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Internationalization in higher education: a look at the years 1999-2013 from the perspectives of the countries with the most international students and turkey
... Tüm bu gelişmelerin ışığında yükseköğretimde uluslararasılaşma kavramı ortaya çıkmış ve her geçen gün kendisine atfedilen önem hızlı bir biçimde artmıştır. Öyle ki, yükseköğretimde uluslararasılaşma kavramı, süreli uluslararası dergilerde akademik çalışmaların yayımlandığı, yükseköğretim kurumları bünyesinde araştırma merkezlerinin açıldığı ve farklı disiplinlerden araştırmacıların görev aldığı akademik bir alana dönüşmüştür (Arkalı Olcay ve Nasır, 2016). Bir yükseköğretim kurumunun amaçları, işlevleri ve sunmuş olduğu hizmetler bağlamında kurumsal ve ulusal boyuttan uluslararası, kültürlerarası veya küresel bir düzeyde dönüşümünün ...
Abstract
Identifying international students’ perceptions towards being an international student in Turkey is of critical significance with respect to putting forth the factors affecting their academic, social and cultural lives, and reflecting the differences among international students’ perceptions towards the scope of the research in the context of various demographic variables. The literature lacks research studies on eliciting international students’ perceptions towards their education experiences in Turkey through metaphors. This study aims to identify international students’ perceptions towards being an international student in Turkey with the help of metaphors. The study employs phenomenology design within the qualitative methods. The data were collected from 93 international students studying at a state university in Turkey in the 2018-2019 academic year. A semi-structured form, developed by the researchers, was used in data collection. The data obtained through this instrument was analyzed through content analysis method. Analysis of the distribution of the metaphors reveals that the majority of the participants developed positive perceptions towards being an international student in Turkey. Nevertheless, there are some students who are experiencing problems with regard to adaptation, economy or communication problems, though they are few in number. On the other hand, there are not significant differences among males and females in the distribution of the metaphors and the newcomers to Turkey had mostly positive perceptions in the first six months, and the percentage of the positive perceptions increases as the time spent in Turkey extends to 12 months; however, after 12 months, negative perceptions begin to increase.
Öz
Uluslararası öğrencilerin Türkiye’de uluslararası öğrenci olma deneyimlerine yönelik algılarının belirlenmesi; öğrencilerin akademik, sosyal ve kültürel yaşantılarını etkileyen faktörlerin ortaya konulması ve uluslararası öğrencilerin farklı demografik değişkenler bağlamında araştırmanın odaklandığı alana ilişkin algıları arasındaki farklılıkların yansıtılması açısından kritik öneme sahiptir. Alanyazın incelemesinde uluslararası öğrencilerin Türkiye’de yaşadıkları eğitim deneyimlerinin metaforlar yoluyla belirleyen bir araştırmaya rastlanmamıştır. Bu araştırmada; Türkiye’de öğrenim gören uluslararası öğrencilerin Türkiye’de uluslararası öğrenci olmaya yönelik algılarının metaforlar yoluyla belirlemesi amaçlanmaktadır. Araştırmada, nitel araştırma yöntemi kapsamında fenomenoloji deseninden yararlanılmıştır. Veriler 2018-2019 akademik yılında Türkiye’de bir devlet üniversitesinde öğrenim gören 93 uluslararası öğrenciden toplanmıştır. Verilerin toplanmasında bu araştırma kapsamında araştırmacılar tarafından geliştirilmiş olan yarı yapılandırılmış bir form kullanılmıştır. Veri toplama aracı yoluyla elde edilen veriler içerik analiziyle analiz edilmiştir. Metaforların dağılımı incelendiğinde, öğrencilerin büyük bir bölümünün Türkiye’de uluslararası öğrenci olma deneyimine yönelik olumlu algılar geliştirdiği görülmüştür. Bununla birlikte sınırlı sayıda da olsa bazı öğrencilerin uyum sorunları, ekonomik sorunlar ya da dil sorunları yaşadıkları da belirlenmiştir. Diğer taraftan, metaforların dağılımlarının kadın ve erkekler arasında önemli bir farklılık oluşturmadığı ve Türkiye’ye yeni gelmiş uluslararası öğrencilerin ilk altı aydaki algılarınınçoğunlukla olumlu olduğu ve hatta bu süre 12 aya yaklaştıkça olumlu algı oranının daha da arttığı ancak 12 aydan sonra olumlu algıların yerini olumsuz algılara bıraktığı görülmüştür.
... Tüm bu gelişmelerin ışığında yükseköğretimde uluslararasılaşma kavramı ortaya çıkmış ve her geçen gün kendisine atfedilen önem hızlı bir biçimde artmıştır. Öyle ki, yükseköğretimde uluslararasılaşma kavramı, süreli uluslararası dergilerde akademik çalışmaların yayımlandığı, yükseköğretim kurumları bünyesinde araştırma merkezlerinin açıldığı ve farklı disiplinlerden araştırmacıların görev aldığı akademik bir alana dönüşmüştür (Arkalı Olcay ve Nasır, 2016). Bir yükseköğretim kurumunun amaçları, işlevleri ve sunmuş olduğu hizmetler bağlamında kurumsal ve ulusal boyuttan uluslararası, kültürlerarası veya küresel bir düzeyde dönüşümünün ...
This paper explores discourses on and around internationalization as a reflection of the contemporary development of Turkish higher education. It analyses policy documents published by the Council of Higher Education (henceforth the CoHE), academic and media articles over ten years. By examining these texts through a combination of policy framing analysis and (critical) discourse analysis, the study explores how discourses on and around internationalization are framed by policy-makers, academics and media commentators. The study concludes that policy-makers’, academics’ and media commentators’ understanding of internationalization is not solidified into a clear-cut and homogeneous definition and that internationalization is often quantified with references to student and academic numbers. In fact, the discourses on/around internationalization reflect aspects of global trends towards the marketization of higher education and significantly of Turkey's economy policies.
The current study, based on the quantitative research approach, is structured on the basic question of whether participation in exchange programs and foreign language variables affect attitudes towards intercultural communication sensitivity. The research, which was conducted with the participation of university students from seven different geographical regions and from different educational fields, provides findings that support the existence of a relation between the contact with a foreign culture and language. Learning about different cultures and learning a foreign language in interaction with the culture reinforce individuals' language skills and improve their awareness about different cultures. Furthermore, it is remarked that the participants who acquired a foreign language through participating in an international exchange program are more confident and responsible in their interactions compared to the other group.
The purpose of this study is to explain the factors affecting the student flow from Turkey to different countries which takes place by means of Erasmus+ program in 2015 with the gravity model. The variables reflecting the economical size of the countries and the variable representing the distance between Turkey and the country visited were added to the gravity model formed and the statistical significance of the model was tested. Moreover, at which level the student potential which wanted to have an education with Erasmus+ was affected by the quality of the visited country’s universities, visited country’s having a Mediterranean climate, its foreign language’s being English and its being an OECD country were analyzed as dummy variables.
The purpose of this study is to explain the factors affecting the student flow from Turkey to different countries which takes place by means of Erasmus+ program in 2015 with the gravity model. The variables reflecting the economical size of the countries and the variable representing the distance between Turkey and the country visited were added to the gravity model formed and the statistical significance of the model was tested. Moreover, at which level the student potential which wanted to have an education with Erasmus+ was affected by the quality of the visited country's universities, visited country's having a Mediterranean climate, its foreign language's being English and its being an OECD country were analyzed as dummy variables.
The authors examine the choices, expectations, and experiences of international students in China, aiming to understand emerging reverse student flows and the role of political, economic and cultural factors in international student mobility. Data were drawn from survey responses by 1674 international students from Africa, Asia, Europe, Latin and North America studying at eight Chinese universities. Findings suggest significant differences among students' choices, experiences, and expectations by their region of origin. In a broader context, this research addresses the important role of developing countries as not only senders but also receivers of international students, and demonstrates ways that political, economic and cultural structures influence international students' choices, experiences and expectations. This research on international education in China contributes to the study of regionalization and internationalization of higher education.
Abstract
This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
Résumé
Cet article explore l’internationalisation des universités canadiennes en mettant l’accent sur l’augmentation du nombre d’étudiants étrangers au Canada au niveau postsecondaire, les conséquences économiques, ainsi que la variété d’avantages, de défis et de modifications marqués par l’évolution démographique sur les campus canadiens depuis l’an 2000. Prenant pour base les tendances récentes à l’internationalisation dans l’enseignement supérieur au Canada et dans le monde, cet article soutient que les aménagements entrepris face à cette évolution n’ont pas réussi à suivre l’afflux des étudiants étrangers, de cultures et de langues diverses, et dont le taux de croissance dépasse plusieurs fois celui des étudiants domestiques. L’article se conclut par une discussion des dilemmes irrésolus représentant encore des défis pour les universités canadiennes, et par des propositions de soutiens gérables afin de s’assurer que les besoins des étudiants s’équilibrent de façon responsable avec les contraintes économiques des universités.
Australia has been a significant provider of international education in the Asia-Pacific region since 1950 with the inception of the Colombo Plan. Thus, graduates from these early days would by now be mature professionals in a variety of fields, with several decades of professional and academic attainment enabled by their Australian education. Yet we actually know very little about the outcomes over time of the graduates of Australian international higher education. In this article, the authors review the scholarly literature on the outcomes of international education, education provided by Australian universities and by others, and critically consider some of the limitations of the data and the methodologies that have dominated this area of research. Finally, in an effort to put current debates on international education on a more informed basis, the authors outline a prospectus for future research to redress some of these shortcomings.
The world of higher education is changing and the world in which higher education plays a significant role is changing. The international dimension of higher education is becoming increasingly important, complex, and confusing. It is therefore timely to reexamine and update the conceptual frameworks underpinning the notion of inter-nationalization in light of today’s changes and challenges. The purpose of this article is to study internationalization at both the institutional and national/sector level. Both levels are important. The national/sector level has an important influence on the international dimension through policy, funding, programs, and regulatory frameworks. Yet it is usually at the institutional level that the real process of internationalization is taking place. This article analyses the meaning, definition, rationales, and approaches of internationalization using a bottom-up (institutional) approach and a top-down (national/sector) approach and examines the dynamic relationship between these two levels. Key policy issues and questions for the future direction of internationalization are identified.
Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.
Incl. tables, abstract, bibl. Within the context of broad literature on cross-border flows for higher education, this article examines the distinctive case of mainland Chinese students in Hong Kong and Macau. These territories are a sort of bridge between the fully domestic and the fully international. Hong Kong and Macau higher education plays a dual role, as a destination in itself for higher education and as a stepping-stone for students' further international development. Patterns in Hong Kong are slightly different from those in Macau, and the territories may thus be usefully compared with each other as well as taken as a pair for comparison with other parts of the world. The paper begins by noting the literature on the ways that push and pull factors influence student mobility, and then turns to motivations in pursuit of academic and professional growth, economic benefit, individual internationalisation, and enhanced social status. The paper shows that flows of mainland Chinese students are driven by both excess and differentiated demand. Analysis of the distinctive features of this pair of territories adds to wider conceptual understanding of the nature of cross-border flows for higher education.
Over the past two decades, competition has become a central preoccupation in higher education, and has moved from the national to the regional and international arenas. The global knowledge economy not only has forced higher education to respond to this development but also has stimulated nations and institutions to become important actors and competitors. It is, however, an overestimation to argue that this is true for all institutions of higher education in all countries and continents in the same way and at the same time.
Many studies have been conducted on the internationalization of higher education. Yet little is known about institutional plans for internationalization. This article presents the results of a study conducted with the American Council on Education’s Center for International Initiatives on the types, prevalence, development, implementation, and monitoring of internationalization plans at 31 Association of International Education Administrator institutions. Internationalization plans are found in existence at 71% of the institutions. The article discusses the development of an internationalization plan typology, developed based on analysis of these internationalization plans, and can be used by higher education administrators and scholars in designing and evaluating internationalization plans to address specific institutional needs. Moreover, the study identifies five overarching benefits and functions of internationalization plans: An internationalization plan serves as a (a) roadmap for internationalization, (b) vehicle to develop buy-in, (c) mechanism for explaining the meaning and goals of internationalization, (d) medium for interdisciplinary collaboration, and (e) tool for fund-raising.
The purpose of this study is to provide an overview of changing patterns since the mid-1990s in the Korean government’s policies for internationalizing its higher education system. The study examines the driving forces behind the government’s internationalization policies for Korean higher education, how the internationalization process affected Korean higher education, the ways in which the government and higher education institutions responded, and the issues and challenges now arising from the internationalization of the Korean higher education system. The results indicate internationalization is already an integral part of mainstream higher education policies and programs in Korea and is increasingly perceived as a key tool for improving the quality of higher education. The study suggests that for Korea to more effectively cope with internationalization in the future, it must address the following key challenges: (a) establishing an effective quality assurance mechanism for cross-border educational activities; (b) redressing the government’s previous, overriding emphasis on the quantitative aspects of internationalization, at the expense of quality; and (c) maintaining a balance between the conflicting demands of competition and cooperation with other countries.
This paper presents an agenda for "internationalizing" the university and discusses the operationalization of such an endeavor through efforts in the following areas: administration; faculty and curriculum; foreign study and international exchanges; foreign students and scholars; technical cooperation and international development; and public service. Each area is detailed in terms of actions necessary to internationalize the university as well as the inherent difficulties that each action possesses. Success in "internationalizing" efforts is seen to depend on service, coordination, cooperation, and small-scale change, and the reasons for each are discussed. Finally, examples are provided of methods various universities have used to handle internationalization of their campuses, including the strategies employed; the organizational structures that were developed; and innovative plans and recommendations involving curriculum, faculty, study abroad, and exchange efforts. Contains a 20-item bibliography. (GLR)
The development of corporate-university linkages occurs within the orbit of two major influences, the information society and the globalization of capital. The presence of the information society builds great pressure towards the production and transfer of knowledge. The economic contraction of recent years is juxtaposed against the globalization of capital which demands that productive enterprises compete on a world wide scale. Universities are not exempt from this dynamic as they too are propelled toward a market orientation. This process leads to a series of conflicts within our universities which define the parameters of the transformation.The first part of this paper discusses these areas of development and conflict within the market university: 1) autonomy and collegiality, 2) the market and the university, 3) ideology, 4) globalization and privatization, 5) pluralism. The second part focuses on the role of knowledge within market university and the change from social knowledge to market knowledge. The focus here includes: 1) the social context of knowledge, 2) science, research of knowledge, 3) knowledge as property, 4) the transfer of knowledge. It is in this context that a new public policy for universities must be charted.
The article argues that the challenges facing higher education in the new millennium cannot be understood unless proper account is taken of the phenomenon of globalisation. Two points are emphasised. The first is that globalisation cannot simply be seen as a higher form of internationalisation; it is a much more turbulent phenomenon that not only transcends but ignores national boundaries. The second is that globalisation is one element within a larger shift from modernity to post-modernity, which involves not only the radical reconfguration of society but also an even more radical reconstitution of the concepts and mentalities of the modern world. The university is caught in the middle - as both an institution that embodies modernity but also one of the instrument that is most actively transcending its limits. The article ends by considering whether the university can survive in this brave new world of globalization and post modernity or whether its place will be taken by new forms of `knowledge' organisation. It concludes that, although the new environment will test the resilience of the university to its limits, it can - and will - survive.
Incl. bibliographical notes and references, index
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