Internationalization of Higher Education: A Perspective from the Great South

Morosini, Marília Costa; Corte, Marilene Gabriel Dalla; Guilherme, Alexandre Anselmo

doi:10.4236/ce.2017.81008

Cited by 23 publications

(13 citation statements)

References 4 publications

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“…Networking, which has emerged as a major means of action, should be based on sharing, solidarity and equality among partners. Priority should be given to training programs in the developing countries, in centers of excellence forming regional and international networks, with short periods of specialized and intensive study abroad [4].…”

Section: Discussionmentioning

confidence: 99%

“…Internationalization of higher education is a systemic and sustainable effort in responding to global challenges through the integration of international and intercultural dimensions into services in the fields of Education and Teaching, Research, and Community Service [1][2][3]. Internationalization of higher education can decrease the differences of the quality of education services between developed and developing countries [4]. Universities/colleges become more competitive at the global level and receive recognition at the international level.…”

Section: Introductionmentioning

confidence: 99%

“…Universities/colleges become more competitive at the global level and receive recognition at the international level. This is known as World-Class University [1,4,5].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developing Strategic Plan for Supporting Internationalization of Technical and Vocational Education and Training

Nurhaeni¹,

Nugroho²,

Kusumawati³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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In global competition era, universities are demanded to improve their quality and reputation through internationally-standardized improvement of education and research called internationalization. The attempts to actualize university internationalization has not been widely responded by vocational education in Indonesia, such as by Solo Textile Academy, whereas its graduates should compete with overseas graduates from China, India, and South Korea, etc. This article discusses the development of strategic plan for supporting the internationalization of technical and vocational education and training. The research was conducted in Solo Textile Academy. The data were collected through documentation, focus group discussion and in-depth interview. The analysis technique employed is Miles and Huberman's qualitative analysis. The result reveals that Solo Textile Academy was still not prepared for developing internationalization. The main problem is the limited number of lecturers with doctoral degree, poor English proficiency and insufficient fund. Moreover, its business-plan documents have not explicitly stated about internationalization. Accordingly, strategic plan for supporting the internationalization of technical and vocational education and training is required. The first step taken is the making of planning and developing team for the making of self-evaluation and SWOT analysis as the foundation to determine prominent and priority programs for supporting the internationalization.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Developing Strategic Plan for Supporting Internationalization of Technical and Vocational Education and Training

Nurhaeni¹,

Nugroho²,

Kusumawati³

2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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“…The internationalization cycle includes awareness and commitment. The concept of the awareness and commitment of internationalization of higher education (Knight, 2003;Morosini, Corte, & Guilherme, 2017;Park et al, 2016) is applied in this paper (Table 1).…”

Section: Concept Of Internationalization Awareness and Commitmentmentioning

confidence: 99%

Internationalization Awareness and Commitment of Indonesian Higher Education

Abduh¹,

Rosmaladewi²,

Basri³

2018

tner

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This paper aims to explore internationalization awareness and commitment of higher education in Indonesia. Since there are no publications on internationalization awareness and commitment for Indonesian higher education, this paper fills this gap. This qualitative case study involved 15 lecturers from an Indonesian university. This study used semi-structured interviews and data from the interviews were analyzed thematically. The research findings reveal that the internationalization of curriculum indicates awareness of internationalization by inviting experts and adapting curricula from developed countries. In addition, the commitment of internationalization was marked by the increasing quantity of international publications and collaboration with domestic and global agencies. The internationalization process faces both cultural and practical constraints. The finding suggests that there should be more elements of internationalization to indicate the preparation and the implementation of internationalization.

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“…Although relatively recent, research about the internationalization of Brazilian HE has grown steadily over recent decades. Evidence of this is the number of Master's and PhD studies defended in Brazil between 2011 and 2014 focusing on internationalization at institutional level, as a public good or service; or at a policy level, influencing education policies and other cultural, science, immigration, trade, and employment policies (Morosini et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Understanding Internationalization at Home: Perspectives from the Global North and South

Almeida

Robson

Morosini

et al. 2018

European Educational Research Journal

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Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications. This paper aims to shed empirical insight into how this concept is understood by higher education staff. It follows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimensions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teaching and learning aspects, and (3) personal experiences of the social actors involved in internationalization processes. Within these dimensions, four baseline features should be considered for a bottom-up understanding of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH. Implications for future research highlight the importance of furthering empirically grounded definitions of IaH via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it represents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-, meso- and micro-contextual conditions and needs.

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Internationalization of Higher Education: A Perspective from the Great South

Cited by 23 publications

References 4 publications

Developing Strategic Plan for Supporting Internationalization of Technical and Vocational Education and Training

Developing Strategic Plan for Supporting Internationalization of Technical and Vocational Education and Training

Internationalization Awareness and Commitment of Indonesian Higher Education

Understanding Internationalization at Home: Perspectives from the Global North and South

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