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Copyright of Revue Universitaire des Sciences Humaines et Sociales is the property of University of Kasdi Merbah Ouargla 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.)

The article comments on the development of science and technology in China. It is noted that Chinese scientists are going through the process of change, and this is exhibited by the introduction of massive educational exchange programmes involving science and technology that the Chinese are negotiating with scientifically advanced countries. The presence of foreign scientists in this country emphasizes this international cooperation in scientific research. This fact showed the importance of the West in upgrading the current state of science and technology in this country.

The article comments on the merit of the national scientific societies from developed countries in helping the research and development needs of developing countries. The idea is laudable, given the premise that a developing country can transform into a developed one when a substantial amount of original research comes from it. National scientific societies can help their counterparts in developing countries through intellectual interaction and transfer of knowledge, thus accelerating their scientific, social, economic and technological development.

The author reflects on the factors that associate to China's internal upheaval with special reference to student, technical and science exchanges. He observed that the Chinese have been critical to the quality and quantity of Soviet Union's aid. He confessed that the promising developments in scientific relationships were due to Cultural Revolution. He believed that there were Chinese on the Mainland who would welcome expanded communications with the American scholars, scientists and engineers. INSET: Revolution Among Scientists.

Some of the problems in arranging scientific visits between U.S. and USSR are illustrated by Axel's experience in organizing the 1959 Gordon Conference on Photonuclear Reactions. The exchange problem in general and the East‐West contacts staff provide the background to the author's description of (1) delays in Soviet response. (2) red tape at home, and (3) the ensuing difficulties from the role as host of Soviet visitors. Axel emphasizes, reciprocity which, he feels, maximizes the exchanges and equalizes the advantages obtained by both sides. [ABSTRACT FROM AUTHOR]

The article discusses the contradictory legacies of the Schule der Freundschaft (the School of Friendship (SdF)), the educational exchange program between the then People's Republic of Mozambique and the former East German (GDR) in the lives of those who graduated from it in 1988 and returned to Mozambique as young adults. Topics covered include the ideological component of the SdF which is to produce new socialist citizens, and the argument that the SdF was a highly politicised program.

The article reflects the views of the author regarding to the international exchange of scholars and students in relation to world peace. The author mentions that international exchange of scholars and students provides increased opportunities for mutual knowledge and understanding, thus, he notes that it has been generally agreed that the said exchange adds to the chances for permanent maintenance of world peace. He believes that educational exchange is indirectly a potent force for peace.

In the first decade of the twentieth century scholarly reformers around the world became newly aware that universities were assets that could be harnessed to achieve national economic and cultural goals. Yet universities remained local institutions, nested in the cities that benefited from—and contributed to—their success. Focusing on scholarly reformers in Germany and America, including Daniel Coit Gilman, Nicholas Murray Butler, Felix Klein, and Karl Lamprecht, this article shows how competition and cooperation developed among universities, in which scholarly managers negotiated often conflicting local, national, and international goals. In contrast to the classic story of the history of the research university, I reveal that educational models were transported not only from Germany to America, but also, nearly a decade before World War I, in the reverse direction. And in contrast to the recent “international” turn in the field, I argue that placing the university in a transatlantic framework reminds us that the local remains a critical ingredient in histories of knowledge exchange and globalization. The transnational story of these scholarly reformers and their institutions suggests that the “knowledge economy” has earlier roots than assumed, and those roots are the basis of contemporary questions concerning the university’s role in the wider world. [ABSTRACT FROM AUTHOR]

In contrast to much recent scholarship focusing on the intent of the USA to exercise ‘informal American empire' through student exchanges, this study analyses both intentions and outcomes in educational exchanges between France and the USA from 1914 to 1970. Archival research, oral interviews, and published works in both countries reveal that study abroad served national interests because American students became advocates for France as well as thoughtful nationalists by experiencing a transformative cultural exchange through learning and living in France. Thus, study abroad served both national interests and internationalism. [ABSTRACT FROM PUBLISHER]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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.)

The aim of this paper is to analyze the origin of the Argentine-Germanic cultural institution founded in Buenos Aires in late 1922. We study the causes behind its foundation and competition and relationship during the 1920s with the Institute of the University of Paris in Buenos Aires and the Spanish Cultural Institution. We also analyze its involvement in academic exchange between Argentina and Germany. [ABSTRACT FROM AUTHOR]

Programmes of international educational exchange are not only carried out for educational purposes, but form an important part of modern-day public diplomacy. Through exchange programmes education and research are linked with foreign policy interests, which then in turn should affect the international contacts of universities and research facilities. The present article applies a long-term perspective on the scholarship programme of the Swedish state in order to show how the shifts in Swedish foreign policy during the period 1938–1990 have affected the number and composition of scholars incoming to Sweden over time. [ABSTRACT FROM PUBLISHER]

Institutional isomorphists and other proponents of world culture theory argue that schools around the world are converging in many ways, whereas anthropologists and others question this conclusion, often arguing that local cultural differences belie superficial similarities. These viewpoints are not merely academic explanations of the spread and apparent convergence of education policies and practices around the world but are often present in policy and practice. The authors seek both to shed new light on these often-entrenched positions and to refocus the debate by considering the presence and influence of such views in the policies and practices of international teacher exchanges. In the context of the expanding global labor market for teachers, the authors consider the implicit theories underpinning international exchange policies and the ways in which the exchange teachers themselves make sense of these policies. In particular, we recognize that although extensive work has been done on the dynamics of policy borrowing, little attention has been paid to international exchange teachers as potential agents of isomorphism, adopting and disseminating practices at the local level. Paradoxically, the exchange policies construct a universal teacher who is interchangeable across national (and cultural) contexts, a view resonant with institutional isomorphists, while justifying the exchanges rhetorically on the basis of their value as a cultural exchange, a view more consistent with the culturalists. The teachers who participate, however—and who effectively self-select by their beliefs that such exchanges are possible—accept the interchangeability thesis and view such exchanges as a professional development opportunity. [ABSTRACT FROM PUBLISHER]

The educational exchange relationship between developed and developing (not accidentally non-Western) countries has always been characterized by imbalances and asymmetries. Accordingly, the traditional forms of North-South relationships have been between donors and recipients. International educational exchange between developed and developing countries needs to be located in a historical context of colonialism, and many constraints continue to pose barriers to genuine partnership. Today, neocolonialism is the relationship that developing countries have to deal with. The present international educational equation has certain institutional and intellectual "centers" that give direction, provide models, produce research, and in general function as the pinnacles of the academic system. At the opposite end of the spectrum are universities that are peripheral in the sense that they copy development from abroad, produce little that is original, and are generally not at the frontiers of knowledge. Educational institutions located in developing countries are strongly dependent on the institutions located in the centers.Meanwhile, the contemporary academic world is becoming increasingly multipolarized. A critical mass of non-Western scholarship is emerging, and beginning to force a reconsideration of traditional concepts and theories. The latest work in research fields is done at many more centers of scholarship than before. China, a giant periphery, as some scholars describe it, is especially noticeable and should be treated seriously, with its massive investment on research and development. Based on long-standing observation of the Chinese higher education system, this article explores the maintenance of international links in Mainland Chinese universities, set in an international context. It ends with some critical comments and constructive suggestions, with particular regard to the genuine collaboration and reciprocity in international educational exchange between the best institutions in the developed countries and their Chinese peers. [ABSTRACT FROM AUTHOR]

Academic journal is an important medium of research publication and academic exchange. The academic journal evaluation system in China has been initially established) but quality and innovativeness evaluations are still weak. There are profound socio-economic, cultural, administrative reasons for this problem, which have caused negative impact on the value orientation of scholars and their research behavior, affected the objectivity and impartiality of academic evaluation, and undermined the cleanness and pureness of the academia. Scholars of the humanities and social sciences and library and information science experts have already reached a consensus that academic evaluation in the humanities and social sciences should be more diverse, localized and content-based, and there should be quality and innovativeness evaluations. In the past dozen years, academic journal evaluation is mainly quantitative and formal, but now more emphasis should be placed on content evaluation and innovativeness evaluation to create a fair and free environment for academic journal evaluation. On the premise of maintaining the reasonable elements in the existing academic journal evaluation system, this article proposes a combination of three new concepts including formal evaluation, content evaluation and effectiveness evaluation, and puts forward a new evaluation method integrating peer- review and bibliometric evaluation. The proposed combination of the three new concepts would be able to explain the history and the current situation of journal evaluation, and also predict its future. The aim of the new thinking and the approach to realize it is to overcome the institutional obstacles that hinder the healthy development of academic evaluation, to establish a fair and rational academic environment for scholars, and to create an open and constructive academic environment in the future. [ABSTRACT FROM AUTHOR]

The articles in this collection are about the development, possibility, exercise and possible frustration of human agency within educational exchanges. They are also all based on ethnography, which is now a common approach to educational research. Ethnography is not a seamless, neutral observational practice but is instead variable in relation to theoretical perspectives and methodological application. However, central to all approaches is an emphasis on an active and creative citizen and an assumption that there is a dialectical relationship between human social practices, human consciousness and social structures. The similarities and differences within education ethnography are apparent even in the articles present here and in the ways in which they depict, define and describe agency in this special issue. [ABSTRACT FROM PUBLISHER]

The article focuses on the concept of cultural exchange between teachers in Ecuador and the U.S. to create a mutual understanding of different cultures. It explores the author's experience of trading American culture and ideas with Ecuadorian students and encountering the ways in which universities in the country support their teachers. It also emphasizes that exposing one's self to a different culture helps people to learn about the differences in university practices and cultural relativity.

The article presents an examination of the development of youth cooperation efforts between Russia and Germany in the post-Soviet period. It discusses the fear that Germans harbored for life in Russia during the Soviet period and examines how the promotion of youth cooperation between the two countries has exposed a better side of Russia to Germany. It discusses the benefits of youth cooperation such as educational exchanges, improved relations, higher prospects for Russian-German partnerships and increased interest in Russia.

This paper contributes to the special issue by offering a new framework in time periods that demonstrates the changing nature of the intellectual transfer to and from colonial India and to posit the imperatives that drove these changes. It shows that the nature of educational exchange in India was transformed in elemental ways during the colonial phase. And that this transformation ultimately produced an intellectual separation between East and West; a separation that pre-empted what was to happen on the broader canvas of Indian national politics in the early twentieth century. For studies such as this one the state remains paradigmatic. The colonial experience in India was highly nuanced as indigenous collaborators, settler societies and ex-patriots formed networks of exchange that fed into the empire at large. Understanding this complexity is essential groundwork for better analysing broader networks that transcended nation and empire, metropole and colony. Colonial rule valorised particular institutional forms of education, some imported from the “home” country, some from other domains, as part of the uneven process of empire-building. In reaction to this the nationalist struggle did not construct its own educational idiom, it adapted the one already shaped by experimentation and imposition mostly created by the Empire at Home/Empire Abroad relationship of the colonial era. [ABSTRACT FROM AUTHOR]

University librarians in China face many of the same challenges related to serials management that confront librarians in the United States. The authors discuss the importance for librarians in the United States, especially those working with serials, to establish and build ties with librarians in other countries, such as China. Benefits of an exchange could include sharing information about best practices, exchange of serial materials, and working together on mutually advantageous projects. Acknowledging the growing interest in international library exchange programs, the authors relate their own institution's efforts to build international ties with Fudan University in Shanghai, China, and Shaanxi Normal University in Xi''an, China. In establishing these ties, the authors have traveled to China and interviewed librarians about serials acquisition, processing, and management. [Copyright &y& Elsevier]

Interdisciplinary collaboration is a major goal in research policy. This study uses citation analysis to examine diverse subjects in the Web of Science and Scopus to ascertain whether, in general, research published in journals classified in more than one subject is more highly cited than research published in journals classified in a single subject. For each subject, the study divides the journals into two disjoint sets called Multi and Mono. Multi consists of all journals in the subject and at least one other subject whereas Mono consists of all journals in the subject and in no other subject. The main findings are: (a) For social science subject categories in both the Web of Science and Scopus, the average citation levels of articles in Mono and Multi are very similar; and (b) for Scopus subject categories within life sciences, health sciences, and physical sciences, the average citation level of Mono articles is roughly twice that of Multi articles. Hence, one cannot assume that in general, multidisciplinary research will be more highly cited, and the converse is probably true for many areas of science. A policy implication is that, at least in the sciences, multidisciplinary researchers should not be evaluated by citations on the same basis as monodisciplinary researchers. [ABSTRACT FROM AUTHOR]

The article discusses the purpose of the Foreign Language Assistance Program (Flap), the only federally funded program in the U.S. It has been said that FLAP had started in 1988 when the Foreign Language Assistance Act passed by the Congress was approved and had directed the Secretary of Education to grant to state educational agencies for foreign language study in elementary and secondary schools. The grant procedures, processes as well as qualification to prioritize applicants for the program is also presented.

The article presents information about the activities of the European Society of Neuroradiology (ESNR). The society is going to organize the 21st International Congress and Exhibition on computer assisted radiology and surgery during June 27-30, 2007, at Berlin, Germany. The ESNR has also launched an exchange program for training European Neuroradiologists. The program will encourage educational and research cooperation among Institutions of Neuroradiology.

The article discusses the transition of the Russian economy from a materials-based to a knowledge-based one and the consequent emphasis on reforming academic science and the scientific study of education. Pedagogy, the author says, should be a practically oriented science, and fundamental didactics' research is required to be formulated by the Russian Academy of Education. The globalization of education and educational exchanges through such organizations as UNESCO are emphasized. The question is raised whether education is an inalienable right or a commodity item with a price tag. The author emphasizes the need for a restructuring of the Academy of Education and setting a list of priorities for fundamental research in academic science.

The article presents information about the international program offered by Missouri Southern State University in Joplin, Missouri. Foreign-language study figures prominently in the Missouri Southern international mission. The university has encouraged students to major and minor in foreign languages by offering majors a $500-per-semester scholarship and minors $250. All students who major in foreign languages will have to study abroad from the coming year. Missouri Southern requires its senior language majors take a national proficiency test.

This paper reports on the pairing of Spanish-speaking in-service teachers and Turkish-speaking pre-service teachers in a telecollaborative intercultural project in which English was used as a lingua franca. The authors of this paper were the course leaders. Participants' discourses were examined to understand how they communicated their cultures and whether they thought they had gained any cultural understanding from their interchanges. These data came from three sources: 1. The exchanges on the online cultural rooms in the discussion board area, 2. The students' final reports, and 3. The course usage statistics. As a challenge to O'Dowd's (2003) claim that such interchanges can end up as meaningless and superficial exercises, we demonstrate that they encourage people from different cultural backgrounds to develop and further their understanding of other cultures via such exchanges. [ABSTRACT FROM AUTHOR]

The author recalls his career as a librarian, educator, researcher, and observer of the information industry. He says the bridge over knowledge gap is built from combination of ideas, attitudes, feelings, and memories in conjunction with information sources. He discusses types of bridges to be built with the information industry and people.

In common with universities in the United Kingdom, Canada and NewZealand, increasing numbers of Australian universities have established offshore education partnerships, particularly in the Asia-Pacific region. More than one-third of international students currently enrolled in Australian university courses study at a campus in their home country or somewhere other than in Australia (IDP 2002). Suchpartnerships, also assumed under the rubric of ‘transnational education’ and ‘franchising’, add additional challenges, complexities and risks to the roles of international education managers and administrators. Using convergent interviews and case studies, this paper identifies and examines the critical success factors for the successful establishment and development of relationships between Australian universities and their international partners. Critical among these are the development of effective communication structures and frameworks, the building of mutual trust, and the encouragement and demonstration of commitment between relationship partners. [ABSTRACT FROM AUTHOR]

Existing educational systems built for cooperative and collaborative activities are most often based on the client/server paradigm of distributed computing. This article shows that a new model for distributed computing, Peer-to-Peer (P2P), provides new opportunities for building distributed educational applications. It begins by reviewing general aspects of distributed educational applications and the design requirements for building such systems. Then, the applicability of several existing collaborative P2P applications to educational settings is examined. The final portion of the article is devoted to a description of the features offered by Acadia P2P- based Educational exchange (APEX), an application designed by the authors. APEX is based on the Project JXTA P2P Framework. [ABSTRACT FROM AUTHOR]

Cédric Klapisch's vision of encounters within the new Europe in L'Auberge espagnole offers a positive account of the new European project. The film's exclusive focus on young European ERASMUS students already underlines the aims and limitations of what is supposedly a broad cultural and educational exchange. The emphasis on learning about 'other' national cultures to achieve a more integrated European union quickly dissolves when the students abandon any interest in local culture, history or politics to focus instead on their own sexual and emotional rites of passage. Challenging the film's construction and ostensible celebration of the new European transnational identity, this article questions the validity and implications of constructing a representation of both Barcelona and Europe riddled with cultural clichés and iconic images of a city as a purely aesthetic experience. It also notes the film's failure to engage with the larger social and historical context that injects meaning into the urban fabric of Barcelona Itself. [ABSTRACT FROM AUTHOR]

Contends that the time is particularly ripe for the U.S. to energize its efforts to build global competence on its campuses and throughout the communities it serves. Example which illustrates how a perspective from outside higher education may provide insight and suggest strategy for the efforts of the U.S. toward greater global competence; Attitudes about global competence and higher education; Best practices in international exchange and global competence.

International rehabilitation has grown considerably since the International Decade of the Disabled, and the interest in the World Health Organization's International Classification of Functioning (ICF). Although rehabilitation educators may be aware of international issues in rehabilitation, there is surprisingly little attention given to rehabilitation issues in the developing world. This paper presents an example of a federally-funded international educational exchange between two universities in the United States and two in Brazil. Rationale for the importance of cross-cultural exchanges, as well as implications and recommendations for rehabilitation educators are presented. [ABSTRACT FROM AUTHOR]

The article assesses the role of educational exchange as a foreign policy tool. It investigates public and private educational ties that were established between Turkey and Turkic populations of Eurasia, including the Turkic republics of the former Soviet Union after 1991-a period which is considered to be the beginning of a new era in Turkish foreign policy making. After spending the Cold War as a buffer state, Turkey felt the need to redefine its role in the international arena in the aftermath of the Cold War. The emergence of the Turkic republics played an important role in this redefinition process.

The growth in importance of international education is inescapable. The ability to effectively compete in the global environment is linked to many factors--one of which is a knowledge and understanding of the cultures involved. The traditional classroom approach to international business education, while useful, is limited in scope and impact.We approach the issue of international business education from a hands-on, action-oriented immersion approach--the study-abroad program. This paper examines the specifics of developing and implementing such a program, as well as pitfalls to avoid. [ABSTRACT FROM PUBLISHER]

Marketing educators agree that exchange is a core concept in marketing education. Nevertheless, exchange is virtually ignored in the principles of marketing course, while the 4 P' s and strategy model dominates the curriculum. This paper provides a new model for marketing education based on the established concept of exchange. The new model facilitates better integration of a broad variety of marketing phenomena in the course material and provides marketing educators with an outline for redesigning their introductory marketing classes to reflect the global marketplace. [ABSTRACT FROM AUTHOR]

Presents the author's experience of an intercampus faculty exchange program in which he participated and swapped his job with a faculty from another university. Information on the entire process, how the author involved in the program and relocated his job; Remarks on the benefits of the faculty exchange programs; Discussion of the problems faced by the administration of the universities in executing such programs.

Foreign students and international study are an increasingly important part of the higher education equation. With more than one million students studying outside of their borders worldwide, their influence is felt in many countries. Most foreign students come from the developing nations of the Third World and the main host nations are industrialised. Foreign students carry knowledge from the industrialised nations to the Third World as they contribute to socio-economic development and also return home with Western values. Most of the world's foreign students are self-funded but many Third World nations provide substantial expenditures for foreign students. Foreign study has also had an impact on Western academic systems and governments have in some cases imposed special fees on foreign students. The issues relating to foreign students and international study are complex and wide-ranging. [ABSTRACT FROM AUTHOR]

The article analyzes the Chinese-western scholarly interaction. China has signified its willingness to strengthen ties with western universities and maintain or increase the flow of scholarly exchange. Chinese leaders are confident that their scholars will absorb from the West techniques that will be useful for a modern, independent China. An examination of China's academic exchange with Great Britain, France and West Germany was undertaken, and the exchange policies and programs of the U.S. Canada and Japan in relation to China was reviewed.

This article presents a summary of a report submitted to the International Educational Exchange Service of the U.S. State Department on the attitudes of Asiatic students to orientation in Hawaii. The selection of the University of Hawaii as a sponsoring institution for an orientation program for foreign students coming to the U.S. under the Fulbright Program raised many questions regarding the desirability of the site. Recognizing the varying positions held by people on the relative merits of Hawaii for such a purpose, the Division of International Educational Exchange Service of the State Department requested that a study be conducted at the orientation center in Hawaii for the purpose of shedding some light on the problem. Specifically, the directives of the State Department indicated that the evaluation was to be carried out on the site of the orientation center itself, which initially posed some difficult methodological questions. With this basic difficulty of handling the problem in mind, materials were collected on the reaction of the grantees to the fact of being assigned to Hawaii, the orientation program, the staff of the orientation center, the people of the community, the treatment accorded them and the other grantees at the center.

In the U.S., through the Fulbright Program and other arrangements for educational exchange, an unprecedented number of positions for visiting professors, researchers, and students has been established in universities outside of the United States. Visiting professors are expected to conducting research, participating in professional discussions and professional meetings, which require frequent interaction throughout the year with various persons in the host countries. This article discusses several implications of being a temporary envoy and the fact that persons playing this role are members of the academic community. It is obvious that when an actor moves from the system in which he is a member into another system, where the set of expectations for his position differ, inappropriate role behavior is likely to ensue. Since the visiting professor is not a permanent member of the host university and hence does not become a competitor of serious concern to other professors within that system, the situation may easily be structured so as to encourage cooperation with him or indifference to his presence. His legitimized rank makes his position salient to his colleagues, thus cooperation is more likely than indifference. It would seem, then, that the visiting professor occupies a very favorable position to initiate positive modifications of attitudes of those in the host institution.

This article presents a discussion and evaluation of a research in international development through education exchange in the U.S. As an increasing number of foreign students reached American campuses, foreign student advisers has to be appointed. Their most immediate concern was the culture shock and adjustment problems experienced by most students, in addition to the inevitable legal and financial difficulties. The cross-cultural problems proved complex and are still not sufficiently recognized as variations on the theme of human growth and development. Not until some behavioral scientists became interested in cross-national behavior from culture and personality points of view was there any scientific consideration of the effect of foreign students.

The article offers information about the role of the academic community in the effective implementation of foreign policy in the U.S. The controversy on foreign policy in the country highlights a condition of stress growing increasingly acute in the academic community. However, before the academic community can become a critical public applying an effective strategy of protest, professors and students will need a strong voice in the government of the university. The teach-ins represent a challenge to fundamental tenets of an economic system.