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While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a "bachelor's degree" which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.

Major demographic changes around the world. Disproportionate sovereign debt. A shift from North America, Western Europe, and Japan to emerging economies as centers of growth. Unprecedented levels of market risk and volatility. The structure of the global economy is undergoing significant changes. Michael Oyster, managing principal of Fund Evaluation Group, explored this topic with Sam DeRosa-Farag, principal of the investment team at Morgan Creek Capital Management, and Stephen Wood, chief market strategist at Russell Investments.

The Association of Southeast Asian Nations (ASEAN) has led the way in constructing the East Asian region with China, Japan, and South Korea, and an inter-regional entity with the European Union (EU)--known as the Asia-Europe Meeting (ASEM). The initial aims were security and trade. Recently, however, higher education has been brought into these regionalising processes, largely as a response to the globalising of neoliberalism. The paper argues that regions are social, economic, and political constructions shaped by both material forces and cultural factors. It emphasises the importance of the latter and explains three mechanisms at work: "harmonisation" to build intra-ASEAN higher education cooperation; "socialisation" to create the ASEAN+3 region; and "mutual learning" to engage with the EU in shaping an "ASEM Education Area". These mechanisms influence the ways in which regional actors form new conceptions of self and other, negotiate norms, and (re)construct their identities and interests, thus creating new forms of cooperation and community. Particularly, "mutual learning" generates the outcome of a deeper negotiation for an equal partnership between the "Asia" and the "Europe" in ASEM. Hence, higher education regionalism emerges as a way to reposition Southeast Asia.

With the advent of mass higher education and the consequent absorption of significant national resources, both public and private, it is inevitable that universities are increasingly expected to meet a range of societal needs. They are expected to "connect" with society at large. In this paper, we argue that connectivity is best integrated with research, teaching and scholarship and should not be relegated to a "third stream". We compare degrees of connectivity of 50 national systems of higher education using ten indicators, making a distinction between domestic and international connectivity. The strongest finding is that smaller countries exhibit the highest level of international connectivity. The higher education systems in countries with large absolute numbers of researchers such as the USA, China and Japan are relatively self-contained compared with countries such as Ireland, Switzerland and Singapore. Another finding is the relative insularity of the education sector in Eastern Europe, including the Russian Federation. When differences in levels of economic development are allowed for, among lower-income countries South Africa stands out as having a well-connected higher education sector.

This empirical study explores higher education advertising campaigns displayed in five world cities: Boston, New York, Oslo, Tokyo, and Toronto. The study follows a mixed-methods research design relying on content analysis and multimodal semiotic analysis and employs a conceptual framework based on the knowledge triangle of education, research, and innovation. The study reveals that education is overwhelmingly the strongest element emphasized across the five cities and that students constitute the most salient and central element in the majority of the advertisements. [ABSTRACT FROM PUBLISHER]

This article provides a detailed analysis of individual preferences towards public financial aid to students from low-income families. Who favours/opposes such aid? What are the determinants of the respective preferences? I argue that three sets of factors jointly shape these preferences: materialistic self-interests, political attitudes, and the status quo of the higher education subsidy systems by generating positive feedback-effects. Results of multilevel ordered logit models utilizing the International Social Survey Program (ISSP) data for up to 22 countries over two decades indicate that self-interest matters: students strongly favour subsidies as do their parents, while those paying for the spending and those not expecting to benefit oppose such aid. Moreover, political attitudes are important: Supporters of redistribution and of increased public education spending in general, as well as leftwing voters, are much more likely to support students. On the macro-level, the findings suggest that positive feedback-effects exist: in countries with generous subsidy systems, public support for subsidies is higher. This article is the first to systematically analyse preferences towards higher education subsidies across countries and time and demonstrates how positive feedback-effects increasingly lock-in countries’ tuition-subsidy paths, making the systems resistant to (radical) change. As such, it speaks to the literature on the political economy of skill formation, the welfare state, public opinion and the public opinion–policy link. [ABSTRACT FROM PUBLISHER]

This article focuses on the explanation of cross-country variation in graduate overeducation using a multilevel analysis. We use data from representative surveys among graduates in 13 European countries and Japan, focusing on the first job and the present job 5 years after graduation. We find that cross-country differences in overeducation are explained by the quality and orientation (general versus specific) of the educational system/programme, the business cycle and the relative oversupply of highly skilled labour. Employment protection legislation has no impact on the incidence and persistence of overeducation. [ABSTRACT FROM PUBLISHER]