InternationaliSation at Home

Gaalen, Adinda van; Gielesen, Renate

doi:10.1007/978-94-6300-301-8_20

Cited by 8 publications

(3 citation statements)

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“…In addition, institutions should build the dynamic monitoring of scholarship systems. It is necessary to ensure the life of international students and enhance their enthusiasm for teaching and learning [51][52][53][54][55][56]. Institutions need to optimize the use of funds and establish a multi-channel funding system.…”

Section: Discussionmentioning

confidence: 99%

Investigating International Students’ Cultivation System for Higher Education Sustainability in China: Stakeholders’ Perspectives

Xue

2022

Sustainability

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The quality of the international students’ cultivation system is pivotal to the high-quality promotion for higher education sustainability in China. This study aims to explore 23 international students’ opinions on their cultivation system at 6 higher education institutions in China by the qualitative approach of Iconic Legisigns-Guided Interviewing (ILGI). We found that the cultivation quality of international students needs to be promoted and the cultivation funding support of international student needs to be diversified. It is suggested that the government should improve the enrollment mechanism and the diversified cultivation system; optimize the cultivation concept of overseas students in China; establish the administrative management, supervision, and review system; build the dynamic monitoring of the scholarship system; and optimize the use of funds and establish a multi-channel funding system.

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Section: Discussionmentioning

confidence: 99%

Investigating International Students’ Cultivation System for Higher Education Sustainability in China: Stakeholders’ Perspectives

Xue

2022

Sustainability

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“…11-12)—an experience that will only ever be confined to a minority of students. From an IaH perspective, Van Gaalen and Gielesen (2014, 2016) argue that internationally and interculturally competent graduates can best be achieved “if institutions consciously create controlled situations that lead to intercultural collaboration and the utilization of students’ specific international knowledge” (Van Gaalen and Gielesen, 2014, p. 16), whereas EP-NUFFIC (2014b) identify that work placements at international organizations in the home country have “high potential” for delivering internationalized professional and personal skills and knowledge, although they are “still not much applied” (p. 2). Jones (2013, 2016) has made a strong case for asking whether IaH (or “local internationalization”) can enhance the employability of nonmobile students, arguing that “it is clear that domestic environments could play an equivalent role in offering opportunities for experiential learning in an intercultural context, taking people beyond their comfort zones” (Jones, 2013, p. 101).…”

Section: Introduction: Internationalization At Home (Iah) and The Extmentioning

confidence: 99%

Thinking Globally, Working Locally: Employability and Internationalization at Home

Watkins

Smith

2018

Journal of Studies in International Education

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Word count (including notes and references): 6289 AbstractAs an approach to the internationalisation of higher education, Internationalisation at Home (IaH) looks beyond the mobility of a minority of students, emphasizing instead the delivery to all students of an internationally-focussed curriculum, and the embedding of intercultural communication. This can be expanded to include extra-curricular activities and building relationships with local cultural and ethnic community groups. The MA in International Development at Nottingham Trent University UK has implemented this approach, looking beyond both mobility and curriculum to apply IaH directly to student employability, embracing intercultural competence as a key professional skill. This paper explores the efficacy of this combination in the MA's Professional Development Pathway, which requires students to complete a placement which demonstrates international and intercultural engagement, usually undertaken "at home", and to critically reflect not just on their professional skills, but on their ability to engage in the ethical practice which is a key element of IaH.(150 words)

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“…The literature about the internationalisation of higher education reports personal, cultural, and institutional blockers related to strategies, resources, and connections (e.g., Leask, 2015). Many institutions have a general strategy for internationalisation but lack detailed plans, resources, and criteria for monitoring the internationalisation of study programs (Warwick, 2014;Van Gaalen and Gielesen, 2016). Academics are not involved much in developing strategies for internationalising curricula (Green and Whitsed, 2015).…”

Section: Introductionmentioning

confidence: 99%

Curriculum Internationalisation

van den Hende

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Chapter 2 An organisational change perspective for the curriculum internationalisation process: bridging the gap between strategy and implementation (study one) Chapter 3 Academic staff on their engagement with curriculum internationalisation: an organisational change perspective (study two) Chapter 4 Deployment of academic staff and disciplinary contexts in strategies for curriculum internationalisation: a dynamic resource-based view of organisational change (study three) Chapter 5 Rethinking and navigating tensions regarding curriculum internationalisation: a duality perspective of organisational change (study four) Chapter 6 Discussion and conclusions References Appendices Conference presentations, workshops, and other articles Summary Samenvatting in het Nederlands Acknowledgements About the author PrefaceAs long as I can remember, I have been curious to learn about diverse worlds and perspectives and triggered to cross boundaries, physically and mentally. My first international adventure, all by myself, involved working with children in a summer camp in the United States. It was the start of my life-long journey with internationalisation and diversity. During and after my bachelor's and master's studies, I developed an interest in working on internationalisation in higher education. In various roles, contexts, and countries, I have observed and participated in many developments, varying from designing and teaching courses about 'Dutch Society and Way of Life' for international students, setting up and coordinating the first international degree program for the University of Groningen, developing and maintaining international relations with countries like Turkey and Canada, generating new systems for admissions, strategies for international marketing, advising and managing projects in developing countries, and designing policies for, e.g., internationalisation, diversity and inclusion, the international classroom, and language and culture. General introduction | 11 General introduction | 13Most higher education institutions comprise multiple disciplinary areas, from business and economics to social sciences, arts, law, natural sciences, and medicine. Becher (1989Becher ( , 1994 distinguishes four broad disciplinary areas: natural sciences, humanities and social sciences, science-based professions, and social professions. As Becher and Trowler et al. (2012) point out, the impact of disciplinary contexts has been largely overlooked in higher education research, strategy development, and policymaking. How does the way these academics think, teach, cooperate, and make decisions influence the internationalisation of their study programs in specific disciplinary and institutional contexts?The following paragraphs elaborate on the development of internationalisation in higher education, followed by a further explanation of the approach in this thesis to internationalising study programs.General introduction | 15 staff and their disciplinary contexts are not mentioned explicitly in these definitions. Still, Leask's...

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InternationaliSation at Home

Cited by 8 publications

References 1 publication

Investigating International Students’ Cultivation System for Higher Education Sustainability in China: Stakeholders’ Perspectives

Investigating International Students’ Cultivation System for Higher Education Sustainability in China: Stakeholders’ Perspectives

Thinking Globally, Working Locally: Employability and Internationalization at Home

Curriculum Internationalisation

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