Introduction: Critical Engagements with the Internationalization of Higher Education

Ninnes, Peter; Hellstén, Meeri

doi:10.1007/1-4020-3784-8_1

Cited by 15 publications

(9 citation statements)

References 19 publications

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“…The concept of internationalisation in Higher Education necessarily incorporates a central goal of international collaboration and exchange. This offers opportunities for nations to learn from each other or, in certain cases, for lessdeveloped countries to build capacity through guidance from others (Ninnes and Hellsten 2005); this does not infer that nations need to duplicate the models from the Western world (Ng, 2012). Emulating the West without essential modification, localisation and evaluation (Mok 2008) should be avoided in order to prevent academic colonisation or in some situations a form of 'recolonisation'.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Designing and Engaging Support for Comprehensive Internationalisation: Case Studies from the University of Kent to Share Good Practice with Institutions in Uzbekistan

Manning

2020

Silk Road: A Journal of Eurasian Development

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Internationalisation of Higher Education is of key significance to universities across the globe. However, given the many ways in which comprehensive internationalisation can be manifested, challenges and opportunities can be found in encouraging and engaging staff and students, with a range of ventures which could potentially support and advance internationally-focused and meaningful activity and impact. Given global engagement with international Higher Education, it is also notable that alternative challenges and solutions emerge in different regions of the world, often through collaborative transnational education, and this can offer institutions and globally-minded academics opportunities, in line with accepted principles of knowledge diplomacy. Since internationalisation is a term which has different connotations for the various individuals and departments within any given institution, it is important to approach internationalisation activity with a clear strategy in mind. This paper presents a series of case studies which focus on the strategy, activities and projects devised by a University in the UK in order to support academic internationalisation in Higher Education. These examples are then considered in the context of transnational education with a particular focus on Uzbekistan. Examples are presented not in an attempt to suggest they offer perfect solutions from the West but rather in the 'Silk Road' spirit of internationalisation, to share good practice and to add to that knowledge through the experiences of others. This was very much the context at the 'Internationalization and Innovation in Higher Education' conference, jointly run by Westminster International University in Tashkent (WIUT) and the University of Westminster in the UK (WIUT, 2018), where the author delivered a paper on this same topic.

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

Designing and Engaging Support for Comprehensive Internationalisation: Case Studies from the University of Kent to Share Good Practice with Institutions in Uzbekistan

Manning

2020

Silk Road: A Journal of Eurasian Development

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“…209). Ninnes and Hellstén (2005) recognise that in many higher educational institutions IoC agendas are effectively a site for exchanges and conflicts, suggesting that interfacing IoC with discourses on GC remains inherently problematic. Crosling, Edwards, & Schroder, (2008) in their analysis of implementation issues, point out that, although some Australian universities have revised their aims and objectives to incorporate international skills and knowledge as core graduate attributes, that "little work has been done to translate this priority into curriculum documents and teaching practice" (p. 118).…”

Section: Ioc As An Outcome Of Process Based Intercultural Pedagogymentioning

confidence: 99%

Internationalizing Higher Education

Williams

Lee²

2015

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“…Ninnes and Hellstén (2005, pp. 3‐4) argue that ‘the internationalisation of higher education is currently experiencing a moment of exhaustion brought on by increasing workload demands and seemingly insoluble pedagogic and ethical dilemmas’.…”

Section: Effects Of Disembodiment Discourses On Teaching and Learningmentioning

confidence: 99%

International Education and (Dis)embodied Cosmopolitanisms

Sidhu

Dall’Alba

2012

Educational Philosophy and Theory

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This article is a critical examination of practices and representations that constitute international education. While international education has provided substantial contributions and benefits for nation‐states and international students, we question the discourses and practices which inform the international education export industry. The ‘brand identities’ of receiving or host countries imply that they are welcoming, respectful of multiculturalism and have a well established intellectual history, in contrast to international students' embodied experiences. There is also a tendency to represent and regard international students as disembodied learners. We conclude that these disjunctures between disembodied representations and embodied experiences are undermining the kinds of cosmopolitan sensibilities that international education claims to provide.

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Introduction: Critical Engagements with the Internationalization of Higher Education

Cited by 15 publications

References 19 publications

Designing and Engaging Support for Comprehensive Internationalisation: Case Studies from the University of Kent to Share Good Practice with Institutions in Uzbekistan

Designing and Engaging Support for Comprehensive Internationalisation: Case Studies from the University of Kent to Share Good Practice with Institutions in Uzbekistan

Internationalizing Higher Education

International Education and (Dis)embodied Cosmopolitanisms

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