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Renowned expert Dr Steven Carber brings together 12 experts in the field of international education to share their experiences and foresight. Topics under discussion include international classroom practice; technology; the role of leadership; evaluation and accreditation; the future of international education; and much more.
This book provides a critical review of the internationalization process among higher education institutions (HEIs), taking a closer look at the case of business schools. The first part offers a novel definition of this phenomenon and examines the forces that drive international initiatives. It then examines and explains the “internationalization paradox”: the observation that despite evidence that many international initiatives fail to deliver what they promise, for the heads of HEIs they nevertheless remain at the top of the agenda. In turn, the second part of the book develops a unifying framework that identifies alternative models of internationalization and explains how they relate to one another. Based on this framework, the book presents a model of the truly global HEI, whose mission is to learn from the world rather than teach the world what it knows. The book’s central thesis is that it is unlikely that HEIs will be able to transform themselves into truly global HEIs because of historical and organizational barriers rather than a shortage of resources or a lack of visionary leadership. The book concludes that most HEIs should refrain from claiming that their aim is to become global institutions, and should instead focus on the successful implementation of an import-export model of internationalization that calls for initiatives such as the internationalization of the curriculum, the creation of student and faculty exchange programs, and the participation in international academic and research partnerships. Any attempt to transform themselves into truly global institutions is unlikely to succeed and may distract them from their fundamental mission: to educate their home-based students and help them become effective global citizens.
This book proposes to excite readers to engage in conversations on how Schools and Colleges of Education can internationalize teacher education programs so that graduates have global teaching experiences, that teacher education curricula include global perspectives, and that there are opportunities to have faculty think and teach from a global perspective. The contributions in this book are by authors who have the knowledge and expertise in international teacher education to answer many questions regarding the development of a 21st century competent global teaching force. They describe their experiences, programs, and support for the goal of continuing to internationalize Schools and Colleges of Education. The book is designed to be interactive - readers are encouraged to engage themselves in the conversation as the editor invites them to e-mail any of the authors to discuss questions posed. Questions addressed in this issue include defining internationalization, global teacher competency, hearing "voices from the field" as graduates and faculty share how internationalization has had an impact on teaching, program development, and professional and personal development. This book was originally published as a special issue of Teaching Education.
Examines the understanding, practices and challenges that Malaysia's higher education institutions face in their efforts to internationalize. This issue is of great importance to academics, policy-makers and students in Malaysia, given the country's aspiration to become a hub for higher education.
In an era of globalization, internationalization of higher education (IHE) has been constructed as an almost inevitable trend and has become a common pursuit of many nations in their higher education (HE) policies. This book focuses on two nations, China and Australia, in terms of this trend. The broadest aim of this book was to find out the interactive relationships between global and national pressures in policy development by comparing the international HE policies in China and Australia. The three categories, overarching meta-policies at the macrolevel (nation), institution focused policies at the mesolevel (universities), and people focused policies at the microlevel (individuals) are documented and analyzed. Similarities and differences are identified. Similarities include promoting and deepening IHE as one important agenda in national policies at the macrolevel in the two nations, promoting transnational cooperation in the provision of HE at the mesolevel, as well as increasing international student numbers and encouraging an outflow of student learning and exchanges at the microlevel. Differences include China’s soft power initiatives and Australia’s appeal for the sustainability of international HE as a national priority in the area of IHE at the macrolevel; the focus on “World Class Universities” construction in China and strengthening the overall HE system in Australia; and different issues in relation to people mobility and brain circulation—specifically, encouraging more outflow of students and attracting more inflow of talents and international students in China, and over-reliance on international students financially in Australia. It is suggested that different responses to the global trends reflect the specificities of each nation and the ways path-dependent factors mediate global pressures. This comparison will facilitate a better understanding of how globalization has affected and been responded to in IHE policies and enable a better understanding of their path-dependent mediation through a focus on two specific sets of national policies.
The relationship between teacher education and internationalization is often regarded as one that has just begun, sparked by globalization and its knowledge economy. This book questions such an assumption by arguing that although contemporary demands on teacher education have intensified the need for internationalization, teacher education and internationalization have a deep and complex relationship, which is context dependent and has developed differently over time. This book urges its readers to question and rethink overly nationalistic approaches to teacher education. It shows how the internationalization of teacher education could be used as a strategic tool to support sustainable educational development and meet labor market demands for twenty-first century competencies. It puts the spotlight on the imperatives for internationalizing teacher education and its present forms, and considers this current phenomenon in the context of Singapore. This nation state has a history of internationalization, albeit with differing rationales, dimensions and strategies. Internationalization has been a key driver of the Singapore education system’s sustained growth, from its humble beginnings to its present state as one of the best performing education systems in the world. This book will be of great interest to policy makers, academics, researchers and graduate students in the fields of international and comparative education, teacher education, and South East Asian studies.
The rise in demand for higher education in the Asia-Pacific region is an undeniable reflection of the growing pace of globalization and the subsequent pressures imposed by it. Aspiring to become globally competitive and to position favourably in the global university league tables, governments in Asia have either engaged in a serious quest to become a regional education hub or they have concentrated on developing transnational higher education to create more opportunities, in order to meet their citizens’ pressing demand for higher education. Internationalization of Higher Education in East Asia critically examines and provides comparative perspectives on the major strategies that selected Asian countries and societies have adopted to transform their higher education sector and enhance their national competitiveness in the increasingly globalized world. This volume by leading scholars in the field of education development and policy studies makes critical reflections on how Asian governments in particular and universities in general have responded to the growing challenges of globalization by promoting more internationalization, student mobility and entrepreneurship in higher education. This book is an essential collection for policy makers, researchers and postgraduate students studying higher education, Asian education and international education.
Internationalization of higher education is a concept that is currently making its way to every corner of the globe. This book aims to provide the reader with an introduction to this subject and explore three of its most fundamental aspects, namely, internationalization at home, internationalization abroad, and internationalization of curriculum.
In an effort to enhance the quality of education, universities and colleges are developing programs that help faculty and staff internationalize curriculum. These programs will purposefully develop the intercultural perspectives of students. Curriculum Internationalization and the Future of Education is a critical scholarly resource that examines the steps taken to diversify a number of courses from various disciplines and addresses the challenges with curriculum internationalization. Featuring coverage on a broad range of topics, such as active learning, student engagement, and grounded globalism, this book is geared towards academics, upper-level students, educators, professionals, and practitioners seeking current research on curriculum internalization.
Internationalizing Business Education is a carefully edited selection of twenty-three essays written by leading educators of international business. this exhaustive treatment of the various dimensions of business school internationalization is divided into seven parts: Rationale and Conceptual Foundation; Historical Perspectives; Faculty Development; Curriculum; Institutional Strategies; Center/Institute Models, and Linkages. This work evolved from the Roundtable on Internationalizing the Business Schools and Faculty held in June 1991 at Michigan State University. The conference brought together business faculty and administrators from North America, Europe, and Australia who shared their perspectives and experiences, and brainstormed about approaches to internationalizing business education. These experts present their views in this volume. In the 1990s, businesses continue to face the challenge of staying competitive in an increasingly global market. Business schools need to internationalize their programs to remain competitive. Until now, information about alternative strategies was not widely available. This book provides business educators, public policymakers, scholars of educational practices, and business executives with the tools they need to compete globally.
