Internationalization in higher education: global trends and recommendations for its future

Wit, Hans de; Altbach, Philip G.

doi:10.1080/23322969.2020.1820898

Cited by 420 publications

(242 citation statements)

References 15 publications

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“…Moreover, the partnership programme is viewed as a means to improve international awareness and experience of staff and students in teaching and research, and to develop competences that enable them to respond to, and work, in a global world (DeWit & Altbach, 2021;Seeber et al, 2016). Most of them were interested in engaging in international academic activities, such as academic exchange, joint-training, jointresearch, and international conferences.…”

Section: Discussionmentioning

confidence: 99%

“…The data analysis process involved document analysis and analysis of interview data. Since we were looking for the main rationales expressed in this partnership programme (Ball, 2012;DeWit & Altbach, 2021;Knight, 2004), phrases and/or statements in the documents that signified a basis for the establishment of the partnership were highlighted and annotated (coded). Accordingly, clear intentions and interests, compelling factors and expectations declared repetitively in the documents were identified as themes.…”

Section: Empirical Case and Methodsmentioning

confidence: 99%

“…Our general ambition is to engage in a theoretical discussion of the main policy discourses (Ball, 2012(Ball, , 2016 or what we think of as "rationales" in higher education internationalisation (DeWit & Altbach, 2021;Knight, 2004). We see rationales as expressions of policy discourses that articulate strong ideas, stable discursive relationships, and social practices, either in text or as verbal discussions (Ball, 2012).…”

Section: Theoretical Framementioning

confidence: 99%

“…According to DeWit and Altbach (2021) and Knight (2004), internationalisation activities are often driven by a dynamic combination of economic, academic, sociocultural, and political rationales. Economic rationales are linked to demands for economic growth and competitiveness, labour market, and financial incentives (DeWit & Altbach, 2021;Knight, 2004;Tamrat & Teferra, 2018). With the growth of scientific and technological competitiveness, HEIs are pressurised to diversify their funding sources through international partnerships (Jeptoo & Razia, 2012;Woldegiyorgis, Proctor, & DeWit, 2018) and to generate income through international activities, fee-paying international students, patenting, and franchise arrangements (Knight, 2004).…”

Section: Theoretical Framementioning

confidence: 99%

“…Higher education policies for internationalisation have become a common part of regulations and directives at most universities today. However, the impact of these policies varies across countries, institutions and cultures (DeWit & Altbach, 2021;Tight, 2021). In general, these kinds of policies tend to highlight the institutional importance of building strong and successful international networks to allow departments and researchers to build an international reputation, but also student mobility, which can lead to benefits for both academics and their universities.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Angervall

Kassie

2021

Education Inquiry

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This paper explores the policy discourses underpinning an international higher education partnership involving a large Ethiopian university. Particular attention is given to a partnership programme established between an Ethiopian (EU) and a Norwegian (NU) university, and the main ideas and practices expressed and negotiated from an Ethiopian perspective. This study employs a theoretical framework based on critical policy analysis and a qualitative case study design using interviews and document analysis. The results illustrate how a loosely defined policy for international partnership in higher education frames the conditions and possibilities for this programme. Partnership in EU is based on policies that emphasise flexibility in various possibilities, but also with ambitions, foremost, to partner with a Northern university. In the EU, this partnership is viewed, mainly, as a means of academic growth and development while also convoluted with concerns about resource dilemmas and dependency. This partnership programme, therefore, appears to be based on contradictions from which a double agenda emerges: striving for mutuality versus avoiding dependency, and local needs versus global achievements.

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Section: Discussionmentioning

confidence: 99%

Section: Empirical Case and Methodsmentioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

Section: Theoretical Framementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Angervall

Kassie

2021

Education Inquiry

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A critical exploration of inclusion policies of elite UK universities

Koutsouris

Stentiford

Norwich

2022

British Educational Res J

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Inclusion is seen as an ethical obligation, grounded in notions of equity and social justice for all groups and at all stages of education, with higher education (HE) representing a distinctive space where the inclusion agenda is becoming more influential. However, inclusion is also increasingly recognised as an ambiguous concept that might have lost its critical edge and is in many cases reduced to 'chatter'. To explore inclusion in this context, we analysed 48 policy documents from the websites of the 24 Russell Group Universities (the 'elite', research-intensive, UK universities) using a critical discourse analysis approach. We found that inclusion was rarely defined clearly, and that tensions, complexity and pedagogical implications of inclusion were not discussed. Inclusion was also related to excellence and ideas about a 'global university' that are central to a university's reputation and ability to attract international students and staff. We see three ways in which these findings are significant: the way inclusion was approached in the policy documents could largely be described as managerial/legalistic, seen as the responsibility of human resources; inclusion was perceived as an act of legal compliance that was also expected to influence everyday relationships -but without an explanation of

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Application of improved neighbor propagation algorithm in international communication and cooperation to promote internationalization of higher education

Liang

Jia

2022

Comp Applic In Engineering

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Most educational institutions use web 3.0 and blended learning technologies to improve student learning. Because not all students are intrinsically motivated to learn, the instructor in an e‐learning environment has significant challenges, lowering student performance. As a result, by merging the global dimension, intercultural, and international education functions, the Internationalization Standard for Higher Education (ISHE) is introduced. The Internationalization standard higher education (IoHE) process minimizes the difficulties in education resources because of the effective utilization of Information and Communication Technology (ICT). The ICT process improves innovative learning and boosts the e‐learning platform. To achieve the effectiveness of web 3.0 with a blended learning process, an Improved Neighbor Propagation Algorithm (INPA) with a concept‐mind mapping tool is introduced in this study. Student data are classified based on machine learning in an online environment. Classification is the process of predicting the class of given student data points. The relationship between each data point is examined here, and a tree structure is formed according to the concept. Mind Mapping is a suitable method that helps learn, increases information recording, shows how diverse facts and ideas are related, and improves problem‐solving. The concept and mind map are linked with different ideas, and the respective Collaborative Online International Learning (COIL) program is conducted to enhance the student's performance. The discussed blended learning‐based internationalization higher education process is evaluated with the case studies. The numerical results of the proposed INPA algorithm improve the student performance by 98.9%, satisfaction ratio by 97.5%, engagement level by 95.6%, accuracy ratio by 98.1%, the precision ratio by 96.2%, and recall ratio by 95.4% compared with other existing methods.

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Internationalization in higher education: global trends and recommendations for its future

Cited by 420 publications

References 15 publications

Double Agendas in International Partnership Programs: A case study from an Ethiopian University

Double Agendas in International Partnership Programs: A case study from an Ethiopian University

A critical exploration of inclusion policies of elite UK universities

Application of improved neighbor propagation algorithm in international communication and cooperation to promote internationalization of higher education

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