Transnational Pathways to English Higher Education

Ilieva, J

doi:10.6017/ihe.2015.81.8733

Cited by 3 publications

(3 citation statements)

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“…Internationalization has growing importance and enables institutions to develop globally minded citizens, which is particularly relevant to those without any international mobility experience (Ilieva & Tsiligiris, 2021). Initiatives at the university and government levels that facilitate connections between international students and off-campus employers during their study can be an important step toward ensuring they are able to secure adequate employment post-graduation to set them on the path toward permanent residency (Scott et al, 2015).…”

Section: Students' Experiencesmentioning

confidence: 99%

International Student Policy in Canada: A Critical Analysis

2023

WJER

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This study is a critical analysis of Canadian policies on international students and these students’ experiences in Canada. The author has carefully reviewed the relevant literature and has reached a conclusion based on the literature that Canadian international education has developed significantly in the last half century with the annual arriving international students increasing substantially. This increase has served the interests of Canada well and most international students find their experiences of receiving Canadian education positive. They have become an important source of new immigrants. For good reasons Canada is considered one of the favourite destinations for international students. But when they attempt to integrate into the society and when they attempt to join the labour force, particularly in their studied field, there have been challenges. The author also discusses the implications of the Canadian policies on international students. In addition, the author offers a few recommendations on how to improve the policies and the experiences of international students in Canada, particularly for those who decide to remain here after the completion of their study.

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Section: Students' Experiencesmentioning

confidence: 99%

International Student Policy in Canada: A Critical Analysis

2023

WJER

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“…In addition, TNE is supporting the recruitment of international students. For example, there is evidence that higher education institutions (HEIs) are using TNE as a pathway of international student recruitment (Ilieva, 2015). This type of TNE structure enables TNE students to do a proportion of their degree in their home country and the remaining part in the host country where the respective HEI is based.…”

Section: What Are the Pre‐covid Megatrends In Ism?mentioning

confidence: 99%

Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK

Tsiligiris

Ilieva²

2022

Higher Education Quarterly

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Higher education (HE), particularly its international mobility element, is one of the sectors that have suffered an immediate and substantial impact by the pandemic. The disruption in international travel and the local restrictions to physical contact has caused disruptions in the academic planning and delivery of higher education worldwide. Many argue that the recent pandemic and the move to online and blended learning delivery will define the future of HE. In this paper, we explore two main themes. Firstly, we explore the pre-Covid trends in international higher education.

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“…Parents and their wards perceive higher education to fulfil their aspiration in the form of good employment with better salary and career growth. Cross border collaboration provides an opportunity to get placement in international as well as regional labour market in particular sectors and gateway to obtain further higher credentials from foreign education institutions (Illieva 2014;Gore 2018). Change in demographic characteristics, rise of GDP per capita at purchasing power parity, high aspiration and increased paying capacity of the middle-income group as well as diversified demand of the students has led increased competition for getting more students that exhibited its aftermath in the form of strategic alliances, collaborations, transnational education to diversify and flexibility in educational offerings (British Council 2012;Gunay 2014).…”

Section: Introductionmentioning

confidence: 99%

Choice of Response Strategy Adopted by Indian Private Higher Education Institutions Collaborated with Foreign Education Institutions: Applying Porter’s Five Force Model

Jaiswal¹

2021

eqr

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Market follows the profit and compete for the resources to get competitive advantage that is inevitable. Private higher education institutions in India collaborate with foreign education providers to deliver education services in variety of modes for enlarging the student share in the market. Applying Porter’s Five Force Model it was analysed how the institutions in NCR of India position themselves in the market forces and strategise to get comparative advantage. India with huge size of middle class and vast system of higher education always attract the foreign institutions to collaborate and expand. The restrictive and proscriptive regulation does not allow foreign qualification in India except twinning mode. The finding of the present analysis using porter’s five force model suggest that regulation of the state must be comprehensive and supportive to encash the flow of market innovations that happen to be. Thoughtful regulatory framework may reap the benefit other wise institutions under market forces offer unrecognised foreign degree in informal way under the orbit of formal institution that motivate less quality tier II and III institutions to supply educational services disguising under formal system of higher education.

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Transnational Pathways to English Higher Education

Cited by 3 publications

References 0 publications

International Student Policy in Canada: A Critical Analysis

International Student Policy in Canada: A Critical Analysis

Global engagement in the post‐pandemic world: Challenges and responses. Perspective from the UK

Choice of Response Strategy Adopted by Indian Private Higher Education Institutions Collaborated with Foreign Education Institutions: Applying Porter’s Five Force Model

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