Search

Based on data from the "2014 Chinese University Faculty Survey," this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. [ABSTRACT FROM AUTHOR]

In recent years, government policies that target the rapid internationalization of Japanese higher education have provided new career opportunities especially for scholars with experience of studying and teaching abroad. This autoethnographic paper draws on such "migrant" faculty's engagement in formal curriculum development to illustrate their active negotiations within the micro-level processes of internationalization of a Japanese University. More specifically, the analysis focuses first on the enactment of agencies to negotiate diverse understandings of "culture" and "discipline" in the process of building a "Japanese Studies" curriculum. The paper then draws on those negotiations to show how those agencies were transformative; namely how they impacted on and challenged the framing and the practice of the official framework of "Japanese Studies" at University X. This study aims, therefore, to shed light on the ways individual migrant faculty members of diverse backgrounds, may constructively contribute to internationalization processes of higher education when such faculty's active interactions are carefully looked at and sought for, beyond established and often imagined cultural, disciplinary, and institutional boundaries. [ABSTRACT FROM AUTHOR]

The article deals with the validation of the internationalization imperative in higher education institutions (HEIs) of the Nordic countries. I focus on both the goals and motives behind activities supporting internationalization, but also on the manner of their habitualization and institutionalization in the practice of academic administration and organizational management. The issue of legitimization of institutional changes is addressed by means of the rationalized myths that create durable dispositions for specific practices, changes in procedures and attitudes in a given socio-political setting. I draw on empirical examples that include practical solutions and strategies developed under the conditions of semiperipheral positionality of the Nordic states. This perspective makes their internationalization policies an interesting frame of reference for other countries and the paper concludes by pointing to the latest trends that can serve either as an inspiration or a warning for other states. The Nordic countries offer an example of how institutionalizing the 'strategic gains' narrative from globalization may lead to a recalibration of an earlier knowledge regime along with attempts to change centre-periphery relations, including the reframing of priorities and rationalities of different stakeholders in higher education. [ABSTRACT FROM AUTHOR]

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose – The aim in this paper is to extend Dorothy Smith's conceptual understanding of work to consider the emerging labor of "knowmads" within internationalization of higher education. Through original research on everyday experiences of internationalization, the authors seek to illuminate the ways individuals develop skills and competencies in relation to these new forms of work in order to address the reproduction of inequities. The authors make a connection between internationalization of higher education and knowmadic labor based on the premise that cross-border education is often pursued in order to develop knowmadic attributes.Design/methodology/approach – Through a critical institutional ethnography of one mid-sized Canadian university, the paper uses survey and interview data gathered from students and faculty - individuals who are involved in knowmadic labor connected to internationalization – to illustrate some of the study participants' daily experiences of internationalization coordinated by the institutional structures of the university in times of globalization.Findings – It is concluded that internationalization and connecting new forms of work involved in becoming and producing knowmads not only bypass and disregard present inequities in higher education, but work to reproduce them in new ways.Practical implications – The paper provides insight in regards to processes and allocation of work within internationalization, while addressing forms of social inequities that often cut across these practices and concludes with brief comments on the implications of academic knowmadic labor in Western higher education institutions engaged in internationalization.Originality/value – While research has been conducted on work in international contexts, little has addressed "the labor" that is involved in becoming knowmads, and that of "producing" knowmads. The paper draws connections between the internationalization of higher education and knowmadic work showing that knowmadic labor is often preceded by knowmadic educational opportunities. The cosmopolitan vision of creating globally aware citizens, with international knowledge, skills, and competencies that institutions espouse, are assumed to be good per se, and to lead to knowmadic qualities and attributes required in a knowmad society. The paper questions these assumptions and the relations of power on which they rest. [ABSTRACT FROM AUTHOR]

This paper deals with the current coexistence of ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) courses in tertiary educational settings in the Basque Country. The University of the Basque Country (UBC) is immersed in an ongoing process of internationalization and, consequently, its language teachers are witnessing an unstoppable process of Anglicization. At present, and presumably in the medium and long term, institutional decisions will continue to support CLIL in preference to ESP. In order to analyse this process within the UBC, quantitative data about these two linguistic approaches are gathered and compared with data from 2005. A questionnaire aimed at gathering the opinions of engineering students who currently take both types of courses is also used as a source of qualitative data. The main conclusion of this exploratory study is that both types of courses seem to be compatible. However, language teachers, English-medium content teachers and students are facing a tough challenge, since neither of the two types of course is a panacea. [ABSTRACT FROM AUTHOR]

This article details a mixed methods study conducted during the 2007–2008 academic year at the National Chengchi University (NCCU) in Taipei Taiwan. It contributes to discourse examining the opportunities and challenges of international student enrollments in institutions of higher learning around the globe. In scope it details an empirical study exploring the dispositions of NCCU international students in terms of their academic and social spheres. Trends in Taiwan reflect traditional East Asian patterns; substantial numbers of university students from Taiwan studied in the United States and Britain while very few incoming international students chose the island nation as a host destination. In recent years the influx of international students to Taiwan has increased significantly, rising from 6,380 in 2001 to 21,005 in 2007 (Ko, , 2008). The use of both quantitative and qualitative methods provided clarity and extended critical interpretations of the issues and dilemmas surrounding the international student experience in Taiwan. Results indicate that the capability of the NCCU as a host institution to sustain and attract increasing numbers of incoming international students is linked to factors such as the unique opportunity to study traditional as opposed to simplified Chinese characters, the availability and accessibility of Taiwan government sponsored scholarships, and the high standard of the NCCU Mandarin Studies program. Implications suggest that universities committed to internationalization are called to address the realities—both positive and negative—of operating as globally competitive institutions. As such, attracting the right kind of international students at the NCCU and determining standards for their contribution to campus life are more important goals than the total number of international students. [ABSTRACT FROM AUTHOR]

This research investigates the process of Englishization in Taiwan's higher education in the global context. Using semi-structured interviews, it explores perceptions regarding the implementation and implications of Englishization at the tertiary level. The results indicate that while the process of Englishization in Taiwanese higher education is policy-driven and market-oriented, the degree and effect of Englishization is diversified and restricted due to institutional stratification, disciplinary divergence, and linguistic constraints. The effect of Englishization on Taiwan's higher education can be identified in the following aspects: the dominance of English in academic practices, specialization of English-medium services in the administration, specialization of English-medium courses and programs for international students, the emphasis of English-medium performance in academic and administrative recruitment. The implementation of Englishization in Taiwanese higher education institutions (HEIs) can be regarded as pragmatic and strategic responses to the globalization of higher education, the dominance of English in global academia, and the resources and constraints in the local context. The interviewees' responses not only indicate the perceived value of English as well as the scarcity of English in Taiwan, but also the constraints on language choice and the divergence of institutional and disciplinary approaches to Englishization at the tertiary level in Taiwan. [ABSTRACT FROM AUTHOR]

This article emphasizes the urgent demand for measurements of university internationalization and proposes a new approach to develop a set of internationally applicable indicators for measuring university internationalization performance. The article looks into existing instruments developed for assessing university internationalization, particularly focusing on the methodological aspects. By examining the weaknesses of current instruments, a new approach for developing indicators for university internationalization has been proposed in the study. The new approach highlights the method for developing indicators, people who should be engaged in the process and the steps should be followed in indicator development. The study also provides a conceptual framework of university internationalization for developing the indicator set. Suggestions for further work are made at the end of the article. [ABSTRACT FROM PUBLISHER]