Internationalization of higher education in a post‐pandemic world: Challenges and responses

Huang, Futao; Crăciun, Daniela; Wit, Hans de

doi:10.1111/hequ.12392

Cited by 24 publications

(23 citation statements)

References 12 publications

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“…This warrants practical implications for facilitating a sustainable doctoral trajectory, during and beyond the current health crisis. At the macro level, innovation of technologies and formalization of the virtual delivery, cooperation and research should be further strengthened ( Huang et al, 2022 ) as internationalization strategies in the interest of local and global common goods ( Marginson, 2020 ). At the micro level, international doctoral students should sharpen their psychological and behavioral responsiveness to future challenges, mobilizing and appropriating possible resources in order not only to survive but also thrive in unpleasant circumstances.…”

Section: Discussionmentioning

confidence: 99%

A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19

2022

Journal of Studies in International Education

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Despite a vast body of scholarship delving into international students’ educational experience during the COVID-19 pandemic, little is known about the doctoral group's perception from a sociomaterial perspective. Utilizing a group of Chinese international doctoral students while drawing on semi-structured interviews, the article unpacks what and how matter and human forces are entangled with one another as bricolages to shape a disrupted doctoral trajectory. It reveals that, within working and social spaces, human agency and non-human matter mediate, forge and produce a doctoral trajectory embedded within a complex lived experience of responding to shifting dynamics during the pandemic. It also shows how doctoral students aligned material and social assemblages to construct sociomaterial bricolages that facilitate a restoration of relative stability. The study contributes to the literature of international doctoral education with a nuanced disclosure of its navigation as a continual process of mobilization, negotiation and construction emerging from the performative flow of sociomaterial practices. It concludes that a doctoral trajectory represents network operations of experiencing and accounting for, not just what humans do with matter, but what matter does to human thinking and action.

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Section: Discussionmentioning

confidence: 99%

A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19

2022

Journal of Studies in International Education

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“…When reflecting on this post‐war crisis, we see some interesting parallels between the recent COVID‐19 crisis. Seventy‐five years later, in 2022, we are also reflecting on a worldwide crisis, and of course, HEQ is one of the first and most prominent to devote a special issue to the ‘Internationalization of higher education in a post‐pandemic world: Challenges and responses’, edited by Huang et al, 2022. In order to respond to the questions raised by the crisis, typical case countries and HE systems from almost all regions and continents are selected for this Special Issue.…”

Section: Universities In Crisis or Crises At Universitiesmentioning

confidence: 99%

“…Seventy-five years later, in 2022, we are also reflecting on a worldwide crisis, and of course, HEQ is one of the first and most prominent to devote a special issue to the 'Internationalization of higher education in a post-pandemic world: Challenges and responses', edited by Huang et al, 2022. In order to respond to the questions raised by the crisis, typical case countries and HE systems from almost all regions and continents are selected for this Special Issue. They include the European region, Australia, China, Hong Kong, Japan, Russia, the UK, North America, and an institutional case from Latin America.…”

Section: Univer S Itie Sincris Isorcris E Satuniver S Itie Smentioning

confidence: 99%

Three HEQuarters of a century: Reflections, considerations, and a research agenda

Teelken

2023

Higher Education Quarterly

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This autumn 2022, Higher Education Quarterly celebrated its 75th anniversary. Quite a unique event, as HEQ represents one of the oldest journals in the field of higher education research. The first issue was published in 1947, only two years after the end of the second world war. The journal was at that time called 'Universities Quarterly' and founded by the 'Association for Education in Citizenship', by Lord Simon of Wythenshawe, Mrs. E. Hubback and several others (Notes, Augustus 1949).In 1948, it was clearly stated that in higher education, 'the problems are infinite, and surely, much hard, clear, prolonged thinking will be necessary if even a few of them are to be solved. To that thinking it is hoped that the University Quarterly has made and will continue to make some stimulating contributions ' (1948, p. 427). And so, we have continued this thinking and have contributed to the various debates, and we will continue to do so.To mark this very special occasion, I have taken a very thorough look through the journal over these 75 years.This was harder than it looks as the earlier issues are not so easy to access. Currently, Higher Education Q uarterly is an international, scholarly journal, that occupies a critical space in promoting research into higher education policy and practice internationally. Its scope includes, for instance, institutional approaches to the student experience, management, and leadership; system-wide issues such as student funding and widening participation;

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“…Th is permits a lateral analysis that depicts commonly shared struggles across three national contexts whilst allowing unique emergent experiences to arise. However, most CCS studies were either typological/demographic-driven (Buheji et al, 2020), intranational (Cao et al, 2021;Cárdenas et al, 2022;Reimers, 2022), or highly oriented towards higher education (Huang et al, 2022;Su, 2020). Th erefore, identifying these units of analysis was far from straightforward, requiring an intense literature review on English language education in these national contexts and the threats and opportunities brought by the COVID-19 pandemic.…”

Section: Table 1: Th E Domains and Corresponding Challengesmentioning

confidence: 99%

Education during Pandemic: Perspectives of Secondary School English Teachers from Malaysia, Nepal, and Bangladesh

Dewan

Bashir

Ern³

2022

J NELTA

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One of the most affected sectors during the COVID-19 pandemic was education. Abrupt and sudden changes in teaching and learning practices that teachers and students experienced were unprecedented, and the effect is still felt today. Hence, the study sought to identify the challenges secondary English language teachers in Bangladesh, Malaysia and Nepal faced during the pandemic. Adopting a Comparative Case Study (CCS) research model, this was a transnational effort to explore the experiences of a cross-border ELT professional community teaching under various restrictions and limitations imposed by the governments in response to the ongoing COVID-19 pandemic. Five key challenges emerged during the findings, namely: (i) teaching and learning dificulties, (ii) unreliable and invalid assessments, (iii) infrastructural hurdles in a home learning environment, (iv) student displacement, and (v) compromised teacher wellbeing. In retrospect, there was a cause for optimism as teachers acquired crucial survival skills, yet most challenges remain valid to this day. So various stakeholders must remain vigilant and devise robust measures in anticipation of future events of this kind and scale.

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Internationalization of higher education in a post‐pandemic world: Challenges and responses

Cited by 24 publications

References 12 publications

A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19

A Sociomaterial Investigation into Chinese International Students’ Navigation of a Doctoral Trajectory During COVID-19

Three HEQuarters of a century: Reflections, considerations, and a research agenda

Education during Pandemic: Perspectives of Secondary School English Teachers from Malaysia, Nepal, and Bangladesh

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