Table 3 - uploaded by Liviu Matei
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National strategies and practices in internationalisation of higher education vary across countries. So does their efficiency and impact. For countries that, like Romania, are considering adopting a national internationalisation strategy and are deliberating what exact model to choose (or develop), valuable lessons can be learned from a well-calibr...
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... Considering internationalisation has caused higher education institutions to reformulate and reshape their language policy to varying degrees amid the discussions on EMI and multilingualism, the present chapter aims to examine the language policy of European higher education institutions at the meso, in other words, at the country level. Since previously it has been documented that the number of countries that have comprehensive internationalisation strategies for higher education is currently not high (Matei & Iwinska, 2015), this chapter focuses particularly on two countries, Austria and the Czech Republic, which have formal, well-articulated and comprehensive internationalisation strategies for higher education. To be more specific, the present chapter seeks answers to these questions: 1) Within the context of internationalisation, how is language policy, particularly language management, considered in the Austrian and Czech higher education systems? ...
The internationalisation of higher education has received considerable attention over the last three decades, and the phenomenon has transformed into a strategic goal in its own right. Consequently, internationalisation has caused higher education institutions to tailor their language policies to better compete in the global market and promote progressive values such as collaboration and harmony. While macro-level European initiatives have encouraged institutions to foster societal and individual multilingualism, an increasing number of institutions seem to favour English-medium instruction (EMI) over other alternatives. Taking the links between internationalisation and language into account, the present chapter examines the meso-level language policy of two European countries, Austria, and the Czech Republic, which have developed formal and comprehensive frameworks of internationalisation strategy in higher education. The chapter particularly examines the language management component of language policy in these countries by considering internationalisation, EMI, and multilingualism.
... Moreover, according to Matei and Iwinska (2015), up to the publication of their research, Romania had neither a national internationalisation strategy, nor a set of coordinated practices, however, this does not mean that internationalisation activities were missing completely. Erasmus and CEEPUS are such examples of activities that were, in fact, a result of the bilateral or international agreements and programmes for student and staff mobility. ...
In recent years, Romania has started to develop a fully-fledged national internationalisation strategy targeting both internationalisation of education and of research (Deca and Fiț 2015). The strategy is aimed at encouraging and financially supporting higher-education institutions (HEIs) to offer joint degrees with universities from abroad and to undertake curricular reforms in order to provide full programmes in international languages (especially in English). In this context, English-medium instruction (EMI) is seen as a way to develop internationalisation at the institutional level, to promote staff and student mobilities, and to improve university ranking, so all important Romanian universities have included these objectives in their strategic plans. However, the actions taken in this direction are less visible, and only a small number of EMI-based study programmes have been included in the study offer in the last few years. Thus, in this article, we examine how institutional policies and strategies with regard to internationalisation and EMI are implemented at the University of Craiova (UCv), including the types of programmes and language use, and how it is conceptualised by different stakeholders (students and academic staff). To this purpose, we analyse a more 'experienced' English-taught programme at UCv, namely the Bachelor specialisation in Computer Science (English), started in 1993.
... Although HEIs are international in nature, the internationalisation of higher education has aroused widespread global research interest over the past 40 years (Bordean & Borza 2013; Kushnarenko & Cojocari 2012;Matei & Iwinska 2015;Wihlborg & Robson 2018). Despite this growing interest, the internationalisation of HEIs still lacks an integrated conceptual framework of the rationale that drives the internationalisation process and simultaneously provides an explanation of the level of progress made over time in the internationalisation process. ...
... Although HEIs are international in nature, the internationalisation of higher education has aroused widespread global research interest over the past 40 years (Bordean & Borza 2013;Kushnarenko & Cojocari 2012;Matei & Iwinska 2015;Wihlborg & Robson 2018). Despite this growing interest, the internationalisation of HEIs still lacks an integrated conceptual framework of the rationale that drives the internationalisation process and simultaneously provides an explanation of the level of progress made over time in the internationalisation process. ...
... Although HEIs are international in nature, the internationalisation of higher education has aroused widespread global research interest over the past 40 years (Bordean & Borza 2013;Kushnarenko & Cojocari 2012;Matei & Iwinska 2015;Wihlborg & Robson 2018). Despite this growing interest, the internationalisation of HEIs still lacks an integrated conceptual framework of the rationale that drives the internationalisation process and simultaneously provides an explanation of the level of progress made over time in the internationalisation process. ...
This chapter presents the findings of the work of the Centre for Sustainable, Healthy and Learning Cities and Neighbourhoods (SHLC) that is funded via UK Research and Innovation as part of the UK Government’s Global Challenges Research Fund (GCRF). The chapter is based on case study research conducted in two cities in each of the seven countries in the Global South. The cities are Cape Town and Johannesburg (South Africa), Dar es Salaam and Dodoma (Tanzania), Kigali and Huye (Rwanda), Delhi and Madurai (India), Dhaka and Khulna (Bangladesh), Chongqing and Datong (China) and Manila and Batangas (Philippines). Based on an analysis of data drawn from planning and urban development policy documents in the respective countries over the last two decades, the case studies identify key ideas and policies that have shaped the delivery of public services, especially education and health care. The chapter focuses on four themes: urban inequalities, urban planning policies, understanding health and well-being and learning cities.
... Although HEIs are international in nature, the internationalisation of higher education has aroused widespread global research interest over the past 40 years (Bordean & Borza 2013;Kushnarenko & Cojocari 2012;Matei & Iwinska 2015;Wihlborg & Robson 2018). Despite this growing interest, the internationalisation of HEIs still lacks an integrated conceptual framework of the rationale that drives the internationalisation process and simultaneously provides an explanation of the level of progress made over time in the internationalisation process. ...
... Although HEIs are international in nature, the internationalisation of higher education has aroused widespread global research interest over the past 40 years (Bordean & Borza 2013;Kushnarenko & Cojocari 2012;Matei & Iwinska 2015;Wihlborg & Robson 2018). Despite this growing interest, the internationalisation of HEIs still lacks an integrated conceptual framework of the rationale that drives the internationalisation process and simultaneously provides an explanation of the level of progress made over time in the internationalisation process. ...
... Taking into account that both -nation-building‖ and -education‖ are by nature multi-dimensional and multi-variate, it could be assumed that the influence of education on -nation-building‖ may result in a wide range of possible local, regional and international contrasts vis-à -vis historical, political, economic, cultural and other contextual factors and drives to develop higher education [5]- [9]. Examples of the influence of higher education may typically include differences in the provision of educational services relating to science and technology, the innovation drive [10], human resource development, geographic priorities and education's role in nation-building. ...
The Chinese Dream presented by president Xi Jinping focused on the renewal of the Chinese nation, the prosperity of the country and the well-being of its people. Incorporating the global influence ambition of China into nation-building and education, this study employed a macro policy analysis approach to synthesize the effects of the state-led ideals on nation-building and the roles to be played by higher education. A total of nine comprehensive policies, covering the period 1985 to 2017, and receptive to globalization, nation-building and higher education were selected. The findings revealed that nation-building in the post-Moa era is built upon three critical priority determinants labelled global influence, socialist market economy and talent management. These core nation-building determinants delineate specific higher education guidelines in terms of citizen education, science and technology, talent management, and innovation amidst accelerating global modernization and freedom-of-mind requirement for the establishment of a socialist consultative democracy. The findings further offer direction to higher education for the provision of a fit-for-purpose workforce capable of operating in both a modern global and local market.
... (Oman Academic Accreditation Authority, 2016). Vught and Westerheijden (1994) have developed a model explaining the different steps to be followed when dealing with external quality assessment (Matei & Iwinska, 2015). Firstly, this model suggests the creation of an Independent National Agency responsible of regulating, maintaining and assuring quality of higher education institutions. ...
This paper aims to evaluate the role and effects of national accreditation practices in the improvement and development of the Omani private higher educational institutions in term of Governance and Management. A documental collection, revision and analysis was performed in order to enhance our understandings of the impact of quality audit in terms of Governance and Management. The study focused on analysing the quality audit reports of 25 assessed Omani HEIs. It covered published reports of all private institutions who already completed the first stage of national accreditation process. From one side, the data analysis showed us that the majority of the Omani private higher education institutions operate their activities without having a clear strategic direction. Also, they don't have performant governance and management systems. From another side, a progress was observed in terms of institutional Affiliations for Programs and Quality Assurance, Student's grievance processes and Health and Safety management. Among other things, the findings revealed that the Omani HEIs perceive quality assessment programs as strategical imposed tool made under the constraint of accountability, rather than an effective mechanism of development.
... Moreover, the rectors of both public and private universities, as well as professional tertiary education institutions, have put together their vision of what needs to be achieved in the areas of student and faculty mobility in the strategic document Agreement on Good Practice in the Internationalisation of Estonia's Higher Education Institutions (Estonian Rectors' Conference, 2007). This coalition has given institutional leaders a unified voice and the bargaining power to push for legislative change and build a supportive institutional environment for internationalization (Matei & Iwinska, 2015). ...
