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1.
One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs.
相似文献2.
This article discusses how Centres of Excellence (CoE) and the existence of several logics in these centres can contribute to the differentiation of the strategic profiles of universities. The study sees research centres as a way to organize research activities in Higher Education Institutions (HEIs) in order to target both excellence but also societal challenges through focused thematic research. It reveals how societal challenges and their interpretation by these centres contribute to the differentiation of the strategic profiles of universities. Studies of centres of excellence programs in Sweden and Japan reveal differences in how their mission is formulated for relevance and excellence. The results indicate that contrasting missions of HEIs are accommodated through the dual logics of these centres relating both to autonomy and industry collaboration. The study shows that long-term funding gives these centres flexibility to set the agenda and focus on their strategic core activities. In other words, a logic of autonomy guides their strategic choices of research activities over the long-run as well as collaborators. Nevertheless, these centres are also developing strategies to cope with dilemmas stemming from the excellence-relevance and evaluation templates that emerge in the nexus of their collaborative ties with industry, government and universities.
相似文献3.
Bob Jessop 《比较教育学》2016,52(1):8-25
ABSTRACTThis article relates changes in higher education (HE) and research in East Asian societies to recent trends in political economy and, in particular, the reorientation of developmental states (DSs) in the region. The DS is oriented to catch-up competitiveness and, as the horizon of development shifts, so do its appropriate institutional forms and strategies. Catch-up competitiveness is guided by economic imaginaries, often linked to geoeconomic, geopolitical, and broader societal imaginaries, whose hegemony depends on particular discursive and disciplinary practices. The shift in the roles of HE and research is related to the reorientation of DSs from export-oriented, investment-led growth to knowledge-intensive, investment-led growth, supplemented in some cases by efforts to create international financial hubs to exploit a global trend towards financialisation. These themes are explored through comparison of selected East Asian economies/societies. The article ends with some general conclusions about the state's continuing role in HE and its internationalisation in the region. 相似文献
4.
Junko Katayama Sermin Örnektekin S. Semahat Demir 《Environmental Education Research》2018,24(7):1017-1030
This research explores the current status of implementing policy in sustainable development related teaching in higher education in Turkey. Turkish higher education policy has included increased commitment to sustainable development in recent years. However, there has not been much research conducted on its implementation. Hence, this study involves assessing the current status of sustainable development in teaching at higher education institutions (HEIs) in Turkey. Regarding the research design, a systematic review of accumulated sustainable development related teaching in all 193 HEIs in Turkey (as of the 2015–2016 academic year) was carried out. The accumulated programmes are categorised by occupation concerning sustainable development for the future of Turkey, and the courses are presented within those categories. Whilst many programmes and courses related to sustainable development were identified, the data also reveals the following features: the repetition of same courses; disciplinary partiality, particularly on environmental engineering; disciplinary conservatism and the lack of interdisciplinary practice in general; and last but not least, the differences between what sustainable development means in the European higher education political initiative and what the state of practice is in Turkish higher education. 相似文献
5.
In recent years, education systems around the world have been keeping a keen eye on rankings of student achievement as measured
by internationally benchmarked tests. This has led to considerable attention being paid to teasing out success factors that
may account for countries that have emerged top of the ranks or those that have shown the most rapid improvement from one
test period to the next. Singapore’s education system, which has consistently emerged as one of the higher ranking countries
has garnered much international attention as a consequence. Even as other nations are learning more about Singapore, it is
timely for Singapore to share our expertise and experience to benefit other systems. In this article, one such effort of internationalisation
is focused on i.e., teacher education and professional development programmes. The underpinning philosophy of internationalisation
is to serve the global educational community. Three models of internationalisation are expounded upon, namely; building the
local capacity of our partner countries, training the trainers, and the offering of executive leadership training programmes
to an international market. The past and future challenges of internationalisation are also discussed. The article ends with
how it began, in terms of examining Singapore’s internationalisation of its teacher education and professional development
programmes in the light of whether we are indeed, paving the Fourth Way as espoused by Hargreaves and Shirley (2009). 相似文献
6.
One of the main issues of internationalisation is networking. The network way of action within higher education institutions (HEIs) represents new modes of the information work. Networks are worth evaluating more precisely in the future, and social network analysis (SNA) is a useful tool for this evaluation. This article describes the network of people working with internationalisation in Finnish universities of applied sciences (UASs). The study combines SNA and knowledge‐sharing between HEIs. The model of knowledge creation introduced by Nonaka and Takeuchi is used in the analysis. On this ground of network evaluation, we study the network structure, relations and roles in the internationalisation network and discuss appearance of trust and competition in co‐operation between HEIs. 相似文献
7.
Frølich Nicoline Brandt Synnøve Hovdhaugen Elisabeth Aamodt Per Olaf 《Tertiary Education and Management》2009,15(3):227-240
Growing national and international competition for students puts pressure on higher education institutions (HEIs) to develop marketing and student recruitment strategies; these are also driven by financial stress caused by performance-based funding mechanisms. In this paper we explore Norwegian HEIs’ student recruitment strategies. What type of student recruitment strategies do HEIs develop? How are the strategies linked to the institutions’ student market position? We combine qualitative research strategies including in-depth interviews and document analysis with quantitative analyses of the student market positions of different types of institutions in Norway.
相似文献8.
AbstractThe implementation of global citizenship programmes at universities has been taking place against a backdrop of growing internationalisation and marketisation in higher education, leading some to conclude that universities are cultivating global workers rather than global citizens. This small-scale exploratory study aimed to investigate these claims through the comparison of global citizenship education (GCE) programmes in two contrasting contexts – the UK and Japan. Through a combination of quantitative and qualitative content analysis, our findings suggest that the universities in both the UK and Japanese contexts demonstrate examples of adaptation and localisation of GCE to fit with institutional commitments, and both universities have significant elements of employability agendas infused into their programmes. We argue that while different in many respects, the two programmes both demonstrate an adaptation of GCE to fit within broader internationalisation strategies aimed at maximising global competitiveness and an alignment with the neoliberal trends shaping the global higher education sector. 相似文献
9.
Esther Murphy 《欧洲特需教育杂志》2017,32(1):110-124
AbstractThis article presents findings from a recent national study supported by Association for Higher Education Access & Disability and the National Learning Network (2016) to investigate the experiences of students with mental health difficulties in higher education in Ireland. The data investigation was a combination of both survey and qualitative research activities. A total of 22 out of 28 Higher Education Institutions (HEIs) in Ireland participated in a national survey. In addition 14 students and 11 professionals participated in focus groups and semi-structured one-to-one interviews. This article focuses on the qualitative data collected. While the topic of the needs of students with mental health difficulties is an under-researched area in Ireland, this study does recognise and build on recent work both nationally and internationally. The study demonstrates the benefits of a whole campus approach to meeting the needs of students with mental health difficulties combined with specialised supports. It recommends that that individual HEIs review existing policies and practices for students with mental health difficulties. 相似文献
10.
Higher education institutions (HEIs) worldwide have been undergoing significant levels of structural change for a number of years, ranging from minor re-alignments of roles and responsibilities to radical changes such as the creation of new roles and new models of operating. This article discusses some initial findings from a recent UK-focused research project that investigated the challenges and changes associated with the composition of “top management team” (TMT) structures in HEIs. Using the key findings from desk research and empirical investigation in a sample of UK institutions, the article identifies some of the key changes in the roles and responsibilities of the TMT, and identifies examples of good “practice” or “process’ within institutions.
相似文献11.
César Guadalupe 《Critical Studies in Education》2017,58(3):326-340
ABSTRACTThis article organises potential areas of criticism or challenges embedded in the design and administration of standardised assessments of learning levels in order to promote dialogue and research on educational assessments. The article begins by addressing debates around epistemological claims: issues that pertain to testing in general and issues that are particular to standardised testing. Then, it addresses some political attributes of international tests so as to situate the debates beyond feasibility, attributes and scope-related issues. The article claims that the field of education testing has identified a number of issues and challenges stemming from diversity, and has developed methods and procedures to address many of them. From this viewpoint, testing is just like any other domain of scientific enquiry. However, international assessments of learning outcomes are not necessarily, or primarily, scientific endeavours; they are political devices and therefore should be scrutinised considering scientific attributes as well as some political features that, even if intertwined with technicalities, go well beyond them. Thus, critiques of international assessments would be better framed if their political attributes are taken as organising principles of the criticism, alongside those elements that pertain to their technical attributes, since these are not incidental but deeply interlinked. 相似文献
12.
In recent years, research on higher education has increasingly examined the realities of internationalisation, with a particular focus on international students’ experiences and internationalisation at home programs. These studies have explored the friendships of international students, including their relationships with both locals and internationals from other countries. However, local students’ perspectives and experiences of friendship are largely absent from this literature. The few accounts examining local students’ lives explicitly focus on improving their cross-cultural knowledge and engagement, or on rare cases of local–international student friendships. The overriding assumption in this literature is that the understandings and social practises of local students are major barriers to their relationships with internationals. This paper addresses this gap by exploring local students’ perspectives on the absence of friendships with their international peers. We utilise findings from a research project on internationalisation at home, involving interviews and focus groups with local and international students and staff at an Australian university. Focusing on locals’ discussions of potential friendships with internationals, we propose that these missing friendships are an important area of study. We find that these friendships are missing for several interrelated reasons: local–international friendships are considered unnecessary and are therefore unimagined by locals, who tend to assume that similarity and affinity naturally lead to friendships, and the structures and spaces that might facilitate friendships are absent. Ultimately, uncovering why these friendships are missing sheds fuller light on how relationships might be facilitated, potentially informing and improving universities’ internationalisation initiatives. 相似文献
13.
The reemergence and growth of private higher education institutions (HEIs) represent one of the most significant developments
in Chinese higher education over recent decades. Against a macroeconomic background of decentralization, this phenomenon is
essentially fuelled by a broad spectrum of political and socioeconomic forces. This study sets out with the primary aim of
discussing the current policy environment constraints faced by different types of private HEIs based upon a theoretical framework
of property ownership rights. This is undertaken through a comparative analysis with HEIs in the United States, as well as
case studies on three different types of private HEIs in China (accredited private universities, independent colleges and
Sino-foreign colleges). Recommendations are offered on the key issues aimed at overcoming the difficulties encountered by
such institutions; these include transfer rights, income rights, government subsidies, access to bank loans and tax-exempted
social donations. The government in China has adopted an incremental approach to the regulation of the private higher education
sector, thereby providing ad hoc solutions to problems encountered along the way; however, within a mutually understood framework of action, a system of clear
property ownership rights is essential to the practical coordination of the activities of the economic actors. 相似文献
14.
Yasar Kondakci Deniz Orucu Ebru Oguz Kadir Beycioglu 《Journal of educational administration and history》2019,51(4):301-315
ABSTRACTTurkey possess one of the most vibrant educational systems in the World. This study specifically aims at revealing Turkish school principals’ perceptions about the large-scale changes imposed by the Ministry of Education and the strategies they follow for coping with these changes. The study was designed as a generic qualitative study. Twenty principals from different schools at different levels were identified through snowball sampling and semi-structured interviews were conducted with each of them. The decoupling between change interventions and the needed change, inappropriate change implementation process, the passive role of the school principals in the design phase of change interventions are some of the major challenges that school principals encounter. The passivity of the principals during design phase put them into a state of reluctant activeness to find out resources, create readiness and adopt a mediating role between top authority and the teachers in order to implement the imposed changes. 相似文献
15.
《Journal of Further & Higher Education》2012,36(1):85-106
This article reports on Continuing Vocational Education (CVE) in higher education in England. The findings described here were collected from interviews, documentary evidence and observations of activity. The evidence suggests the importance of a 'supply-side' model to chart the development of CVE. First, HEIs must audit and then use the resources they have to best effect. Second, HEIs must have effective managerial systems in place. Third, the organisation of the HEI will determine the development of CVE. Complementary to these stages is the capacity and willingness of HEIs to undertake economic evaluation of their provision. Internal and external efficiency must be considered. This model is, we argue, particularly important when set within the current policy context for HE. 相似文献
16.
Neoliberalism,internationalisation and higher education: connections,contradictions and alternatives
Annette Bamberger Paul Morris Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):203-216
ABSTRACTWe explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they embody a complex entanglement of neoliberal categories and assumptions with other, primarily progressive humanitarian ideals. This framing of internationalisation has three affects. One, humanitarian ideals coupled with neoliberal categories normalise inequalities, turning internationalisation into a meritocratic global race, focusing on celebrating the possibility of the few who can achieve, instead of the embedded inequalities within the system, which disadvantage the many. Two, this allows neoliberal practices to be advanced through the discourse of internationalisation and its association with progressive humanitarian values. Three, this neoliberal framing does not explain the nature of internationalisation of HE in many nations; we demonstrate this by analysing internationalisation in China, Israel and Cuba. We suggest that internationalisation in HE cannot be adequately explained by analyses which rely on neoliberalism. 相似文献
17.
Gifty Oforiwaa Gyamera 《Compare》2019,49(6):924-942
AbstractUsing postcolonial theory, this paper discusses the conceptualisation and rationalisation of internationalisation in some universities in Ghana. The paper is based on a study conducted to critically examine internationalisation in three public Ghanaian universities. It is argued that although internationalisation is a major concept at the universities, there are different nuances in how it is perceived and conceptualised there. There are also differences in its rationalisation. These different nuances are presented as internationalisation models at the universities. This paper argues for the need of a critical debate of internationalisation, one that is not perceived in the dominant neoliberal way but that emphasises diversity, and that is defined to suit the specific context of Ghana. 相似文献
18.
AbstractThe relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. In this article, we draw on a project on the reform of teacher education in Russia and through a comparison with the development of teacher education policy in England – especially over the last forty years – we explore how the evolution of a new politics in both contexts has affected policy on teaching and teacher education. Looking, for example, at ‘post-communism’ and ‘neoliberalism’ and their respective impacts on political systems, a number of contradictions and paradoxes are identified, when comparisons are drawn between the two systems. 相似文献
19.
Globalisation has affected many aspects of daily life, including education. In the last decade, ‘internationalisation’ has become one of most popular terms in the education arena. A wide discourse exists, including the definition of internationalisation, its purpose, strategies, policies and practices, its assessment methods, and the motivation of different stakeholders to engage in it.Internationalisation is not a constant phenomenon, but rather a process undergoing continuous change, influenced by external and internal social, economic, political and academic factors. Much has been written about its current and future dimensions and directions. This paper aims to add more insights to the existing literature by presenting emerging directions in the field of internationalisation in education on global, national, organisational and individual levels. Specifically, I discuss the convergence and unification of two processes heretofore addressed independently – internationalisation in schools and in higher education. I also present the connection of national and organisational processes into individual internationalised (cosmopolitan) competencies and discuss the secondary value of internationalisation in reconciliation and peace processes. 相似文献
20.
Eralp H. Altun 《Technology, Pedagogy and Education》2013,22(3):185-205
ABSTRACT This paper reports a survey of lecturers from six Turkish teacher education institutions. The study specifically aimed to investigate the fundamental issues, concerns, and challenges of implementing information technology (IT) in teacher education. The survey consisted of four sections. The first section of the survey comprised several aspects of IT familiarity, namely the use of twelve common IT applications. The second section investigated benefits of IT to lecturers and teachers seeking to reveal how teacher educators view the role of new instructional technologies for teaching and learning. The third section dealt with the factors which are vital to implementing IT in teacher education, and the final part drew attention to the issues affecting employment and retainment of competent lecturers in teacher education. Most lecturers had a rather positive image and enthusiasm towards the use of IT in teacher training, despite a lack of experience. Recommendations are made for future strategies in Turkey on the basis of this survey and the associated literature. 相似文献