Research in International Education

Dolby, Nadine; Rahman, Aliya

doi:10.3102/0034654308320291

Cited by 164 publications

(143 citation statements)

References 158 publications

(160 reference statements)

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“…Se utilizaron las siguientes expresiones de búsqueda en todos los registros de la base de datos desde 1923 hasta el 2014 en el campo integrado Article, Abstract, Title, Keywords: (internationalization AND "higher education") OR (globalization AND "higher education") OR ("international cooperation" AND "higher education") OR ("international education"). Se eligieron estos términos teniendo en cuenta que eran las áreas de investigación más asociadas a la internacionalización de la educación superior tal como se discute en amplias revisiones bibliográficas consultadas (KEHM; TEICHLER, 2007; DOLBY; RAHMAN, 2008;SPRING, 2008). La búsqueda se realizó el 23 de abril de 2015.…”

Section: Métodosunclassified

“…Desde el punto de vista conceptual, el término ha tenido diferentes usos y significados, en paralelo a otros como educación internacional, educación comparada y globalización de la educación superior (DOLBY; RAHMAN, 2008). El estudio exploratorio de Sánchez-Tarragó, Santos y Bufrem (2014) permitió detectar en la producción científica publicada sobre el tema la evolución del uso de estos términos, además del de cooperación internacional, constatándose en los últimos años la preponderancia del término internacionalización con respecto a los otros.…”

Section: Introductionunclassified

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Discusión sobre Políticas de Internacionalización en la Educación Superior: análisis de citas

2015

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ResumenEn la línea de propiciar una comprensión sobre la Internacionalización en la Educación Superior, como parte de una investigación más amplia que explora sus diferentes aristas desde la Ciencia de la Información, la investigación tiene como objetivo identificar los trabajos de mayor trascendencia en la temática y el análisis de su estructura intelectual. Para ello se realiza un análisis de citación y cocitación de la producción científica registrada en la base de datos Scopus y un análisis documental de los artículos más citados. Se emplean técnicas de análisis multivariado como análisis de clúster y escalamiento multidimensional. Se identifican autores y revistas en torno a temas como Conceptos y modelos de internacionalización; Comunicación intercultural; Movilidad internacional y migraciones; Neoliberalismo, globalización y capitalismo académico. Los ejes temáticos permiten reflexionar sobre aspectos claves para el establecimiento de políticas universitarias de internacionalización, entre ellos, las motivaciones y los objetivos de la internacionalización y la dicotomía entre la búsqueda de visibilidad internacional y la dimensión intercultural. Palabras-clave: Internacionalización de la Educación Superior. Políticas universitarias. Bibliometría. Análisis de citas.Esta obra está licenciada sob uma Licença Creative Commons. 106 Abstract This work aims promoting an understanding of internationalization in higher education, as part of a broader research exploring its dimensions from the Information Science. Its aim is to identify the most significant work in this area and analyze their intellectual structure, from which reflections on the implications for the establishment of university policies are made. For this, a citation and cocitation analysis of scientific literature on the subject registered in the Scopus database and a documentary analysis of the most cited articles is performed. Multivariate analysis techniques as cluster analysis and multidimensional scaling are used. The study clusters authors and journals on topics as Concepts and models of internationalization; Intercultural communication; International mobility and migration; Neoliberalism, globalization and academic capitalism. The key aspects identified allowed reflecting on internationalization policies discussions, including the motivations and objectives of internationalization and the dichotomy between the search for international visibility and intercultural dimension.

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Section: Métodosunclassified

Section: Introductionunclassified

Discusión sobre Políticas de Internacionalización en la Educación Superior: análisis de citas

2015

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“…Education and educational research has constantly been shaped by the historical context and the global political, economic, social and cultural shifts (Dolby and Rahman, 2008). It is however the first time in the history of humanity that education needs to respond to issues that challenge humanity's very nature and its role on the planet.…”

Section: Table 2 Goals Of Humanistic Educationmentioning

confidence: 99%

Sustainability humanistic education: a new pedagogy for a better world

Raphaely¹

2013

IJEED

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Sustainability is one of the greatest challenges facing humanity, yet current educational system perpetuates rather than alleviates the threats. The history of the emerging area of sustainability education is reviewed, including brief discussion on educational discourses, namely: humane education, environmental education, ecopedagogy, education for sustainable development, education for a culture of peace and sustainability, participatory education and humanistic education. Drawing on their strengths and using examples related to climate change, sustainability humanistic education is described as an educational paradigm shift that releases individual potential to participate in a sustainability revolution. Three case studies showcase practical outcomes of this educational approach which empowers students to challenge the status quo, reject dominant practices and rather than assume existing positions in society, take the lead in creating a better world. Sustainability is probably one of the most complex educational areas. Firstly, there is the academic challenge to understand the interconnectedness and the compounded effects of human behaviour and actions. Secondly, there is the pressing urgency to provide answers to practical problems, such as climate change and socio-economic equity. Thirdly, the existing intertwined array of practices, policies and institutions direct human behaviour towards outcomes often detrimental to social and environmental health. Sustainability has been described as the 21 st century equivalent of a new grand narrative replacing the modernist grand narrative of progress (Myerson and Rydin, 1996). Education needs to adequately reflect this at all levels. Thus this paper analyses theoretical pedagogical discourses to date and offers a new perspective employed at university level. KeywordsThe first part defines the field of sustainability education outlining existing major challenges and discusses the main theoretical frameworks in this field: humane education, environmental education, ecopedagogy, education for sustainable development, education for a culture of peace and sustainability, participatory education and humanistic education. The second part puts forward a new educational approach (termed sustainability humanistic education) and the lessons learned during its application. The paper concludes that the most prominent feature of education is to empower students to challenge the current economic development narrative and create a better, more sustainable world.

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“…In their review of the limited research on international education, Dolby and Rahman (2008) (Hayden & Wong 1997), its reputational status (Cambridge, 2002), and narrative accounts of IB implementation (Mathews & Hill, 2005). There are other articles that associate the IB with education for the gifted (for example, Hertberg, Callahan & Kyburg, 2006).…”

Section: The Ib's Broader Impactmentioning

confidence: 99%

Choosing your niche: the social ecology of the International Baccalaureate Diploma in Australia

Doherty

Luke

Shield

et al. 2012

International Studies in Sociology of Education

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Catherine Doherty is a sociologist of education with interests in internationalisation of curriculum and pedagogy across sectors.Allan Luke is a research professor working in educational policy, curriculum studies, Indigenous education and literacy.Paul Shield is a research fellow in quantitative methodologies for educational research .Candice Hincksman is a senior research assistant and doctoral candidate in statistics. The International Baccalaureate's branding and reputation targets academic high achievers aiming for university entrance. This is an empirical examination of the growing popularity of this transnational secondary credential amongst local populations in Australia, focusing on its uptake across the community, and the discourses underpinning its spread and popularity. This paper reports on online surveys of 179 parents and 231 students in schools offering the IB as an alternative to Australian state curricula. It sets out to understand the social ecology of who chooses the IB and who it chooses. Statistically significant differences between IB and non-IB choosers were found in terms of family income, parent education, student aspirations, transnational lifestyles, and neoconservative, neoliberal and cosmopolitan beliefs. The analysis demonstrates how the reproduction of advantage is accomplished through choice behaviours in stratified educational markets.Keywords: International Baccalaureate, selectivity, neoliberalism, neoconservatism, cosmopolitanism, transnationalism. This paper explores a relatively new educational phenomenon: the presence of a transnational secondary credential within local curricular markets that historically have been monopolised by a state-level certification. Over its 40 year history, the International Baccalaureate Diploma has been typically associated with international schools for expatriate communities in the US, Canada, UK, Asia and Europe (Bunnell, 2008). However, this ambit has recently expanded to offering a branded alternative in private and government schools with local catchments, enabled by regulatory regimes encouraging competition with state schooling and its official curriculum. In 2011, the IB was offered in a total of 11 state-funded schools, and 51 independent schools in Australia. This ratio is higher in the UK, (139 of the 219 IB The IB by designThe IB is the prototypical transnational school curriculum with its origins in the needs of mobile transnational elites (Fox, 1985). The norm in OECD countries has been for secondary curricula to remain under the jurisdiction of the state, province or nation both to facilitate pathways to matriculation and post-secondary participation, and to serve the distinctive knowledge, civics and values of nations. In the last decade, the (1) retrospective canonical knowledge and habits of mind, and (2) emergent forms of 'intercultural capital' (Goldstein, 2007) that will facilitate prospective participation in transnational economies (Resnick, 2008). The IB's broader impactThough enrolling only a small proportion of Aust...

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Research in International Education

Cited by 164 publications

References 158 publications

Discusión sobre Políticas de Internacionalización en la Educación Superior: análisis de citas

Discusión sobre Políticas de Internacionalización en la Educación Superior: análisis de citas

Sustainability humanistic education: a new pedagogy for a better world

Choosing your niche: the social ecology of the International Baccalaureate Diploma in Australia

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