tools developed in the Varieties of Capitalism literature, such as institutional complementarity and comparative institutional advantage, may be fruitfully applied to research on institutional change in higher education systems.  相似文献   

9.
Rui Yang 《Higher Education》2000,39(3):319-337
The phenomena of internationalisation andglobalisation are becoming major domains ofcomparative educational enquiry. The relationshipbetween them has attracted increasing interest. Ideasof globalisation are implemented only under specificinstitutional conditions. Globalisation, which hasraised a range of important issues, offers newpossibilities and raises increasingly complex problemsfor educational researchers and policy-makers. Forexample, the interpenetration of the universal and theparticular is complicated and difficult, while notionsof economic globalisation also increasingly affecteducation. A comparative analysis of thereorganisation of China's higher education in the1950s and 1990s is conducted, to illustrate theemergence of local-global relations; this demonstrateshow universalising tendencies are articulated throughChina's particular framework in developing its highereducation system. It shows that while theglobalisation imperative is being imposed, it may alsocreate opportunities for institutions to resistcertain global trends in favour of local values.Through an illustration of China's struggle toreconcile the local and the global respectively in the1950s and the 1990s, this article stresses thetensions between globalisation andinternationalisation within the process of policyimplementation in China's higher education reforms.  相似文献   

10.
ABSTRACT

In uncertain times for higher education learning communities, the risks of societal and epistemic dependence on a single globally dominant set of academic knowledge practices are evident. Nonetheless, many higher education institutions in developing nations struggle to achieve international presence unless they uncritically adopt these dominant practices, even where they recognise the need to use and promote local knowledge systems. We explore these dynamics in postcolonial Papua New Guinea, through an assessment of the intentions for internationalisation of the six PNG universities and barriers to agency. Our approach recognises the dialectical relationship between ‘internationalisation’ and ‘indigenisation’. We suggest that a pervasive but narrow view of indigenisation, emphasising the localisation of university staff, has hampered other forms of both indigenisation and internationalisation, producing more stasis than synthesis within PNG’s universities. Effective international agency by PNG universities, and their partners, requires more critical and continuous discourse between the international and the indigenous.  相似文献   

11.
In the last half century higher education has had to respond to a rapidly accentuated process of globalisation. Consequently, universities worldwide are more concerned with internationalisation than before. Stier identifies three intrinsic internationalisation ideologies (idealism, instrumentalism and educationalism) in higher education. Drawing from these ideologies and using discourse analysis, written documentation on internationalisation from 31 universities in 12 countries has been analysed to explore the self‐presentations that universities project of themselves in discursive space. Focal questions were: (1) what types of rhetorical devices are used in university’s self‐presentations and (2) what are the ideological consequences of this use? Five idealtypical self‐presentations were discussed. One conclusion drawn is that universities must harmonize politically controversial dichotomies, which produces consensus narratives. Yet there are potential tensions between these dichotomies. On the language level these tensions are resolved by harmonising different ideals.  相似文献   

12.
This paper examines the potential negative consequences of the internationalisation of American higher education from the perspective of positional competition theory. This analysis suggests that internationalisation efforts undertaken by colleges and universities contribute to positional competition between students vying for admission, between graduates competing for prestigious, well-paying jobs, and between higher education institutions themselves, who compete for prestige. As positional competition necessarily involves displacing other in obtaining advantage for one’s self, the paper further describes how the positional competition engendered in part by the internationalisation of higher education contributes to the replication of social patterns of inequality.  相似文献   

13.
RUI YANG 《Compare》2003,33(3):287-300
Globalisation and internationalisation are both taken as salient features of our times in significant modern and post-modern social theories. Their impacts on the university are substantial. This study examines how Chinese universities are responding to these phenomena, using South China Normal University as an example. By presenting an analysis of China's internationalisation of higher education through an in-depth case study in an international context, the article captures some of the university's experience in its cultural complexity and social contexts. It sheds light on the general current state of internationalisation in the mainstream of China's higher education, and underscores the idea that changes attributed to globalisation are modified and fashioned by the particular circumstances and choices of local institutions. The study reveals how local circumstances offset and/or resist the global, and how difficult it can be to manage the global within the local in a new, changed context.  相似文献   

14.
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15.
The English language is significant to the internationalisation of higher education worldwide. Countries in Asia are proactive in appropriating English for their national interests, while paying attention to associated national cultural identity issues. This article examines the ways in which the role of English is interpreted and justified in different countries in Asia, with a particular focus on Japan, as these nations attempt to internationalise their higher education within the broader processes of regionalisation and globalisation and their own nationalist discourse. Through critical analyses and discussions of Japan's two major government initiatives, the Action Plan 2003 to ‘Cultivate Japanese with English Abilities’ and the ‘Global 30’ Project 2008, the article investigates how cultural national identities are shaped, are altered and are put ‘at risk’ in policies and practices for the internationalisation of higher education and the overemphasis on English. It argues for the importance of understanding the intersections of English language policy, the internationalisation of higher education and national cultural identity and also considers how the over-promotion of English in the case of Japan has been energetically driven by the nation building agenda that tends to undermine local languages and what this might mean for internationalisation.  相似文献   

16.
The internationalisation of higher education – a facet of broader processes of globalisation – has resulted in increased study-related travel, and the development of policies to attract international students. Nevertheless, in the context of a strong drive to recruit international students, little is known about how they are faring during their study abroad. This article addresses the gap in research, analysing the experiences of international students studying in Irish higher education institutions, drawing on nationally representative data from the Eurostudent IV study. The findings show that students’ satisfaction with study while abroad is shaped by a number of different factors including, first and foremost, their satisfaction with their education institution and subjective rating of their health.  相似文献   

17.
This paper examines current changes in higher education governance in Japan, linking these with the national strategy in the light of globalisation forces. First, the author describes Japan's social economy that has heavily relied on manufacturing industry and the strong desire for internationalisation. Second, activities in the internationalisation of higher education in Japan are discussed from social and economic perspectives. Third, the current higher education reform aimed at revitalising a society facing "Identity Crisis" under the pressure of globalisation is analysed. Finally, the inconsistency of micro and macro demand, and the lack of trust in higher education are discussed as issues to be overcome for gaining global competitiveness.  相似文献   

18.
This paper presents a model of practice for analysing the internationalisation of higher education, and for better providing teaching service and support to both the internal and external other. It is derived from the theoretical analysis of the rationales, concepts and developments of the internationalisation of higher education, and from a New Zealand case study that exemplifies the current trend in the internationalisation of higher education—a shift from aid to trade. In the paper, the author examines the impacts of globalisation and the knowledge economy on the shifting currency of the rationales. The paper concludes that, because of increasing numbers of resident immigrant students, ‘the international (other)’ is no longer beyond national borders but is within them. Therefore, universities would do well to revisit neglected social and cultural dimensions in the provision of higher education services.  相似文献   

19.
In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universities aspire towards integration of international, global and intercultural dimensions as main aims of higher education, reflecting the upsurging prominence of cosmopolitan capital among their future graduates. Indeed, cosmopolitanism is increasingly considered desirable on individual and institutional levels. Using data from a student survey (n = 1650) gathered at seven geographically and otherwise diverse colleges in Israel, this paper investigates Israeli college students’ perceptions of internationalisation and estimation of their institutions’ internationalisation activities. Parents’ education, previous experiences abroad, proficiency in English and institutional efforts to internationalise were found to positively impact students’ perceptions of on-campus internationalisation initiatives and characteristics. Such differences were also found to relate to the university’s general status and context. This paper presents the findings of the survey and discusses possible implications for policy and practice at institutional and national levels.  相似文献   

20.
Abstract

‘Internationalisation’ became a key theme in the 1990s both in higher education policy debates and in higher education research. Starting off from a heterogeneous set of phenomena, internationalisation does not merely mean varying border‐crossing activities on the rise anymore, but rather substantial changes: first, from a predominantly ‘vertical’ pattern of cooperation and mobility towards the dominance of international relationships on equal terms; second, from casuistic action towards systematic policies of internationalisation; third, from disconnection of specific international activities on the one hand and on the other internationalisation of the core activities towards an integrated internationalisation of higher education. Though higher education policy remains predominantly shaped on a national level and tends to underscore specific traditions and conditions of individual countries, the responsibility of individual institutions of higher education in Europe for their own future grows in the process internationalisation which is accompanied, among others, by growing pressure for diversity and increasing popularity of managenalism as well as by a policy of the European Commission which seems to favour de‐nationalisation of higher education.  相似文献   

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