The paradox in international cooperation: Institutionally embedded universities in a global environment

Beerkens, Eric; Wende, Marijk van der

doi:10.1007/s10734-005-7695-z

Cited by 24 publications

(26 citation statements)

References 16 publications

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“…The two most-used approaches to defi ning internationalization, which also have a direct impact on international students, are the activity approach described as a series of activities, programs, and services ( Harari, 1977( Harari, , 1989Arum and Van de Water, 1992 ), research, scholarly, and international organization collaboration ( Beerkens and Derwende, 2007 ), export of knowledge and education ( Harman, 2002 ;Mazzarol and Soutar, 2002a ), and the process approach that involves policies ( Callan, 1998 ;Enders, 2004 ) and moves the higher educational institutions in an international direction ( Schoorman, 1999 ;Harman, 2005 ). Harari defi ned internationalization as " the international content of the curricula, the international movement of scholars and students concerned with training and research, and the arrangements that engage a system of education cooperation programs beyond its national boundaries " (1977, p. 2293), while Knight sees internationalization as " the process of integrating an international / intercultural dimension into the teaching, research and service functions of the institution " (1999, p. 16).…”

Section: Internationalization and Marketingmentioning

confidence: 99%

East-Asian Students' Choice of Canadian Graduate Schools

2007

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This study seeks to explain why and how international graduate students from East Asia choose to come to Canada to pursue advanced education, to assess the strengths and dynamics of the factors infl uencing the enrollment decision, and to describe possible implications both for educationexporting countries and universities offering graduate education. A synthesis model is developed to explain their decision-making process , while a push -pull model is used to understand the strengths of and relationships among various factors that infl uence the choice of a country, institution, program, and city. The research sample comprised 140 students from China, Hong Kong, Japan, Korea, and Taiwan who enrolled in graduate programs at two large Ontario universities. The research shows a three-stage process, guided fi rst by the focus of the program (i.e. researchoriented versus professional programs). Other factors -country, institution, and city -interplay simultaneously at the later two stages. The research fi ndings reveal the signifi cant infl uence of academic ( Academic Pulling Factors and Administrative Pulling Factors ), economic, environmental, and visa / immigration pulling factors as well as a set of negative pushing factors from third countries such as the United States. This research suggests that to attract top international graduate students, policy makers and institutional administrators should focus on investing in research and ensuring the quality of graduate education, while devoting efforts and resources to the internationalization of graduate education, as well as crafting a national marketing strategy to enhance awareness of and the overall image of their higher education institutions and programs.

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Section: Internationalization and Marketingmentioning

confidence: 99%

East-Asian Students' Choice of Canadian Graduate Schools

2007

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“…In contrast, financial profit is the primary purpose in the business world. Consequently, CDs act as stimuli for UK and Chinese universities to cooperate, which support Beerkens and Derwende (2007) view that the national origins of partnering universities are important sources of complementarity in HE. Evidence from this research suggests that the ability to offer different cultural elements is an important attraction of China-UK HE SAs (Olie 1990;Meirovich 2010).…”

Section: Discussion and Implications Of The Researchmentioning

confidence: 67%

Management of cultural differences under various forms of China–UK higher education strategic alliances

Roberts

Yan

et al. 2014

Studies in Higher Education

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International strategic alliances are notorious for their high failure rate. Increased inter-partner conflict resulting from ineffective cross-cultural management is perceived to be one of the key reasons for unsatisfactory alliance performance. Driven by globalization, universities are extending into foreign markets through the establishment of various types of strategic alliances. Through an empirical investigation, this study reveals that although cultural differences exist in China-UK HE strategic alliances their impact depends on the structure of the strategic alliance. Although cultural conflicts occur more frequently in equity joint ventures than in non-equity modes, the impact of conflict arising from cultural differences is more serious and significant in non-equity arrangements. Moreover, partners perceive cultural differences as sources of mutual interest. The findings imply that the negative impact of cultural difference can be ameliorated to varying degrees depending on the type of China-UK HE strategic alliance.

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“…Other issues related to multicampus programmes are the travel between the campuses, problems with effective distancelearning technology, problems with standardising operations between campuses, and the inability to communicate effectively between campuses (Harrison, Congdon, and Di Piro 2010). Indeed, a good relationship between the campuses is crucial for good cooperation, and it is clear that the relation and communication among the individuals of the consortium members play important roles (Beerkens and van der Wende 2007). In addition, a high faculty workload due to multicampus education was reported (Harrison, Congdon, and Di Piro 2010).…”

Section: Driving Forces and Obstacles For Multicampus Educationmentioning

confidence: 99%

Design and implementation of multi-campus, modular master classes in biochemical engineering

Wuyts

Bruneel

Meyers

et al. 2014

European Journal of Engineering Education

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The Master of Science in engineering technology: biochemical engineering is organised in KU Leuven at four geographically dispersed campuses. To sustain the Master's programmes at all campuses, it is clear that a unique education profile at each campus is crucial. In addition, a rationalisation is required by increased cooperation, increased exchange of lecturers, and increased student mobility. To achieve this, a multicampus education system for the M.Sc. in engineering technology: biochemical engineering was developed by offering modules that are also available for students of other campuses. Such a module is primarily based on the research expertise present at the campus. In the development, special attention has been given to the optimal organisation of the modules, evaluation, required modifications of the current curricula, and the practical consequences for students following the module at another campus. Even in the first year of implementation, around 30% of the students followed a multicampus module, which indicates the potential success of the multicampus concept described here.

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The paradox in international cooperation: Institutionally embedded universities in a global environment

Cited by 24 publications

References 16 publications

East-Asian Students' Choice of Canadian Graduate Schools

East-Asian Students' Choice of Canadian Graduate Schools

Management of cultural differences under various forms of China–UK higher education strategic alliances

Design and implementation of multi-campus, modular master classes in biochemical engineering

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