Internationalization of higher education: institutions and knowledge diplomacy

Abstract

The public debate, policy agents and stakeholders, and academic research brought to the center of the debate the issue of internationalization of higher education. Along with questions about what (and how) should be taught, the definition and measure of teaching and learning quality, the equity and diversification on Higher Education Institutions, a discussion emerges as to the meanings of internationalization trends and models in higher education. What does internationalization mean? Are there any measures or methodological parameters to assess it? What institutional models become dominant in the internationalization processes? Did internationalization increase the importance of science for the autonomy of academic institutions? Does knowledge diplomacy effectively contribute to institutional strengthening? Are there global and local policies and strategies for internationalization? How do they work? How do they connect to democratization of higher education? Which are the main agents in the internationalization processes - are they professors, researchers, staff, students, or other stakeholders? These questions form an entire research program. Some of them are already discussed in the dossier articles. Others are only outlined, indicating new directions for studies in this area.

Measuring quality and effectiveness of HEI internationalisation - results from Poland, Czechia, Ukraine and the United Kingdom

“…It examines the reasons for international engagement in different countries and regions and enables comparison of internationalisation rates at the country level. Barbosa, Neves (2020) International rankings such as QS World University Rankings, ARWU, Perspektywy Most often, quantitative criteria are taken into account, and their number is limited.…”

Intercâmbio internacional e sua perspectiva para enfermeiros e graduandos em Enfermagem: uma revisão integrativa

“…A mobilidade acadêmica é considerada uma das principais estratégias para a formação dos estudantes e de aperfeiçoamento profissional. Entre 2013 e 2018, brasileiros foram co-autores de trabalhos de pesquisadores de 205 países, o que representou aproximadamente um terço de todos os trabalhos da Web of Science com autores brasileiros (Neves & Barbosa, 2020). Com isso, é perceptível que além de adquirir conhecimento através do contato transcultural, o aluno intercambista pode contribuir no desenvolvimento social e tecnológico do país através de publicações de artigos científicos, agregando novos valores e competências ao futuro da profissão em ambos os países envolvidos.…”