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This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender‐neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction. Practitioner notes What is already known about this topic International distance education focuses on distance education provided internationally. Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models. IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation. Thus far, the literature on IaD has not undertaken a critical feminist analysis or deployed Black feminist theories to explore power relations in such spaces. What this paper adds Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students. Argues that current debates often overlook how the homeplace as a gendered site influences students' international distance education journeys. Highlights the gendered nature of the homeplace and complexities of studying from home and online, particularly for women Provides a critical feminist analysis of IaD, situating and problematising the homeplace as the main site for IaD. Implications for practice and/or policy Emphasises the need for institutional policies that consider the homeplace as a significant site for internationalisation at a distance. Recommends the development of support systems and resources to help students manage conflicting demands of home and study. Advocates for a more nuanced approach to distance education that addresses the diverse needs of students, including those balancing significant responsibilities like employment and family obligations. What is already known about this topic International distance education focuses on distance education provided internationally. Internationalisation at a Distance (IaD) activities aim to reach a broader audience beyond local students, leveraging online and blended learning models. IaD activities depend on the home as one of the main spaces of study while seeing online platforms as the main point of internationalisation. Thus far, the literature on IaD has not undertaken a critical feminist analysis or deployed Black feminist theories to explore power relations in such spaces. What this paper adds Examines how the politics of the “homeplace” can be used to understand the educational experiences of international distance education students. Argues that current debates often overlook how the homeplace as a gendered site influences students' international distance education journeys. Highlights the gendered nature of the homeplace and complexities of studying from home and online, particularly for women Provides a critical feminist analysis of IaD, situating and problematising the homeplace as the main site for IaD. Implications for practice and/or policy Emphasises the need for institutional policies that consider the homeplace as a significant site for internationalisation at a distance. Recommends the development of support systems and resources to help students manage conflicting demands of home and study. Advocates for a more nuanced approach to distance education that addresses the diverse needs of students, including those balancing significant responsibilities like employment and family obligations. [ABSTRACT FROM AUTHOR]

This article discusses common geopolitical issues, such as globalisation, decolonialisation, and economic pressure that affect the development of teacher education policy in England, Canada, South Africa, New Zealand, Russia, Israel, Jamaica, Portugal, Japan, Poland, and China. It goes on to describe these nations' responses to these pressures and the challenges that they have and continue to face in developing their teacher education systems and building the profession. The article concludes with consideration of the ongoing struggle for the soul of teacher education, especially in England. [ABSTRACT FROM AUTHOR]

This article examines the relevance of National Development Banks (NDBs), taking as a reference the activity of Brazil's BNDES (Banco Nacional de Desenvolvimento Econômico e Social) and its role in the internationalisation of State-Owned Enterprises (SOEs). NDBs cover market failures in access to financing for companies, and they promote the development of nascent industries. Within the business cycle, the key determination to be made is at what point NDBs should withdraw their support and reallocate resources to other developing industries and companies. Using operations databases from BNDES, this process is analysed by considering the different strategies followed by flagship Brazilian companies, including Vale, Embraer, and Petrobras. [ABSTRACT FROM AUTHOR]

While women in top echelon positions and firm internationalisation have been investigated separately for an extended period, the intersection between the two has seldom been explored. This study reviews 55 publications analysing the effect of women in top echelon positions on firm internationalisation. Our review relies on the ADO–TCM framework and the microfoundational approach. Following the Theories–Contexts–Methods (TCM) framework, previous research is outlined describing: (1) theories, i.e., gender-related theories; (2) contexts, i.e., women's top echelon position and country where women operate; (3) methods, i.e., research methods, the consideration and measurement of gender, sample, and years. Following the Antecedents–Decisions–Outcomes (ADO) framework and the microfoundational approach, emerging findings are classified into: (1) antecedents of firm internationalisation by distinguishing between those related to microfoundation (i.e., characteristics of women in top echelon positions), the discrete context (i.e., firm characteristics), and the omnibus context (i.e., characteristics of the countries of origin, destination and public stimulation programmes); (2) characteristics of the decisions regarding firm internationalisation (i.e., entry mode, export propensity, and propensity to foreign direct investments); (3) outcomes of firm internationalisation (i.e., export intensity, percentage of foreign equity ownership, number of foreign direct investments, number and characteristics of destination countries, investment success and performance, and other outcomes). Based on this, research gaps are identified and a research agenda is offered. [ABSTRACT FROM AUTHOR]

Teaching in a mixed class of home and international students presents the challenge of how to integrate these two groups given their different educational, cultural and linguistic backgrounds. It is also an opportunity because they can enrich each other through the exchange of ideas and experiences. To meet this challenge and to take advantage of diversity, we propose the concept of peer learning as the main instructional approach in a mixed class. Our aim is to explore the extent to which peer learning is effective in increasing student interaction and improving the quality of their learning. We found that peer learning had a strong positive effect on student interaction, mainly due to its socialising effect, and that it proved helpful for students in achieving learning outcomes. We believe that the findings are useful for academics who teach international students and are unsure how to integrate them into the classroom. [ABSTRACT FROM AUTHOR]

This research investigates the purposes of internationalisation from the perspective of a group of international prospective teachers studying at a Swedish university. The results show that the prospective teachers’ understanding of internationalisation corresponds to three ideologies of internationalisation – idealism, instrumentalism, and educationalism – but there is also evidence of a more complex and multifaceted understanding of internationalisation. We propose that a new internationalisation ideology may be emerging that corresponds to ideas about ‘responsible internationalisation’ and is connected to the COVID-19 pandemic and changing geopolitics. The importance of taking future teachers’ viewpoints into account, as well as a considering changes to global and local educational contexts, is emphasised when formulating internationalisation strategies in teacher education. [ABSTRACT FROM AUTHOR]

In this article, we provide an introduction to the special issue on 'Challenges to International Student Mobility within Europe'. We first discuss the current context of such mobility and justify our focus on Europe, in particular, by outlining some distinctive features of this geographical region. We then outline the contributions of the articles that make up the special issue—in terms of the challenges they identify, the ways in which they theorise international student mobility, and the responses they proffer. Throughout, we acknowledge the rich extant literature on international student mobility and weave this into our discussion as appropriate. [ABSTRACT FROM AUTHOR]

Following its departure from the European Union in 2020, the UK left the Erasmus + student mobility scheme, replacing it with the 'Turing Scheme'. The scheme is underpinned by four key objectives that address what the government sees as particular socio-economic and geo-political challenges: to promote 'Global Britain', through 'forging new relationships across the world'; to 'support social mobility and widen participation across the UK'; to develop 'key skills', bridging 'the gap between education and work'; and to ensure 'value for UK taxpayers' in international student mobility. In this paper, we draw on an analysis of the websites of 100 UK higher education institutions to explore the messages given to students about the Turing Scheme. In particular, we focus on geopolitical positioning through 'Global Britain', the perceived importance of socio-economic diversification through 'widening participation', and the underexplored role played by third parties in the provision and administration of the Turing Scheme (and study abroad more broadly). [ABSTRACT FROM AUTHOR]

Collaborative Online International Learning (COIL) is often framed as an example of a broader practice known as Virtual Exchange (VE). The term Virtual Exchange has increasingly been used as an attempt to unify a fragmented field of Higher Education practice and is often used interchangeably with the term COIL. However, the design of COIL, with its strong focus on collaborative and intercultural learning, is often very different to other VE initiatives. Labelling all VE initiatives, including COIL, generally as VE, can lead to both educators and researchers having difficulty identifying and distinguishing COIL. Therefore, the purpose of this paper is to provide a critical review of VE and define COIL and its key characteristics. This article also describes how theory can inform practice and explains why continued interchangeable use of the term COIL with the umbrella term Virtual Exchange is unhelpful for future research and practice. [ABSTRACT FROM AUTHOR]

Research into the mobility of researchers has garnered increasing interest among institutions and governments. In this study, we use ORCID as a data source to analyse the mobility of researchers trained in Germany, France, Spain, the Netherlands, and Italy, the main economies of the Eurozone according to Gross Domestic Product (GDP). Our approach focuses on the connection between the place of education and employment, identifying graduates and their countries of employment through profiles on ORCID. We conduct a comparative analysis of preferred destinations, considering various levels of education, and develop a migration rate for researchers from these countries. The results reveal a clear preference for the United States and Great Britain among graduates, influenced by linguistic affinities and historical cultural relations. Regarding the migration rate, we observe that all countries retain more graduates than those who emigrate. France leads in emigration, followed by the Netherlands, Germany, Italy, and Spain. This analysis of researcher mobility in the Eurozone allows us to track migratory flows, identifying both sending and receiving countries. These findings are essential for the formulation of scientific and migration policies and contribute to understanding individual behaviour in building academic and professional careers. [ABSTRACT FROM AUTHOR]

Until 2021, studies of scientific disciplines took as their object of study papers published in journals from certain subject categories. This paper is one of the firsts to analyse research into journalism in Spain using the Clarivate InCites analytics platform algorithm that groups papers together according to their citation relations (Citation Topics, CT) rather than by the category of the journals themselves. A unique universe was obtained made up of 63,694 items on the Web of Science, this being the global output of the CT 'Journalism' (1980–2022, both included). Spain is the world's third producer by number of items (4635), but only seventh in citations (and has the lowest proportion of citations per paper, 7.151). Most of the papers (34.01%) are published in Q3 (unlike the rest of the countries analysed, which publish more in Q1 and Q2) and in national journals (61%, even more than the US or the UK, 52% and 47%, respectively), edited by small, non-commercial publishers. Only 40.6% of the items are in the WoS Flagship citation index databases (SCIE, SSCI and AHCI). Most Spanish journals publish national research in proportions around 80%. Spanish research tends to collaborate internationally to a lesser extent (16.5%) than the other European countries analysed, and no significant change has been apparent over the last years. Spanish research into journalism is very productive but has little international presence, obtains few citations per paper, and shows no clear signs of progress towards greater international collaboration. [ABSTRACT FROM AUTHOR]

This systematic review explores the extent and nature of research on the experiences of international students transitioning from non-anglophone high schools to universities in anglophone settings and then curates and synthesises the empirical evidence on their experiences. An extensive and systematic search of the literature revealed 1247 potentially eligible papers. After screening, eleven empirical studies were deemed suitable for data extraction for narrative synthesis focusing on students’ transitional experiences. The university destinations in the included studies were the USA (n = 8), Canada (n = 2) and a variety of English-speaking university destinations (n = 1). Seven of the included studies were cross-sectional, and four studies were longitudinal. Results showed that previous studies have explored students’ decision-making processes, university and international readiness, and language and identity development. Five studies suggested the need for longitudinal perspectives to better understand student participants’ transition. Four studies proposed to incorporate the perspectives and impact of relevant stakeholders in investigating students’ transitional experiences, including students’ families, teachers, peers, and university professors. This review calls for more targeted, rigorous, and longitudinal studies to better understand and enhance international students’ experiences studying abroad. [ABSTRACT FROM AUTHOR]

\nWithin an international context, the role Online Learning Environments (OLEs) play in offering students opportunities to engage with other students to co-create positive experiences is complex. This paper examines the engagement facilitated by an OLE between students at a UK university and its Chinese partner. Findings show that OLEs can facilitate international student-to-student engagement and provide opportunities to co-create positive student experiences when the value offerings are engaged with (i.e. the OLE is used as intended). It is through students’ active engagement, or non-and negative engagement (i.e. intentional or accidental misuse), with the OLE that ultimately affects their student experiences.Read the transcriptWatch the video on Vimeo© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group [ABSTRACT FROM AUTHOR]

Joining the tide of global internationalisation of higher education, Chinese universities have embraced English-medium instruction (EMI) as a strategic response. The adoption of EMI is to comply with government mandates and for institutional survival, as it will increase the international ranking and bring in more income from international students. The switch of medium of instruction and pedagogical issues arising therefrom have drawn considerable scholarly attention. However, little attention has been paid to the implementation of EMI in second- or mid-tier universities, and, particularly, to the attendant pedagogical issues. In comparison to top-tier universities, second-tier universities' instructors must deal with amplified tensions created between the pedagogical needs and institutional requirements brought by the EMI policy. This study seeks to shed light on the challenges, and their contributing factors, confronted by educators in these universities. Employing a language policy analysis framework informed by policy enactment theory, the research draws upon an examination of both national and institutional policy documents, as well as interviews conducted with nine educators and administrative leaders across three distinct faculties. The investigation reveals that the emergent challenges in implementing EMI stem from several sources, including lax admission standards for international students and the divergent backgrounds and requirements of local versus international student populations. These findings underscore the imperative for a thorough appraisal of contextual nuances before the formulation and implementation of language-in-education policies. This is particularly salient in second-tier academic institutions, which often grapple with limited resources and may not possess the same level of preparedness to adapt their systems as swiftly as their more resourced counterparts. [ABSTRACT FROM AUTHOR]

Higher Education (HE) can play a fundamental role in the achievement of sustainable development, and particularly the Sustainable Development Goals (SDGs) as captured in the Incheon declaration. However, what approach HE should take in this mission is a contested space. In this paper, we interrogate the idea of indigeneity. The pursuit to ascertain how an indigenised approach to internationalisation can support or enhance the contribution of HE curricula towards sustainable development is driven by the understanding that for sustainable development to be achieved at all, the process of knowledge creation must strive to make integral those epistemologies that exist beyond the "West"; an understanding that aligns, in particular, with Target 7 of the United Nations (UN) SDG 4 and seeks to empower victims of epistemic violence. In doing so, we employed a bibliographic research which captured a dual approach consisting of a bibliometric analysis of literature and a review of case studies. The findings from both methods suggest that internationalisation appears in different disciplinary contexts, but these are not always aligned with indigenisation. We maintain that the construct of (inter)culturality can address aspects within the framework of indigeneity to boost the internationalisation of HE curricula and outcomes for sustainable development. Central to this are four factors, namely: the need for effective human engagement with (inter)cultural competence, medium/place of curricula interaction, the initiative form and the reach of the development. [ABSTRACT FROM AUTHOR]

Chinese students represent a substantial portion of the UK university student population, with most of them being postgraduates. However, whilst the UK remains a top choice for Chinese students seeking to complete a higher degree programme, competition within the global Higher Education (HE) landscape is intensifying. Consequently, popular HE destinations such as the USA and the UK must now contend with growing academic markets in Australia and New Zealand (Marginson, 2006) as well as some non-English speaking countries which offer appealing university degrees through English-Medium-Instruction (EMI) (Mok, 2007). It is therefore salutary to ensure that Chinese students continue to find the UK appealing. This is vitally important both for the economy and the intellectual diversity and talents these students bring to UK HE institutions. This study thus revisits the core motives which drive Chinese students to UK universities. Significantly, unlike other investigations which have treated the topic of motivation rather marginally and through broad research scopes, this paper uses a 'small-lens approach' (Ushioda, 2016), which here is operationalised through the combination of practitioner research and narrative analysis. The study therefore focuses on a small group (N = 16) of Chinese students to unpack the nuances of meaning which characterise their initial motivation to study in Britain. [ABSTRACT FROM AUTHOR]

This article explores the issue of internationalisation in the teaching of political science at universities. We first provide an overview of the mix of courses in terms of geographical focus offered by high-ranking political science departments. Second, with survey data from students, we assess the factors affecting their attitudes towards area-specific and general politics courses. The results indicate that, compared to local students who prefer local politics courses, international students are most interested in those with a mid-range scope such as those containing cross-case comparisons. This paper encourages integrating comparative elements even in area-specific politics courses to enhance student engagement. [ABSTRACT FROM AUTHOR]

Comparative and international higher education scholarship frequently notes that technology plays a role in higher education internationalisation, but there is low consensus about how. In this paper, we offer interdisciplinary considerations to theorise technology in higher education internationalisation using three theoretical and methodological avenues. Deep mediatisation details how digital technologies datafy our world and reshape sociality alongside higher education. Actor-network theory provides an avenue for social inquiry into a deeply mediatised international higher education. Finally, assemblage thinking attends to fluidity and multiplicity in a deeply mediatised internationalisation of higher education. [ABSTRACT FROM AUTHOR]

The market for degrees preparing for careers in European politics has developed over the last 20 years. Starting from the French case, this paper proposes to understand how students move towards these orientations. Based on mixed-methods sociological study, the article shows that students in European politics masters programmes are not so much from the international upper bourgeoisie as from the rising middle and upper social classes, for whom international capital is a distinctive resource. Then, it shows that pursuing a European career allows them to reconcile two seemingly contradictory rationales: on the one hand the incentive to specialise urgently to enter the job market and on the other hand the eagerness to prolong their Erasmus experience. The driving force behind these careers is accordingly as in the possibility of starting more an international career than a European one. [ABSTRACT FROM AUTHOR]

This article examines the roles of university elites in enhancing internationalisation agenda in Indonesian higher education. This is done by exploring the relationship between internationalisation and cosmopolitanism. Drawing from two stages of field studies of the internationalisation of Indonesian universities, interviews with key correspondents in the sector, and an analysis of related documents, I argue that there is a tension between the way the university elites see themselves as the agents of cosmopolitan culture and the way they are positioned as intermediaries of global interest and agenda. Cosmopolitan culture that appears to be symbolic, universal, and democratic as represented by the university elites belies the instrumental purpose of internationalisation that yokes higher education into the global marketplace. A shift from mere cosmopolitanism to cosmopolitics would equip the university elites with the analytical tools of global geopolitics regarding the internationalisation of higher education. [ABSTRACT FROM AUTHOR]

What is the meaning of inclusive education in Indonesian Muslim Schools? Relatively little is known outside of the country itself about the effect of adopting international curricula such as Cambridge Assessment and their equivalents? This domestic-facing internationalisation is worth considering as a signifier of inclusive education and raises the question of identity: Islamic, Indonesian and global – what does it mean to be included in the country as a citizen and to have accessible, quality education? How does it impact upon تَرْبِيَة (tarbiya); an educational term meaning active student participation in their own education, the experience of flourishing and lifelong learning? What is Indonesia trying to achieve? It would be a simple truism to conclude that an inclusionary strategy based on adopting a Western system has been beyond the reach of families who cannot afford to send their children to private schools who look favourably on international curricula. This contribution takes a critical look at the issue of social justice and its effect upon تَرْبِيَة (tarbiya) in the Indonesian education ecosystem. Experiences of Muslim parts of this system suggest multiple signifiers of inclusive education that might translate to global debates in other educational ecosystems. [ABSTRACT FROM AUTHOR]

The expansion of student international mobility has been discussed increasingly with respect to concerns about social inequality. The outbreak of the COVID pandemic has exacerbated the risks of studying abroad. Due to the differences in the ability of students from different social backgrounds to cope with risks, the inequality of opportunities for studying abroad may further expand. Based on the survey of 1256 college graduates between January and March 2021, this study analyses the impact of family background on the choice of studying abroad under the background of the epidemic. The research shows that the inequality in transnational education participation has been intensified by the pandemic. Findings of mediation analysis suggested that family background has powerful influences on students' willingness to continue with their overseas study plan after the pandemic. It shapes students' decision on whether go abroad or not directly, via their mentality of the pandemic, and through their past educational choices (field of study) and attainment (university type). Our study provides a more nuanced understanding of the way how COVID pandemic affects students from different backgrounds. [ABSTRACT FROM AUTHOR]

Copyright of Public Administration & Development is the property of Wiley-Blackwell 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 discusses the decision-making strategies of Russian small and medium-sized enterprises (SMEs) when entering foreign markets entry and analyses the factors and conditions that influence the effectiveness of their export activities. It focuses primarily on the analysis of internal and external factors, including sanctions restrictions, access to financial resources, production capacity, marketing skills, digital technologies, and others. Different approaches to factor and condition analysis are discussed, such as the rapid start model, the traditional market entry model, and capture and expansion strategies. It also examines methods for assessing export efficiency, both quantitative and qualitative. The result is a landscape of quality models linking factors and working conditions to the performance of Russian export-oriented SMEs, comprising four primary models, is created.

Abstract Joining the tide of global internationalisation of higher education, Chinese universities have embraced English-medium instruction (EMI) as a strategic response. The adoption of EMI is to comply with government mandates and for institutional survival, as it will increase the international ranking and bring in more income from international students. The switch of medium of instruction and pedagogical issues arising therefrom have drawn considerable scholarly attention. However, little attention has been paid to the implementation of EMI in second- or mid-tier universities, and, particularly, to the attendant pedagogical issues. In comparison to top-tier universities, second-tier universities’ instructors must deal with amplified tensions created between the pedagogical needs and institutional requirements brought by the EMI policy. This study seeks to shed light on the challenges, and their contributing factors, confronted by educators in these universities. Employing a language policy analysis framework informed by policy enactment theory, the research draws upon an examination of both national and institutional policy documents, as well as interviews conducted with nine educators and administrative leaders across three distinct faculties. The investigation reveals that the emergent challenges in implementing EMI stem from several sources, including lax admission standards for international students and the divergent backgrounds and requirements of local versus international student populations. These findings underscore the imperative for a thorough appraisal of contextual nuances before the formulation and implementation of language-in-education policies. This is particularly salient in second-tier academic institutions, which often grapple with limited resources and may not possess the same level of preparedness to adapt their systems as swiftly as their more resourced counterparts.

Abstract Higher Education (HE) can play a fundamental role in the achievement of sustainable development, and particularly the Sustainable Development Goals (SDGs) as captured in the Incheon declaration. However, what approach HE should take in this mission is a contested space. In this paper, we interrogate the idea of indigeneity. The pursuit to ascertain how an indigenised approach to internationalisation can support or enhance the contribution of HE curricula towards sustainable development is driven by the understanding that for sustainable development to be achieved at all, the process of knowledge creation must strive to make integral those epistemologies that exist beyond the “West”; an understanding that aligns, in particular, with Target 7 of the United Nations (UN) SDG 4 and seeks to empower victims of epistemic violence. In doing so, we employed a bibliographic research which captured a dual approach consisting of a bibliometric analysis of literature and a review of case studies. The findings from both methods suggest that internationalisation appears in different disciplinary contexts, but these are not always aligned with indigenisation. We maintain that the construct of (inter)culturality can address aspects within the framework of indigeneity to boost the internationalisation of HE curricula and outcomes for sustainable development. Central to this are four factors, namely: the need for effective human engagement with (inter)cultural competence, medium/place of curricula interaction, the initiative form and the reach of the development.

Abstract The study investigates the relationship between digital technology (DT) and the degree of internationalisation of small- and medium-sized enterprises (SMEs). The theoretical model is further extended by reviewing the mediating effects of business model innovation (BMI). The study employed partial least squares structural equation modelling (PLS-SEM) to test the hypotheses based on the cross-sectional data from 495 SMEs in Vietnam. The findings provide a novel perspective on the vital role of DT in BMI. However, DT poses challenges for SMEs in the degree of the internationalisation process. This study combines the internationalisation theory, particularly the Uppsala model and the resource-based view to examine the impact of DT on the internationalisation of SMEs through the mediating role of BMI.

Virtual exchanges through the Trans-Atlantic and Pacific Project (TAPP) allow instructors to design collaborations that engage students in global, international, and intercultural (GII) competencies, which are increasingly emphasised through the ongoing process of internationalisation of higher education. This article constitutes a practice report that describes two TAPP virtual exchanges designed by an instructor in Spain and one in the United States between master’s level translation students at a research university in Spain and 1) undergraduate students enrolled in a specialised technical writing course at a research university in the U.S. and 2) students in a graduate editing course at a regional university in the U.S. A content analysis of pre- and postlearning reports authored by the translation students demonstrates that students engaged in GII competencies such as openness, adaptability, and intercultural communication, which further reinforced the internationalisation of the curriculum.

The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions' purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs. [ABSTRACT FROM AUTHOR]

Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students' outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as 'designed to highlight impacts on students'. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice. [ABSTRACT FROM AUTHOR]

This article offers a critical appraisal of institutionalised knowledge production and exchange on the history and philosophy of geography in the United Kingdom. We examine broad epistemic trends over 41 years (1981–2021) through an analysis of annual conference sessions and special events convened by the History and Philosophy of Geography Research Group (HPGRG) of the Royal Geographical Society with the Institute of British Geographers (RGS-IBG). We show how organisational, sociocultural, and epistemic changes were coproduced, as expressed by three significant findings. Organisationally, the group emerged through shared philosophical interests of two early career geographers at Queen's University of Belfast in 1981 and received new impetus through its strategic plan 1995–1997, which inspired long-term research collaborations. Socioculturally, the group's activities contributed to national traditions of geographical thought and praxis in masculinist academic environments, with instances of internationalisation, increasing feminisation, and organisational cooperation. Epistemically, the group's events in the 1980s shaped contextualist, constructivist, and critical approaches, and coproduced new cultural geography, but the emphasis shifted from historically sensitive biographical, institutional, and geopolitical studies of geographical knowledges, via critical, postcolonial, and feminist geographies of knowledge-making practices in the 1990s, to more-than-human and more-than-representational geographies in the early twenty-first century. • Analyses (the) history and philosophy of geography through the lens of a UK research group. • Examines 41 years of the group's RGS-IBG annual conference sessions and special events. • Reveals epistemic developments that shaped the wider discipline of geography. • Traces gradual diversification of contributors via internationalisation and feminisation. • Stresses close links between histories, methodologies, and philosophies of geography. [ABSTRACT FROM AUTHOR]

Despite the growing literature on higher education internationalization in Central Asia, such literature remains unexamined for its criticality. Our systematic integrative literature review helps address this lacuna. The article utilizes critical internationalization perspectives to examine the extent to which the literature on internationalization in the region addresses the critical questions currently dominating the internationalization discourse globally. We analysed 56 peer-reviewed journal articles published in English between 2012 and 2022 to address the following themes: (1) internationalization as Westernization, (2) internationalization and the modernization of the university, (3) internationalization equals Englishization and (4) internationalization and the recreation of unequal relations. We assert that the published work does not promote the reimagination of dominant patterns of relationship, representation and resource distribution. By providing a systematic review, we hope to have helped academics, researchers, students, administrators and policymakers reflect upon and reimagine internationalization practice. [ABSTRACT FROM AUTHOR]

Copyright of Revista Crítica de Ciências Sociais is the property of Centro de Estudos Sociais 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.)

This case study reports on students' responses to a newly designed group project used in a secondyear undergraduate module at the University of Liverpool. The goals of the group project were to improve student engagement in the module and facilitate a collaboration between home and international students to develop a broader sense of student community within the department of mathematics. The extent to which these goals were achieved are explored in detail. [ABSTRACT FROM AUTHOR]

Purpose: This paper systematically reviews and scrutinises the current development of studies concerning digital platform use in firms' internationalisation. It also provides a research agenda for future work. Despite more than two decades of research, the study of how traditional firms enter foreign markets using digital platforms remains in its infancy. This paper contributes insights into the academic and managerial relevance of this field. Design/methodology/approach: A systematic review of the literature based on content analysis was undertaken, drawing from peer-reviewed journal articles in international business, international marketing, information systems, and electronic commerce. The articles were published between 1999 and 2023, and the review employed a vote-counting method. Findings: This analysis of 61 papers indicates that research on digital platform use in firms' internationalisation is growing rapidly. However, the field itself is fragmented, and the research findings are inconsistent. This dynamic area reflects a growing trend, is dominated by several theories, relies primarily on survey data, and frequently uses China as a research context. Originality/value: In acknowledging the vibrancy and managerial importance of this field, the authors offer a comprehensive overview of the existing studies to serve as a repository of knowledge on digital platform use in internationalisation for both academics and practitioners. Based on the aforementioned analysis, this study develops a reconciling framework to address current research gaps and identify future study directions. [ABSTRACT FROM AUTHOR]

Purpose: The Chinese market represents an increasingly popular destination for wine firms and recent opportunities derive from the growth of e-commerce. The aim of this paper is to understand the impact of digital platforms on wine firms' internationalisation in China by adopting the service ecosystems approach. Design/methodology/approach: The authors carried out a case study of Italian premium wine firms from the Valpolicella area by collecting 27 semi-structured interviews with key informants that operate at the micro-, meso- and macro-levels of the internationalisation ecosystem. Italian wine firms were selected as the focus of the analysis, given the recent sales growth of their products in the Chinese market. Findings: Results show that digital platforms hold a key role in the wine firms' internationalisation in China, intervening with resource integration mechanisms, alignment to the cultural context and mediating firms' digital presence in the market. The platformisation dynamics also reveal the existence of enablers and constraints in the firm internationalisation through digital platforms. Research limitations/implications: The authors aim to contribute to the marketing literature by analysing how digital platforms influence the wine firms' internationalisation in China through an original perspective, i.e. the service ecosystems lens. Originality/value: The study adopts the service ecosystems approach to understand the internationalisation of wine firms in the Chinese market through digital platforms. [ABSTRACT FROM AUTHOR]

Although previous research has explored the impact of global and local forces on transnational higher education (TNHE) at a macro level, limited attention has been paid to students’ lived experiences navigating the mixed influences. To address the research gap, this study conducted semi-structured interviews with 35 Chinese undergraduates enrolled in two Sino-foreign cooperative universities (SFCUs). From the theoretical lens of paradox, this study revealed the inherent tensions in the dynamic and hybrid educational practices at SFCUs, arising from the internationalisation of higher education with Chinese characteristics. The overlapping values of cosmopolitanism, nationalism, neoliberalism, and authoritarianism have repercussions on the programme structure, academic discourse, and university management. The findings indicate that students negotiated the tensions in various manners, including following the prevailing discourse, challenging the global imagery, and recognising the complexity of situation. The presence of conflicting influences led some students to develop hierarchical binary thinking towards knowledge and elicit ambivalent emotions towards institutions, while others achieved a wholeness of self through self-reflection. This study contributes to a new scholarly perspective on exploring students’ unique experiences in TNHE. [ABSTRACT FROM AUTHOR]

International VETresearch deals with various aspects of VET beyond the national level or with an external view of the national level. German international VET research is dominated by descriptive country studies, international system comparisons and projects in the context of VETcooperation between Germany and other countries. This article reflects on the state of German international VET research, criticises its national self-centeredness and calls for a strengthening of research practices in international teams. [ABSTRACT FROM AUTHOR]

The article examines the use of the so-called "international argument" in vocational education and training (VET) for the transfer of VET elements. Using policy documents of two political actors of the European Union at the interface between politics and research (CEDEFOP and ETF), exemplary ways of using the "international argument" are examined and systematised. Finally, desiderata for practice and research for a systematic investigation of the "international argument" are presented. [ABSTRACT FROM AUTHOR]

Both challenges and opportunities are inherent with a growth in Chinese international students in UK Higher Education. However, teachers from the West may not understand the differences in Chinese educational practices, which can lead to negative stereotyping of these students as passive and problematic. This paper rejects this deficit perspective, focusing on the views of Chinese students as to what might need to change about the UK teaching and campus environment to improve their learning experience. Two focus groups were held with Chinese social science Masters' students in a UK university. Some of their key requests included to reduce class sizes; to provide more guidance around study skills; to offer more timely and accessible information; to provide a more flexible range of services and learning support; and to create more social time with staff and other students. The discussions particularly brought out the importance of 'relational pedagogy'. These requirements will need more staff time and institutional flexibility which will necessitate adequate funding. The authors conclude that, despite Chinese students' significant contribution to the local economy and to University finances, there does not seem to be a commensurate investment in protecting their wellbeing and ensuring they receive a quality education. We consider it is important to listen to and act on the students' suggestions outlined here if UK Higher Education is to remain the destination of choice for many Chinese and other international students. [ABSTRACT FROM AUTHOR]

This article examines the contribution of Slovak political science to international academic discussions by analysing publications by faculty members of Slovak political science departments. Based on an analysis of 2660 publications, our results indicate that while Slovak political scientists publish only small numbers of articles in journals indexed in international databases and few monographs with prestigious publishing houses, they are very productive when it comes to other types of publications, especially articles in non-indexed journals and conference proceedings. However, in both cases, most of their publications outside the national context are limited to regional journals and publishing houses. Although there are significant differences between individual Slovak political science departments in this regard, the predominant focus on regional (and domestic) publication outlets limits the contribution of Slovak political science to main discussions within the discipline. We call this publication strategy, seen as the flip side of internationalisation, which contributes to discussions at the global level, 'pseudo-internationalisation'. We argue that this is a pragmatic approach adopted by employees of public universities who are expected to publish internationally, but, due to a lack of academic contacts outside their (immediate) neighbourhood, focus on this geographic area. [ABSTRACT FROM AUTHOR]