Institutional Strategies and International Programs: Learning From Experiences of Change

Nolan, Riall W.; Hunter, Fiona

doi:10.4135/9781452218397.n8

Cited by 9 publications

(5 citation statements)

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“…A skilful and transformational leader, according to Burns (1978), is able to inspire his followers to build a shared vision, and motivate them to take personal ownership to bring the vision to fruition. In a later definition specific to more than one culture, a visionary, passionate and patient leader is imperative in initiating and engaging the community in the development of an intercultural learning environment (Nolan and Hunter 2012). Even more specifically, the presence of an active and supportive head and a strong international coordinator is essential to driving the process of internationalization and teacher engagement (Egekvist et al 2017;Heyl and Tullbane 2012;Yemini 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although internationalisation of education can positively enhance diversity in the school and provide valuable learning opportunities for intercultural learning and communication, the experiences of the stakeholders involved in the process, such as school leaders, teachers, parents and students, are sometimes filled with tension. While there is abundant research indicating that leadership is seen as pivotal in the success of a school's internationalisation program (Lin and Chen 2014;Nolan and Hunter 2012;Tinkham 2011), studies on the perception of school leaders in this area remain limited. The article addresses this gap by looking into the Victorian independent school leaders' understanding of CHC international students' contributions to school community, and their experience in supporting them through various programs and strategies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders

Zhang

Chan

2021

Social Sciences

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Greater demand for quality post-secondary education has been seen in Asia, particularly in China. Many Western countries have seen a rise in international education. Increasingly, schools in Australia are embracing internationalisation policies, leading to an increase in international student enrolment before the COVID-19 pandemic in 2020. International students in school education are something of a little-understood issue for educational scholars, policy makers and the general public. Leadership is seen as pivotal in the success of schools’ internationalisation program. By applying a mixed-method approach to collect data from an online Qualtrics survey and semi-structured interviews with independent school leaders in Australia, this paper reports how school leaders understand Confucian Heritage Culture (CHC) international students’ linguistic, cultural and educational contributions to schools, and their experience in supporting the international students to adapt into the new educational environments through various programs and strategies. This article also advocates that it is vital to respect the international students’ educational subjectivities generated in their “home” countries when providing support programs to help them engage with new educational contexts in “host” nations.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders

Zhang

Chan

2021

Social Sciences

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“…The developed intercultural competence would enable the person, first of all, to grasp the core of his/her national identity, become open and curious about other cultures, able to recognize the manifestations of behaviour based on the limits of other cultures, discover cultural commonalities and differences, and, second, shift the attitudes from ethnocentric points of view towards the ability to see the reality from the others' perspectives (Deardorff, 2015). However, it is rather complicated to transfer the criteria describing the intercultural competence from the theoretical level to practice (Danescu, 2015;Nolan, Hunter, 2012). …”

Section: Introductionmentioning

confidence: 99%

An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

Lasauskienė¹

2018

Rural Environment. Education. Personality

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This is the second part of the longitudinal inquiry, which serves as basis revealing peculiarities of developing intercultural competence of prospective music teachers at university. The article discusses the results of the action research. The action research aimed to define and (practically) verify the strategies as well as methods of the (self-) development of intercultural competence. The aforementioned competence is particularly significant to prospective music teachers considering current changes in global society and perception of culture and educational environment. The long-term action research was conducted in the period of 2014-2017 and the sample of the research included 60 foreign Master's degree students, who chose studies at Lithuanian University of Educational Sciences (Music Education). The focus group discussion with participants in the process of education, music teacher educators, was used to analyse the research results. It showed that a highly significant role in development of intercultural competence is assigned to a higher education institution and internationalisation of a study programme. A targeted intercultural education is becoming a significant factor of intercultural competence improvement. The study confirmed that the strategies of the (self-) development of intercultural competence of prospective music teachers are efficient and successfully applicable in organising the (self-) development of intercultural competence of foreign students. The revealed educational preconditions make the basis for the development of intercultural competence of prospective music teachers. This study can be of interest to other researchers to further explore the possibilities of intercultural competence development at university.

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“…Thus, institutional investments in these areas will likely increase long-term global organizational attractiveness, competitiveness, and reputation. [ 43 44 45 ]…”

Section: Aligning Funding and Metricsmentioning

confidence: 99%

The American College of Academic International Medicine 2017 Consensus Statement on International Medical Programs: Establishing a system of objective valuation and quantitative metrics to facilitate the recognition and incorporation of academic international medical efforts into existing promotion and tenure paradigms

Peck

Arquilla

Gracias

et al. 2017

Int J Crit Illn Inj Sci

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The growth of academic international medicine (AIM) as a distinct field of expertise resulted in increasing participation by individual and institutional actors from both high-income and low-and-middle-income countries. This trend resulted in the gradual evolution of international medical programs (IMPs). With the growing number of students, residents, and educators who gravitate toward nontraditional forms of academic contribution, the need arose for a system of formalized metrics and quantitative assessment of AIM- and IMP-related efforts. Within this emerging paradigm, an institution's “return on investment” from faculty involvement in AIM and participation in IMPs can be measured by establishing equivalency between international work and various established academic activities that lead to greater institutional visibility and reputational impact. The goal of this consensus statement is to provide a basic framework for quantitative assessment and standardized metrics of professional effort attributable to active faculty engagement in AIM and participation in IMPs. Implicit to the current work is the understanding that the proposed system should be flexible and adaptable to the dynamically evolving landscape of AIM – an increasingly important subset of general academic medical activities.

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Institutional Strategies and International Programs: Learning From Experiences of Change

Cited by 9 publications

References 0 publications

Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders

Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders

An Innovative Pedagogical Design of Intercultural Competence Development in Music Teacher Education

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