Dissertations / Theses: 'Internationalization of higher education'

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CATTANEO, Mattia (ORCID:0000-0003-4400-089X). "Essays in higher education : internationalization, competition, funding mechanisms." Doctoral thesis, Università degli studi di Bergamo, 2015. http://hdl.handle.net/10446/31952.

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The current research explores three specific dynamics in the in higher education sector. The first paper provides a conceptual and empirical account of the role of the firms’ affiliation with universities in the international market for assets. It investigates whether the prestige and the internationalization of a university affect the propensity of affiliated spin-offs to be targeted in cross-border M&As. This is because the affiliation with a prestigious university is expected to increase the technological capabilities and network opportunities of affiliated firms. Using a sample of 220 biotech firms that went public in Europe over the period 1995-2006, we find that firms affiliated with more prestigious and internationalized universities are more prone to be targeted in cross-border M&As. The second paper investigates whether universities compete for students and how this rivalry has evolved in response to changing enrolment demand. The analysis relies on a competing destinations model for the population of 75 Italian universities in the period 2002-2012.First, findings suggest that there is competition for students among Italian universities. Second, results document that the characteristics of the competition forces changed after the recent financial crisis, with universities located in close proximity to others (i.e., belonging to agglomerated “clusters”) becoming more attractive to students. The last work focuses on doctoral grants’ effects on research performance both during the degree and throughout researchers’ careers as measured through publications and citations. This analysis draws from a representative sample of researchers holding a doctorate based in Portugal and finds that those funded by grants during the PhD perform better than do self-funded ones and that different PhD funding sources produce different outcomes. Results show that PhD funding schemes that privilege long-term PhD funding stability (i.e. PhD grants) positively affect research performance during the PhD and throughout the career.

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Maddox, Robert Benjamin. "The evolution of internationalization initiatives at three highly selective U.S. research universities." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158540.

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“Arguing against globalization is like arguing against the laws of gravity.” This statement by Former United Nations Secretary General Kofi Anan acknowledges the growing pervasiveness and seeming inevitability of global economic and cultural interdependence that characterizes globalization. The benefits and detriments of this phenomenon continue to be debated widely across political, social, cultural and national spectra. Globalization is the set of larger socio-economic forces shaping our world and internationalization is how institutions respond. More specifically, internationalization describes the operational, organizational and strategic processes, policies and practices that institutions put in place in response to globalization. Manifestations in higher education include enhanced study abroad programs, branch campuses, public and private partnerships and increases in international student engagement strategies. In order to better understand internationalization in higher education, this study explores how, why and in what ways internationalization has evolved at three large, highly selective U.S.-based research institutions: Cornell, University of California in Berkeley and New York University. The undertakings at each reflect the unique history, willingness to innovate, organizational culture and aspirations of these highly complex, diverse, public and private institutions. The study explores disparate strategic elements, challenges, obstacles, and opportunities as well as the common and disparate drivers for changing internationalization strategies over time at each and across the three institutions. The findings underscore common themes, such as the importance of linking institutional identity and culture to the strategy; the careful consideration, selection and negotiation of partners; and the serious process and operational planning that need to be made in order to accommodate the new strategy and sustain the altered operation. The findings further affirm that although the approaches are distinctive and one size definitely does not fit all, several broad domains of emphasis emerge as framing mechanisms and shared experiences that might benefit others interested in exploring and understanding internationalization in higher education.

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Brennan, Michael. "Community College Internationalization| The Role of Presidential Leadership." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10615429.

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The literature differentiates between globalization and internationalization, but views the two phenomena as inextricably linked. Globalization is defined as a set of imposing economic and political forces that demand higher education pursue increased levels of international engagement (Altbach & Knight, 2007, p. 290); and has been explained as a process accelerating the “…flow of people, culture, ideas, values, knowledge, technology, and economy across borders, resulting in a more interconnected and interdependent world” (Knight, 2008, p. x). Internationalization is a response by higher education to manage the impact of globalization. Approaches for internationalization may involve infusing intercultural perspectives into curriculum, recruiting international students, promoting study abroad, engaging in international development initiatives, and building international partnerships (Knight, 2008, p. xi). Exploring the academic landscape, the capacity to respond to global forces by internationalizing varies considerably. Community colleges are among the institutions failing to respond. International initiatives remain marginalized on most community college campuses (Boggs, 2007; Green, 2007; Raby & Valeau, 2007). Community colleges educate nearly 50% of U.S. undergraduates and a disproportionate share of minority, first generation, and first time in college students (AACC, 2015c). Given the inevitability of continued globalization (Altbach, 2010, 2015; Altbach & Knight, 2007; Hudzik, 2011, 2015; Knight, 1993, 1994), community college internationalization is an imperative for U.S. higher education. The purpose of this research study was to understand how presidents assert leadership and create organizational capacity for internationalizing their public community colleges. Qualitative research methods were employed to inform the development of research questions, structure data collection, and frame the data analysis. By design, this study brought together evidence from multiple sources. A minimum of ten interviews were conducted at each site. Relevant documents were collected for analysis. The presidents and campuses chosen and research methods allowed for a robust, in-depth examination of the president’s role in the internationalization process over a sustained period of time, but in dissimilar geographic, demographic and economic contexts. While they employed different strategies, the three presidents successfully achieved consensus among stakeholders that internationalization was an institutional imperative.

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Dogan, Derya. "The Erasmus Programme In The Internationalization of Turkish Higher Education." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429019768.

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McCormack, Amy. "Internationalization on small college campuses and the role of presidential leadership." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592337.

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Colleges and universities not only have the opportunity, but also the responsibility, to shape globally-minded citizens. In January 2013, Under Secretary of Education, Martha Kanter, co-authored the lead article in Change: The Magazine of Higher Education, arguing that "knowledgeable, engaged, globally minded citizens hold the key to this country's shared democratic values, prosperity, and security" (Kanter & Schenider, 2013). This research examines the facets of internationalization on college campuses and the role of presidential leadership. Leaders who are committed to developing the next generation of globally-astute citizens have found ways to internationalize their campuses and promote global learning. This multiple case study highlights the internationalization on five college campuses, which have been nationally recognized for their comprehensive approach. The findings include three primary levers that are used to internationalize: study abroad, recruitment of international students, and curriculum integration. The research focuses on the role of presidents and how they can advance or sustain internationalization, and it highlights the challenges. The leadership strategies employed by presidents are a particular focus of this study. The analysis found that multiple leadership perspectives (or frames) are engaged to advance internationalization. Leadership strategies were found to be consistent with those frames identified in the scholarly work of Bolman and Deal (2008), which values multi-frame leadership approaches, including structural, human resource, political, and symbolic. The study also found that, depending on the history of international education at the institution and the personal and professional characteristics of the president, one or more dominant approaches can be used to sustain and elevate an existing international agenda. Those tools that need to be leveraged include an understanding of institutional history and culture, a mission and a strategic plan that prioritize international education, and an organizational infrastructure that supports a comprehensive approach. The ability to advance internationalization and integrate all the disparate parts depends on an institutional narrative, leadership lifestyle, and the effective use of human and financial resources. The analysis found that presidential leadership is an important factor in making internationalization part of the institutional ethos.

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Romani-Dias, Marcello. "Internationalization in higher education: the fundamental role of faculty." reponame:Repositório Institucional do FGV, 2018. http://hdl.handle.net/10438/25711.

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Submitted by Marcello Romani-Dias (mromdias@hotmail.com) on 2018-11-20T17:05:30Z No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) Approved for entry into archive by Debora Nunes Ferreira (debora.nunes@fgv.br) on 2018-11-21T14:42:02Z (GMT) No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-11-21T16:00:41Z (GMT) No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) Made available in DSpace on 2018-11-21T16:00:41Z (GMT). No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) Previous issue date: 2018-08-09 This study addresses the phenomenon of internationalization in higher education and is composed of three chapters. The following research question inspired the first chapter: What is the influence of characteristics (and activities) of researchers on the internationalization of the Higher Education Institutions in which they work? As the main results, I identify that the researcher's: (i) international academic experience, (ii) insertion into international collaborative networks, (iii) international co-authoring and (iv) experience in international publications, are four of the main factors at the individual level that are positively associated with the internationalization of Higher Education Institutions. The second chapter built from the Social Exchange Theory in order to address the following questions: What are the main rewards and costs that researchers perceive in their internationalization activities? How do these expectations of rewards and costs, perceived by researchers, affect their choices of international insertion? As the main results, I identify the following rewards expected by researchers: (i) professional opportunities generated from the internationalization activity, (ii) greater social approval (by the academic group of which they are part), (iii) greater autonomy in their teaching and research activities, and (iv) greater personal and professional security. On the other hand, high temporal, monetary, psychic and physical costs are among the factors that discourage researchers from seeking international insertion in their academic activity. The following question inspired the third chapter: What constitutes the internationalization of full time academic researchers ? I propose that the internationalization of the researcher can be conceptually defined as a phenomenon of four dimensions, called PRID: (i) place, (ii) relationship, (iii) impact and (iv) dissemination. The data obtained from in-depth interviews of 34 reasonably (or highly) internationalized researchers indicates that a researcher internationalizes his (her) academic activity when he (she) engages in academic activities outside his home country (place), and/or establishes relationships with academic actors outside his country (relationship), and/or achieves impact in terms of the wide use of his works (impact) and/or publishes his works in journals of international reach or in partnership with international authors (dissemination). Esta Tese trata do fenômeno da internacionalização no ensino superior, e está organizada no formato de três artigos. Para a construção do primeiro capítulo parto da seguinte questão: Qual é a influência de características (e atividades) dos pesquisadores sobre a internacionalização das Instituições de Ensino Superior em que atuam? Como principais resultados, identifico que: (i) a experiência acadêmica internacional do pesquisador, sua (ii) inserção em redes de colaboração internacional, suas (iii) coautorias internacionais e sua (iv) experiência em publicações internacionais, são quatro dos principais fatores em nível de indivíduo (pesquisador) que influenciam positivamente a internacionalização da IES. Para o segundo capítulo da Tese, sob a luz da Social Exchange Theory, parto da seguinte questão: Quais são as principais recompensas e custos que pesquisadores percebem em suas atividades de internacionalização? Como estas expectativas de recompensas e custos, percebidos pelos pesquisadores, afetam suas escolhas por inserção internacional? Como principais resultados, identifico as seguintes recompensas esperadas pelos pesquisadores: (i) oportunidades profissionais geradas à partir da atividade de internacionalização, (ii) maior aprovação social (pelo grupo acadêmico de que fazem parte), (iii) maior autonomia em suas atividades de ensino e pesquisa e (iv) maior segurança pessoal e profissional. Por outro lado, os elevados custos temporais, monetários, psíquicos e físicos estão entre os fatores que desestimulam os pesquisadores a buscarem inserção internacional em sua atividade acadêmica. Para o terceiro capítulo da Tese, parto da seguinte questão: O que constitui a internacionalização de pesquisadores acadêmicos em tempo integral? Proponho que a internacionalização do pesquisador pode ser definida como um fenômeno de quatro dimensões, denominadas PRID: (i) lugar ou local (place), (ii) relacionamento (relationship), (iii) impacto (impact) e (iv) disseminação (dissemination). Baseado no modelo PRID proponho uma definição para a internacionalização de pesquisador: Um pesquisador internacionaliza sua atividade acadêmica quando se engaja em atividades acadêmicas fora de seu país natal ou de residência, e/ou estabelece relações com atores acadêmicos fora de seu país, e/ou atinge impacto científico internacional por meio de suas publicações (pelo amplo uso de suas obras) e/ou publica suas obras em periódicos de origem internacional, ou em parceria com autores internacionais

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Roienko, L. "Innovative methods as a tool of higher education internationalization." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16644.

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Lan, Lan. "Internationalization of Chinese higher education through international academic collaboration." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/8948.

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Mestrado em Ensino Superior (Erasmus Mundus) A internacionalização no ensino superior tornou-se uma grande preocupação tanto para o Governo Central Chinês como para as Instituições Chinesas de Ensino Superior. Esta tese analisa a implementação de colaboração internacional, como método da Internacionalização Chinesa no Ensino Superior, entre universidades Chinesas e demais universidades estrangeiras. As questões fundamentais são “Será que a colaboração académica internacional ajuda a incrementar o processo de internacionalização do ensino superior na China? E até que nível esta colaboração pode acelerar este processo? Foram desenvolvidos casos de estudo em três Instituições de Ensino Superior para explicar as questões enunciadas. A conclusão desta tese é que o processo de Internacionalização do Ensino Superior Chinês foi/ou está sendo acelerado pela implementação do método “Colaboração Internacional Académica”. No entanto, ainda existem alguns efeitos negativos tais como a internacionalização heterogénea no território Chinês e o problema do brain drain, isto é, a perda de activos intelectuais, que necessita de maior atenção. Higher education internationalization has become a crucial concern both for Chinese central government and for Chinese higher education institutions. This thesis examines the implementation of international academic collaboration, as a method of internationalizing Chinese higher education, between Chinese universities and those universities abroad. The main research questions are “Does international academic collaboration help to speed-up the process of higher education internationalization in China? And to what extent could international academic collaboration accelerate this process? Case studies in three Chinese higher education institutions have been done as explanations of those questions raised above. The conclusion of this thesis is that the process of Chinese higher education internationalization has been and/or is being accelerated by employing the method of “international academic collaboration”. However, there are still some negative effects such as the imbalanced development of internationalization in China and the problem of “brain drain” that needed us to take more concern.

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Nyangau, Josiah Z. "A QUALITATIVE STUDY OF FACULTY MOTIVATIONS OF ENGAGEMENT IN INTERNATIONALIZATION." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511899974919954.

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YONEZAWA, Akiyoshi, and 彰純米澤. "The Internationalization of Japanese Higher Education: Policy Debates and Realities." 名古屋大学高等研究教育センター, 2009. http://hdl.handle.net/2237/11454.

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Hansen-Devaux, Elizabeth. "Internationalization in higher education: issues facing stakeholders with possible solutions." Kansas State University, 2011. http://hdl.handle.net/2097/13171.

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Master of Arts Department of Modern Languages Abby Franchitti With more international students coming to study in the institutions of higher education in the United States, it is essential to examine the infrastructure, support system, and cross-cultural awareness which currently exist within the campus community. Issues regarding internationalization face many institutions on both the micro and macro-level due to numerous variables including the lack of communication between departments, organizations, and offices on campus and an unguided direction of the goals and ambitions behind it. By looking at how the various stakeholders involved in internationalization are affected, possible solutions for academic institutions can be suggested. This report analyzes some of the ways in which the stress and workload often associated with internationalization can be alleviated in order facilitate a community which embraces diversity, and encourages mutual respect in an ever changing global society.

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Bendriss, Rachid. "Internationalization Efforts at State Universities in Florida." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2185.

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Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience. Ed.D. Department of Educational Research, Technology and Leadership Education Educational Leadership EdD

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Beecher, Bradley Klein. "Internationalization Through the International Branch Campus| Identifying Opportunities and Risks." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142596.

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Deciding whether or not to open an international branch campus requires that senior leaders at higher education institutions have an understanding of the benefits and risks associated with one of the riskiest forms of internationalization. Three historical waves characterize the modern incarnation of the international branch campus, which began in the 1980s. The benefits and risks for opening an international branch campus have evolved during each wave. The current wave has seen the rise of government-sponsored education hubs where a tight partnership exists between the host country and the foreign higher education provider. Few studies have explored decision-making processes used by higher education institutions when determining whether or not to open an international branch campus. This study provides a deeper understanding of the decision-making process used by Ghent University when choosing to open the Ghent University Global Campus in Songdo, South Korea. Ghent University’s decision demonstrates that the benefits and risks are evolving for international branch campuses. Locating a branch campus in a government-sponsored education hub lowers one of the foremost risks that higher education leaders must address, the financial ones. This case also reveals that benefits are developing to include research opportunities abroad, new employment prospects for postdoctoral students, and support for internationalization activities.

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Diabate, Dafina Blacksher. "Internationalization on HBCU Campuses and the Role of Presidential Leadership." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602297.

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This study seeks to examine the role of presidential leadership in internationalization on historically Black college and university (HBCU) campuses. HBCUs comprise a small but important segment of U.S. higher education, as they are responsible for 20% of African American graduates in the country. Unfortunately, many of these institutions have yet to address the urgent need to internationalize their campus in a systematic, relevant way. This research study was conducted on the campuses of three public HBCUs working to advance internationalization. This study explores answers to the following questions: (a) What is the role of the President in advancing or sustaining internationalization on an HBCU campus? (b) What is the relationship between the President and the Senior International Officer (SIO)? and (c) What leadership frames do the Presidents use to advance or sustain comprehensive internationalization? Site visits to each institution included interviews with the President, the Provost, the SIO, and faculty. Results show that the Presidents recognized their responsibility to articulate why internationalization is important for the university and how it aligns with the mission of preparing students to navigate a globally connected world. Results indicate that the Presidents impact how internationalization gets implemented through direct and indirect interaction with the SIO and by sustaining a strong infrastructure, particularly in the form of a unit responsible for internationalization initiatives. The findings indicate that while the SIO does not report directly to the President, a more effective reporting line assigns the SIO a faculty rank with a reporting line to the Provost. Analysis of the data shows that each President utilized at least one dominant leadership frames identified by Bolman and Deal (2013), two of them also exhibited a secondary frame, and none applied a multi-frame approach. With longer time at the institution, these leaders may discover the need to incorporate different leadership frames to respond to rising challenges. This study affirms the importance of presidential leadership factors in the successful implementation of internationalization on these campuses.

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Qiu, Yiwei. "Institutional diffusion and implementation of internationalization in higher education: A case study of G University." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3560.

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This study sought to provide relevant data and insights that could validate the usefulness of a blended theoretical model of internationalization based on a modified model of van Dijk and Meijer’s internationalization cube with Rogers’ diffusion of innovation theory with the long term of goal of generating a universally applicable theoretical model to help guide other higher education institutions toward successful internationalization. The blended theoretical framework adapted in this study was used to review G University’s (GU) policy, support, and implementation dimensions regarding internationalization and illustrate how internationalization at GU fits into the blended theoretical framework. It was also used to identify how key factors facilitate the institutional diffusion and implementation of internationalization at GU. This study employed a qualitative instrumental case study methodology. Qualitative data were collected from organizational documents, interviews, and field observations and analyzed through the lens of the blended theoretical framework. The findings indicate that GU is located on position five of a possible eight positions on the modified van Dijk and Meijer internationalization cube incorporated with Rogers’ diffusion of innovation theory with the following characteristics: priority policy, ad-hoc support, and random implementation toward internationalization. It was concluded that advancing GU’s position on the internationalization cube would require adjustments to GU’s policy, support, and implementation dimensions.

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Kettler, Lauren Kathleen. "External Global Forces that Affect Higher Education Internationalization Strategies and How Three U.S. Universities Adapt to Them." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829576.

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When major transnational events occur, such as the 2015 economic crisis within Greece, the 2016 violent conflicts within Turkey, and the creation of political policies such as the 2017 President Trump Executive Orders on visa and immigration, the effects ripple throughout the field of international higher education. How higher education institutions take into consideration such external forces, ultimately, can affect their internationalization efforts, strategies, and successes. This qualitative study explores what the external forces are that affect a university’s internationalization strategies, specifically in inbound and outbound mobility programs. It further examined in what way these forces are affecting their strategies and how universities adapt to these forces. Using data from the Open Doors: Reports on International Education Exchange and the Integrated Postsecondary Education Data System (IPEDS), three private universities were selected that demonstrate large internationalization, inbound and outbound mobility strategies: Boston University, Northeastern University, and the University of Southern California. Further, this study was grounded in Kim Cameron’s (1983, 1984) strategic choice and adaptation frameworks as a theoretical foundation, as the survival of the institution in today’s global age is dependent on how well the institution can adapt during times of change. The findings in this study reveal common themes across the three institutions, which resulted in seven external forces, or the Internationalization Forces. These forces have positive and negative effects on universities, which are demonstrated and plotted on a coordinate plane resulting in four distinct quadrants: Beneficial, Stressful, Harmful, and Creative. Finally, each case demonstrated that they are adapting their strategies across Cameron’s (1983, 1984) three domains: Defense, Offense, and Creation. Overall, the study underscores the impact that the external world has on higher education. Understanding the volatility of the Internationalization Forces can further assist higher education institutions in the facilitation of their internationalization strategies.

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Stein, Sharon. "Contested imaginaries of global justice in the internationalization of higher education." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62562.

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An emergent ‘critical turn’ in the study and practice of higher education internationalization has generated incisive analyses of the ethical and political implications of international engagements. This reflexive moment, however, also risks renaturalizing an imperial global imaginary, which I trace in this dissertation to the fact that higher education scholars and practitioners in the Global North have yet to substantively unpack the transnational colonial dimensions of the modern Western university. I argue that practitioners and scholars of internationalization have an obligation to face higher education’s historical and contemporary complicity in empire, as well as our own. This is particularly necessary in the context of nation-states that were founded through conquest, and whose ongoing colonial entanglements have both local and global dimensions. Working from a decolonial orientation and an underlying commitment to denaturalize violent and unsustainable patterns of thinking, being, and relating, I ask how inherited frames of liberal justice and humanist theories of change operate in the mainstream study and practice of internationalization in the United States and Canada. In the areas of curriculum internationalization, international student mobility, and global citizenship, I identify a tendency to reassert as universal what are in fact situated, partial, and often Euro-supremacist epistemological and ontological assumptions about the world and the purposes of higher education. Further, these assumptions often calibrate even critical scholarship, which largely remains enframed by what is possible and desirable within the frames of colonial modernity and its promises of security, prosperity, and universality. By identifying the limits of justice within these frames, there is an opportunity to think, be, and relate differently, but at these moments of possibility there is also a tendency to seek out the old comforts and assurances promised by imperial frames. To interrupt this circular tendency requires tracing both the immediate symptoms and the root causes of global injustice, attending to our enduring attachments to the promises offered by the colonial architectures of modern existence, and making a commitment to wrestle with the complexities and difficulties of learning from past mistakes, disinvesting from harmful systems and subjectivities, and experimenting responsibly with alternative possibilities. Education, Faculty of Educational Studies (EDST), Department of Graduate

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Sun, Yanan, and 孙亚南. "Comparative study on internationalization of higher education in China and Japan : a review of historical roots." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198874.

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As a response to globalization, internationalisation of higher education could be accomplished by the forms of a series of national policies and institutional strategies to strengthen the global competitiveness of universities. The history of Japanese higher education spans approximately over 130 years, experiencing both flourishing time and stagnant period. Driven by the increasing pace of internationalisation and great pressure originated from global competition, Japanese government has already taken concrete measures to get its higher education better merged into internationalization. However, higher education in Japan is now at a crossroads maintaining its sustainable and steady development. As Japan’s neighboring country, China came much more slowly of breaking the ice for the internationalisation in dimension of higher education if compared with Japan. As gradually playing an important role internationally, China has invested massively into internationalisation of higher education as well. However the direction of development in Chinese higher education seems to be blur or too early to tell. The current status of higher education in China and Japan are both characterized by profoundly historical roots. Better understanding on the ‘historical internationalisation’ in both countries sheds light on the understanding of higher education in contemporary China and Japan and their developmental progress. Therefore the present dissertation examines the originally authentic sense of internationalisation which could be traced back to the middle to late 19th century. During the middle of nineteenth century China and Japan were both undergoing the threat from invasive West with countries’ independence and traditional culture in danger. In response to expansion of the West, Chinese and Japanese’s reactions varied enormously in polity subversion, economic construction, attitudes towards foreign culture and educational reform. The Meiji Restoration of 1868 in Japan rapidly foster its modernization by successfully ‘using the barbarian to control the barbarian’ to achieve the equal standards with the West eventually which opened a brand-new page for the beginning of Japanese modern history. Unlike Japan, Chinese failure in Self-Strengthening Movement which was supposed to be the preparation of modernization in China, stroke China back to the abyss of bureaucratic governance, leading Chinese modernization and first step accepting western culture and technology almost half a century later than Japan. In this sense, historical roots of internationalisation in China and Japan would be taken into serious consideration in this dissertation because it shaped countries’ status quo and would probably insert a far-reaching influence on the prospective development. published_or_final_version Education Master Master of Education

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Ahwireng, Doreen. "Internationalization of Higher Education: A Comparative Case Study of Two U.S Universities." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459330623.

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Wallitsch, Kristen N. "INTERNATIONALIZATION, ENGLISH MEDIUM PROGRAMS, AND THE INTERNATIONAL GRADUATE STUDENT EXPERIENCE IN JAPAN: A CASE STUDY." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/15.

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This research is a case study on the lived experience of international graduate students in the Graduate School of Asia Pacific Studies (GSAPS) at Waseda University in Tokyo, Japan. Using cultural globalization and internationalization as a lens, this research positions international graduate students as local actors in an abroad community and addresses, 1) how and why students decided on an English Medium degree in Japan, and 2) the lived academic and social experiences of this particular group of students while in Japan. In-depth interviews with 17 degree seeking international graduate students explore graduate students’ past educational and professional experiences and the purpose of seeking an advanced degree abroad. Graduate students also discussed the types of academic and social sodalities they chose to engage in while in Japan and the other actors involved (or not involved) in these communities. Through inductive analysis, conclusions were drawn on how these actors constructed their social and academic lives amidst the influences of internationalization and cultural globalization.

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Iuspa, Flavia Eleonora. "Assessing the Effectiveness of the Internationalization Process in Higher Education Institutions: A Case Study of Florida International University." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/316.

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The purpose of this study was to examine a Higher Education Institution’s (HEI) process of internationalization. The theoretical model developed by Van Dijk and Miejer (1997) was used to review Florida International University (FIU)’s policy, support, and implementation dimensions and determine its position on the Internationalization Cube, and assess how FIU’s international activities fit into its different organizational processes. In addition, the study sought to shed light on student and faculty attitudes toward internationalization. Qualitative and quantitative data were collected from examining organizational documents, interviews, descriptive data on FIU’s international activities using the International Dimension Index, and the Student and Faculty Survey on Internationalization. FIU’s international activities results were analyzed in relation to a panel of experts’ item relevancy index. The Likert-type survey scales’ frequencies and percentages were calculated as well as Spearman Rho correlations between the survey’s three scales and demographic and experiences variables. The study found that FIU is located on position six of a possible eight positions on the Van Dijk and Meijer Internationalization Cube with the following characteristics: Priority Policy, One-Sided Support, and Structured Implementation toward internationalization. The analysis of FIU’s results on international activities showed that FIU exhibits all the activities considered to be strong indicators of internationalization but for position seven placement special attention is needed in the areas of foreign language study, international students, study abroad, faculty movement and involvement in international projects. The survey indicated students and faculty rated the Benefits of Internationalization highly but didn’t perceive strong institutional Support for Internationalization. Faculty age and offshore programs participation; student gender, race/ethnicity and class status; and for both, study abroad and knowledge of students travel grant had significant positive correlations with student and faculty attitudes. The study concluded that an association exists between FIU’s position on the Internationalization Cube and its international activities. Recommendations for policy, implementation, and future studies were made. It was concluded that advancing FIU’s position on the Cube will require adjustments in FIU’s policy, support and implementation dimensions. Differences in student and faculty views toward internationalization should be taken into account when planning internationalization efforts.

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Bradford, Annette. "Internationalization Policy at the Genba| Exploring the Implementation of Social Science English-Taught Undergraduate Degree Programs in Three Japanese Universities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687531.

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This study explored the implementation of social science English-taught undergraduate degree programs in Japanese universities and investigated the challenges they face. As higher education institutions in Japan seek to become more competitive, many institutions are introducing undergraduate degrees taught exclusively through the English language. Existing research in non-Anglophone countries has shown that programs differ in their rationales for implementation and in their design and characteristics, and therefore, experience different types of implementation challenges that inspire varied responses. However, in Japan, studies in the English language focusing on the implementation of English as a medium of instruction in higher education are few and concern only short-term and graduate programs. This study used a qualitative multiple-case study design to examine four-year social science undergraduate programs at three universities from the perspectives of those involved with the implementation process. Data were generated via 27 interviews with senior administrators, faculty members and international education support staff. The results indicate that the rationales for implementing the programs at the case-study institutions are grounded in a desire to increase competitiveness, with a focus on developing the international competencies of domestic Japanese students. Program design is oriented towards international and Japanese students in the same classrooms and is influenced by the understandings of key program implementers. Structural challenges were found to be the most significant obstacles to program implementation. In particular, institutions struggle with issues relating to program coherence and expansion, student recruitment and program identity. Structural challenges are so prominent that the study proposes a new typology of challenges facing the implementation of English-taught programs in Japan. This typology includes challenges related to the constructed understandings of the programs as institutions within the university. Practical responses to the challenges consist of discrete actions with little movement made that affects the university more broadly. Five salient elements that play an important role in the implementation of all of the case-study programs were also identified. These comprise the presence of committed leadership, implementer orientation regarding the English language, the position of the program within its institution, student recruitment, and the clarification of outcomes and goals.

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Kumari, Sunita. "Leadership in Higher Education: Role of Persons-in-Charge of Internationalization Efforts in Community Colleges." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6720.

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The purpose of this research was to understand the role carried out by persons-in-charge of campus internationalization efforts at community colleges. The comprehension of this leadership role encompassed identifying and understanding profile and qualities of the person-in-charge of campus internationalization efforts as well as the duties and responsibilities of these individuals. The extent to which the person-in-charge of campus internationalization efforts received institutional support, and the tribulations or challenges they faced as they worked on the internationalization initiatives of their respective institutions were also explored, alongside their personal view of internationalization with respect to globalization. This study added to the existing body of knowledge since little research has been conducted regarding the organizational and leadership focus towards campus internationalization efforts especially at the community colleges level. This survey research was conducted with members from two national organizations who were considered leaders involved in campus internationalization efforts at their respective community colleges nationwide. The voluntary and anonymous survey instrument was administered online. Data analysis for quantitative data was descriptive, while responses to open-ended questions were summarized. One can conclude from the research findings that the profile and designation of the persons-in-charge of campus internationalization efforts are still developing, given the varying titles the respondents had and different supervisors to whom they reported. Furthermore, the results indicate that the major roles and responsibilities carried out by these leaders were beyond only overseeing international students and encouraging their own students to engage in study abroad and/or exchange programs. The duties included bringing together senior administrators, faculty, and students via strategic planning, institutional relations, and collaborations through internal/external advisory boards, and faculty policies affecting curriculum internationalization amongst others. The results indicated that the professional and personal traits best suited for this leadership position would be the individual who is aware of what internationalization in community college entails, has management experience, is articulate and is highly motivated. Hence, comprehending the role of existing persons-in-charge of campus internationalization efforts in community colleges helps to understand the unique profile, roles, and responsibilities as well as professional and personal qualities embodied by these leaders. It also enables senior leadership of the institutions to understand the kind of support required and challenges faced by such individuals to ensure comprehensive internationalization efforts take off and are successful at their respective community colleges.

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Bruce, Gonzalo R. "Institutional Design and the Internationalization of U.S. Postsecondary Education Institutions." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1247069809.

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Rudzki, Romuald Edward John. "The strategic management of internationalization : towards a model of theory and practice." Thesis, University of Newcastle Upon Tyne, 1998. http://hdl.handle.net/10443/149.

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The research is concerned with examining the process of internationalization within higher education and specifically within UK Business Schools. The fieldwork includes the first ever national survey of such institutions conducted in 1992 and was followed by detailed case studies of two institutions - one in the UK and the other in the Netherlands, both of which included staff and student interviews. The findings examined the existence of policies and strategies, as well as critical factors for success, reasons for failure, obstacles and probable future directions. The results show that internationalization within the UK is taking place in a variety of ways, with little or no consideration of the strategic management of the process and is driven both by the need to increase fees from overseas students and to attract external funding such as that available from the European Commission. The thesis goes on to provide a fractal process model of internationalization which can be equally used by individual academics, as well as departments, faculties, institutions, national systems of education or for transnational organizations. The model is located within a conceptual framework developed using the methodology of grounded theory. The thesis concludes with an examination of possible future trends within higher education before returning to first princples in the form of a re-examination of the reasons for internationalization

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DeArman, Brooke A. "Internationalization Initiatives in U.S. Institutions of Higher Education| The Impact Observed by a School of Music." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877139.

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This qualitative study was designed to evaluate the impact internationalization initiatives in U.S. institutions of higher education have had on a school of music. The critical approach of intercultural communication served as the conceptual framework to guide understanding of internationalization initiatives or efforts within higher education institutions toward preparing students, in particular music graduates, for the global society (Issa, 2015). Data collected from questionnaires and interviews with various stakeholders, organizational documents and the institution’s website provided a more thorough understanding of the approach to, and challenges and benefits of internationalization initiatives in a school of music. This data was coded for consistencies and emerging themes in terms of approaches to, challenges, and benefits. The results of this study could create social change for society and communities in better understanding the impact of internationalization initiatives implemented within higher education music departments toward enhancing the artistic and intellectual abilities and contributions of individuals, institutions, and the field of music as a whole. Findings from this study will also inform practices of administrators of music departments within higher education toward attracting and preparing international students as well as preparing current domestic students for a globalized society.

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Stein, Sharon. "A Discourse Analysis of University Internationalization Planning Documents." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365764144.

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Ratliff, Jason. "PERCEPTIONS AND EXPERIENCES OF UNIVERSITY ADMINISTRATORS ONINTERNATIONALIZATION PLANNING AND IMPLEMENTATION AT A MIDWESTERNUNIVERSITY: A MIXED METHODS STUDY." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1372079884.

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Jiang, Nan. "Market entry mode of higher education internationalization : a case study of a post-1992 university." Thesis, University of Derby, 2011. http://hdl.handle.net/10545/230937.

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Purpose - The aim of this research is to examine higher education (HE) internationalization in terms of international recruitment and academic collaboration with the focus on a single institution case study. The research investigates how the case study university conducts HE internationalization, identifies key implementation issues of HE internationalization, and develops an education-specific market entry dynamic framework. The discussion of the difference in the process of internationalization across faculties is also included. Design/methodology/approach - This research adopts the interpretivist philosophy and inductive approach, with focus of a single institution. Based on the positions and job responsibilities, the total of 20 interviewees from three key departments (Corporate, Department 2 and Faculty) were selected and 22 semi-structured interviews were conducted. The total of 329 pages of interview transcripts were analyzed. Other types of data collection include observation and secondary documentary data. The answers from each group were used in a comparative analysis, resulting in an overlap pattern structure that indicates the level of the university's internal integration. Data analysis strategies include content analysis, critical discourse analysis (CDA), colour coding, and categorization of meaning. Findings and contributions - The market entry dynamic framework is the main outcome of this research. This framework provides a number of education-specific modes of entry and programme delivery methods to guide institutions' internationalization. The implementation issues raised in this research indicate that the university's internal integration has a major impact on HE internationalization. These issues highlight the areas where the university needs to improve. Faculty-specific factors explain the difference in the process of internationalization across the four faculties at the case study university, and explain the reasons why the levels of internationalization are different among these faculties.

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Doyle, Kevin. "Faculty internationalization| Experiences, attitudes, and involvement of faculty at public universities in South Dakota." Thesis, University of South Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3607699.

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Internationalization in higher education is an issue of growing importance as the forces of globalism continue to push both social and economic connections from local to global. While this topic is becoming increasingly vital to the health and influence of educational institutions, many, including those within South Dakota, are unaware of the foreign language capabilities or international experiences and attitudes toward internationalization of their full-time faculty members. This study investigated the attitudes of, experiences in, and exposure toward internationalization by faculty members across the six public universities within the South Dakota Board of Regents system. Faculty members’ foreign language background and ability, as well as both their perceptions on the value of internationalization of higher education and their perceptions on institutional receptivity toward internationalization were also examined. Data collected from SD faculty members (n=479) were then compared by demographic factors including gender, age, academic travel, and home institution to discover any trends or connections within these subgroups. The findings of this study suggest that South Dakota faculty members not only have a vast and varied background in internationally related experience, but they also overwhelmingly express a desire to further their academic–k international connections through teaching, research, and service. Results also showed significant differences among faculty perceptions among the six state institutions and between groups of faculty who have traveled for academic purposes and those who have not. Along with the findings and discussion of the results of this study, recommendations for improving practice are provided, as are suggestions for future research.

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Law, Jennifer Man Ching. "Internationalization of higher education in Hong Kong : an investigation into the implementation of internationalization strategies for undergraduate programs in a local university." Thesis, University of Bristol, 2012. http://hdl.handle.net/1983/bb0a98aa-f82a-4248-a6b8-455f799b3942.

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The term "internationalization of higher education" in Hong Kong, usually calls to mind the number or percentage of "non-local" students studying in universities and institutions. With the HKSAR Government's initiatives of turning Hong Kong into a "regional education hub" and the relaxation of "non-local" student quota of up to 20% of the annual undergraduate intake since 2007, local higher education institutions need to work even harder in formulating strategies for internationalization. Statistically, the number of "non-local" as well as exchange students has been on a rising trend year after year; however, not much research has been conducted on the key stakeholders' (students, faculty members and administrators) perspectives, attitudes, and perhaps, struggles and difficulties, when they are faced with the implementation of internationalization strategies in the day-to-day campus / classroom / working environment. This qualitative study was conducted at a local university with a focus on undergraduate programs. Undergraduate students, faculty members and administrators from the local context and outside Hong Kong were interviewed to find out how they defined "internationalization of higher education", evaluated the effectiveness of related strategies, as well as how the strategies have influenced their role in learning, teaching, and administration. By analyzing findings from interviews and reviewing relevant literature from Hong Kong, U.K., U.S. and Australia, this study investigates the implementation of internationalization strategies at a local university, with an aim to find out whether there is any "missing link" between "ideals" formulated by decision makers and "realities" faced by key stakeholders. Central themes emerging from the findings contribute to further studies in this field and serve as a reflection for decision makers in future strategies formulation and/or evaluation.

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Mwangi, Peter N. "The Impact of the STARTALK Language Program on the Internationalization of Higher Education in the United States." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479124046459707.

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Nguyen, Bao Quoc. "Internationalization at Jesuit Colleges and Universities in the United States: Tensions between the Jesuit Mission and Internationalization in Strategic Plans." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107905.

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Thesis advisor: Johannes de Wit While internationalization in higher education is widely documented, little research has been conducted on how internationalization efforts at the 28 Jesuit colleges and universities in the United States have been operated. Through three exploratory case studies at Boston College, Saint Louis University, and the University of San Francisco, administrators, faculty members, and students were interviewed to address questions of rationales, strategies, outcomes with respect to internationalization, in relation to the Jesuit mission. Information from institutional websites and Jesuit documents served to round out the analysis of global engagement at Jesuit higher education institutions in the United States. Informed by the literature, the study draws on data collected from the 24 semi-structured interviews including individual and focus groups of international and study-abroad students. The study employs the conceptual framework of three pillars of internationalization at home, abroad, and through partnerships, provided by De Wit, Howard, Egron-Polak, & Hunter (2015). The findings show the growth of Jesuit institutions in the United States in the number of their internationals students, more concentration on global curricula, more opportunities for study abroad, and promotion of international partnerships. However, the study illustrates that Jesuit colleges and universities in the United States are still more regional or national institutions and are involved in internationalization at a preliminary stage of the process with ad hoc and fragmented strategic plans. The thesis ends with recommendations for more global collaboration and frequent assessment among Jesuit entities in order to sustain their operation and continually pursue the international mission of their Jesuit tradition, for a more balanced approach between the business/reputation model and the mission model, for more faculty and international students support, and for more attention to international alumni Thesis (PhD) — Boston College, 2018 Submitted to: Boston College. Lynch School of Education Discipline: Educational Leadership and Higher Education

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Sanderlin, Nicole. "Motivations for Faculty Engagement in Internationalization: Learning from Champions and Advocates." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77064.

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The success of internationalization depends heavily on faculty support and engagement. Nonetheless, the motivations of faculty heavily engaged in international activities—described by scholars as champions and advocates—are not well understood, despite the fact that their efforts have been labeled as critical to advancing such efforts. This study examined the perceived motivating factors of faculty members heavily engaged in international activities at Virginia Tech, a university that created a strategic plan aimed at increasing such endeavors in 2004. Interviews with identified champions and advocates of internationalization in two colleges at Virginia Tech—the College of Liberal Arts and Human Sciences and the Pamplin College of Business—sought to explore the benefits and elements that led these faculty members to become and remain engaged in international activities. This study also investigated whether faculty members' involvement in international concerns could be linked to the influence of factors proposed in the faculty engagement literature as commitment enabling. Specifically, this research sought to test Wade and Demb's (2009) Faculty Engagement Model, which asserts that certain professional factors contribute to professors becoming involved in community engagement. This analysis found that five of the professional factors in Wade & Demb's (2009) modelâ”€discipline, status/rank, socialization, professional community and department supportâ”€are useful for examining faculty members' willingness and ability to engage in international activities. However, it also found that faculty member involvement is shaped by a convergence of professional, institutional and personal factors. These together enabled faculty members to begin and remain engaged in international activities. In addition, despite the rationales offered by leadership and through strategic plans for becoming engaged in international concerns, the most common motivating factors identified by champions and advocates were intrinsic or personal influences that are not captured in institutional efforts to internationalize. These findings suggest that although universities may create mission statements, strategic plans and policies to guide internationalization, the motivations of faculty members who undertake and implement such initiatives in their classrooms and through their research and outreach play a large part in whether and how such efforts will be realized. Ph. D.

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Suša, R. (Rene). "Social cartographies of internationalization of higher education in Canada:a study of exceptionalist tendencies and articulations." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526214597.

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Abstract This research project explores how notions of Canadian exceptionalism are being challenged and/or reproduced in responses of students of seven Canadian universities to a survey related to internationalization of higher education. The study analyses data from surveys (n=1451) completed by undergraduate students in different disciplines collected between 2013 and 2015. This data is part of a larger database of surveys that was developed within the Ethical Internationalization in Higher Education (EIHE) research project (2012–2016). This research adopts a mixed-methods approach to the analysis of quantitative and qualitative data. A post-representational approach to the methodology of social cartography is used to map two facets of the data. These facets are the general discursive field in which various exceptionalist tendencies are being contested and/or reproduced, and the multiple dimensions of articulations of exceptionalist tendencies. Canadian exceptionalism is in this research understood as a complex set of self-constitutive discursive practices, policies, self-perceptions and assumptions that simultaneously affirm and construct an imaginary of Canadian society and Canadian nationals as morally, ethically and culturally superior by exalting both the nationals’ and the nation-state’s inherent character as already good global citizens. Exceptionalism is used as an umbrella term that joins together several problematic aspects of unexamined ennobled narratives about the nation and national subjects. In this research the concept of exceptionalism is developed by drawing on multiple critiques of different aspects of liberal subjectivities. The findings suggest that exceptionalist tendencies and articulations can be observed in the responses of both international and Canadian students. They also suggest that while critical thinking and engagement with diversity are valued highly by almost all students, the responses in the survey exhibit a high level of ambivalence in terms of how (and to what extent) critical thinking is deployed, while diversity is often constructed in commodified ways that seem to indicate a desire for consumption of the Other’s difference for personal and/or national benefit Tiivistelmä Tässä tutkimuksessa tarkastellaan kanadalaista poikkeuksellisuutta koskevien käsitysten haastamista ja/tai toisintamista seitsemän kanadalaisen yliopiston opiskelijoiden vastauksissa kyselyyn, joka liittyi korkeakoulutuksen kansainvälistymiseen. Aineisto (n=1451) on kerätty eri alojen kandidaattivaiheen opiskelijoilta vuosina 2013–2015 ja se on osa laajempaa Ethical Internationalization in Higher Education (EIHE) -projektissa (2012–2016) syntynyttä kyselytietokantaa. Tutkimuksessa hyödynnetään monimenetelmällistä lähestymistapaa laadullisen ja määrällisen aineiston analyysiin. Aineistoa kartoitetaan kahdesta näkökulmasta jälkiedustuksellisen sosiaalisen kartografian avulla. Nämä näkökulmat ovat 1) yleinen diskursiivinen kenttä, jossa erilaisia poikkeuksellisuuden tendenssejä haastetaan ja/tai toisinnetaan ja 2) poikkeuksellisuuden tendenssien artikulaatiot ja niiden moninaiset ulottuvuudet. Kanadalainen poikkeuksellisuus ymmärretään tässä tutkimuksessa monimutkaiseksi rakennelmaksi itseään toteuttavia diskursiivisia käytäntöjä, toimintatapoja sekä ihmisten käsityksiä ja oletuksia itsestään, jotka samanaikaisesti vahvistavat ja rakentavat kuvitelmaa kanadalaisesta yhteiskunnasta ja Kanadan kansalaisista moraalisesti, eettisesti ja kulttuurisesti ylempiarvoisina ihmisinä ylistämällä kansalaisten ja kansallisvaltion luonnetta luonnostaan hyvinä maailmankansalaisina. Poikkeuksellisuutta käytetään ylemmän tason terminä, joka nostaa esiin useita ongelmallisia näkökulmia tutkimattomiin kansakuntaa ja kansalaisia koskeviin ylevyyden narratiiveihin. Poikkeuksellisuuden konseptia rakennetaan tässä tutkimuksessa viimeaikaisen liberaalin subjektiivisuuden eri näkökulmia koskevan kritiikin pohjalta. Tulokset viittaavat siihen, että poikkeuksellisuuden tendenssejä ja artikulaatioita esiintyy sekä ulkomaisten että kanadalaisten opiskelijoiden vastauksissa. Vaikka tulosten perusteella lähes kaikki opiskelijat arvostavat vastauksissaan kriittistä ajattelua ja moninaisuuden kohtaamista, vastauksista välittyy hyvin ristiriitainen näkemys siitä, miten (ja missä määrin) kriittistä ajattelua lopulta hyödynnetään. Tällöin diversiteetti jäsentyy usein kulutushyödykkeen tavoin osoittaen ilmeistä halua käyttää toisen erilaisuutta oman ja/tai kansallisen edun hyväksi

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González, González Jorge, and Ambriz Rocío Santamaría. "Quality and accreditation in higher education: integration and internationalization of Latin America and the Caribbean." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/117313.

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The paper discusses the concepts of «quality» and «accreditation» in education with different meanings, and proposes comprehensive definitions that have been put into practice by the Union of Universities of Latin America and the Caribbean and the International Network of Evaluators through model «V» evaluation planningfor continuous improvement, integration and internationalization of higher education. El ensayo analiza los conceptos de «calidad» y «acreditación» educativas con sus diferentes acepciones, y propone definiciones integrales que han sido llevadas a la práctica por la Unión de Universidades de América Latina y el Caribe (Udual) y la Red Internacional de Evaluadores (RIEV) por medio del Modelo «V» de evaluación-planeación, como estrategia para el mejoramiento permanente de la educación superior.

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Jain, Romi. "China's Soft Power Aims in South Asia: Experiences of Nepalese Students in China's Internationalization of Higher Education." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1523103230854755.

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Lee, Tong Nge. "The internationalization of Singapore universities in a globalised economy : a documentary analysis." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27814.

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This study traces the internationalization of Singapore universities from a historical and developmental perspective. The main Research Question is: “Why and how have Singapore universities internationalized since the beginning of nationhood in the early 1960’s to the globalized economy of today?” It seeks an in-depth understanding of (a) the meanings of internationalization, (b) the rationales for it; and (c) the approaches to it - from the Singapore government’s and universities’ perspectives. The study is located within the interpretative paradigm with a qualitative research approach using documentary analysis as the sole data collection method. The focus is on the three publicly-funded universities, namely NUS, NTU and SMU in Singapore. Being publicly-funded, the rationales for internationalising and the strategies used are more likely to be influenced by governmental policies and direction. Relevant sources examined include published government and university documents available from university libraries, web-sites and government archival records. Among the key findings are - that the internationalization of Singapore universities is inevitable given 21st century globalization and knowledge-based economies; and the government’s tight instrumental interdependence between education and economic development. The term ‘internationalization’ of universities is interpreted as ‘going global’ by the government; and ‘to be a global university’ by the three case universities. Singapore‘s universities are used as key ‘instruments’ to foster and attract talent, both local and foreign – to overcome a scarcity of skilled labour. Hence, the ‘internationalization’ of Singapore universities aims to – produce ‘world ready’ graduates, enhance ‘global competitiveness’, and talent augmentation (attracting foreign talent). Some of the Internationalization strategies adopted by the government and universities are unique. Two analytical models of internationalization of universities are developed from the study as its theoretical contribution.

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Shutina, Reti. "An Investigation of the Role that the Nation's Six Major Higher-Education Associations Have Played in the Internationalization of American Higher Education During the Last Decade (1996-2006)." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1213448336.

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Dissertation (Ph.D.)--University of Toledo, 2008. Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 293-309.

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Alfattal, Eyad. "GLOBALIZATION, INTERNATIONALIZATION, MARKETING, AND COLLEGE CHOICE: KEY FACTORS AFFECTING INTERNATIONAL STUDENTS’ MOBILITY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/494.

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While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students’ mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students’ choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students’ cross-national mobility. A two-phase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students’ destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was more important for Middle Eastern students, while Affordability and Access were more important for Asian students. Finally, Quality was more important to male international students. The quantitative phase of the study was followed by a qualitative one that employed transcendental phenomenological procedures. In-depth interviews with 11 international students were conducted. Qualitative findings supported and explained quantitative ones. Furthermore, two additional common sources of influence emerged, Becoming Somebody and Moving from the Familiar to the Unfamiliar. These, together with the four-factor domains identified by EFA, helped conceptualize the international student mobility model proposed in this study.

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Deschamps, Eric. "Entrepreneurialism's Influence on the International Strategies and Activities of Public U.S. Universities." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293359.

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This study explored how international offices engage in entrepreneurial internationalization. Thirty Senior International Officers (SIOs) at public U.S. universities were interviewed to understand why and how their offices seek to generate revenue through their international strategies and activities. This study found that SIOs are engaging in entrepreneurialism for the following reasons: funding cuts, expectations of their institutions, and growing student demand for international services. These drivers have resulted in targeted international activities, such as the delivery of U.S. credit to foreign students in their home country (without a branch campus) and the growth of dual degree programs. International offices are also developing strategic partnerships with enrollment management in trying to attract more international students to campus. This study found entrepreneurialism to largely align with the educational priorities of international offices, though a misalignment of incentives and priorities seems to exist within many international offices.

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Sullivan, Janice. "Global Leadership in Higher Education Administration: Perspectives on Internationalization by University Presidents, Vice-Presidents and Deans." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3370.

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The purpose of the study was to identify international university administrators' perspectives on organizational strategies to support higher education internationalization. Internationalization is the conscious effort to integrate international, intercultural, and global dimensions into the ethos and outcomes of higher education (NAFSA, 2008). A descriptive survey design method was used and the instrument entitled "Strategic Internationalization Priority Scale" was developed for this research. This study is quantitative and cross-sectional. The online survey was sent to 1,043 top university administrators at 149 universities in 50 countries. These universities had active international agreements with the University of South Florida at the time of the study. Approximately 350 university presidents, vice-presidents, and deans, from 33 countries, and 65 universities, participated in the study. ANOVA, MANOVA, and Multiple Regression analyses were used to examine data in the three dimensions of internationalization: 1) Planning and operations, 2) Student Education, and 3) Teaching and Faculty Development. The statistical programs used for data analysis were SAS 9.2, SPSS 18.0 and Mplus 5. In general, the study participants perceived the three dimensions as having a medium priority level. Planning and operation strategies, and student education strategies, were rated higher than those for teaching and faculty development. Four of the 34 strategies were perceived as having a high priority level: 1) Motivating students to participate in study abroad programs, 2) Establishing institutional collaboration with foreign universities, 3) Communicating an institutional global vision, and 4) Increasing visibility of international focus on institution's web site. In contrast, the following strategies were perceived as having a low priority level: 1) Creating a branch campus abroad, and 2) Considering foreign language fluency in salary and promotion decisions. The research findings revealed that there were differences in perceptions based on the following demographic characteristics: 1) Institutional description, 2) Institution's world region, 3) Institutional status, 4) Number of international undergraduate students, 5) Administrators' position, 6) Administrators' English proficiency, and 7) Administrators' International experience. Furthermore, the participants identified the following top difficulties in achieving internationalization at their institutions: 1) Lack of economic resources, 2) Lack of faculty involvement, 3) Lack of planning and coordination, and 4) Lack of governmental support. The implications of these results are presented as they relate to the research and practice of higher education administration, educational leadership and policy development.

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Cranwell, Lindy. "University Comprehensive Internationalization (CI): Faculty Meaning-Making, Motivations, and Perceptions for Engaging Globally." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/101984.

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American universities have been internationalizing for decades, and their leaders often contend they must engage globally to stay relevant and prepare students adequately for a rapidly changing work environment. Faculty members, as keepers of the curricula and pivotal university actors, are critical to global engagement efforts on their campuses. However, many university leaders have yet to engage individual professors in ways that have resulted in securing their sustainable support for comprehensive internationalization (CI). A similar weakness of CI related research to date has been its failure to include a broad group of voices when investigating faculty engagement in internationalization. Following Childress’ framework (2010), this study explored the meaning-making, motivations, and perceptions attached to CI through individual interviews with a sample from all ranks of U.S. civil and environmental engineering faculty members from three Land Grant universities. Interviewees highlighted a variety of barriers and motivations linked to internationalization including, historical constructs, personal and professional values, and perceptions of potential outcomes of CI engagement. The analysis highlights and explores these factors and their connections to the international outlook ranking for interviewees’ institutions. Ph.D. American universities have been addressing global concerns and challenges for decades. Their faculties have for just as long sought palliatives and solutions to those issues. One element of that work is efforts to prepare students to work in an internationally connected world. University professors who design classes for students and conduct research are critical to all of these initiatives. However, university leaders have not been able to find ways to involve a sufficient and sustainable group of professors to make globally focused research and teaching efforts a central priority. Past studies investigating faculty involvement in internationalization have not yet researched a full range of professorial perceptions of such efforts. This study sought to understand what a sample of civil and environmental engineering faculty members at three American Land Grant universities perceived concerning internationalization initiatives at their institutions. I chose this group for study because their views have not been examined systematically and because there are more students studying engineering and in this one field within engineering than ever before. Those I interviewed included faculty members of all ranks and they also exhibited a wide range of levels of engagement in globally focused research and teaching. Interviewee responses highlighted a diverse array of motivations for international engagement and as many disincentives for faculty to do so. Professors’ work histories, values, and personal and professional perspectives all mediate their involvement in globally relevant issues. This analysis identified a list of concerns that university leaders can address to encourage their faculties to pursue internationalization. It also examined the connection between university reputations and faculty engagement with international concerns.

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Diki, Mary Kristin. "The Internationalization of Higher Education: International Graduate Students' Perspectives on How to Enhance University Stakeholders' Glocal Competence." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596721422243909.

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Dissertations / Theses on the topic 'Internationalization of higher education'

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