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«ИНТЕРНАЦИОНАЛИЗАЦИЯ НА РОДИНЕ» КАК ФАКТОР КАЧЕСТВА ОБУЧЕНИЯ В ГОСУДАРСТВЕННЫХ ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ ЛИТОВСКОЙ РЕСПУБЛИКИ / «INTERNATIONALISATION AT HOME» AS A FACTOR IN THE QUALITY OF STUDIES IN THE PUBLIC HIGHER COLLEGE EDUCATION IN THE REPUBLIC OF LITHUANIA
Abstract
Интернационализация является не только глобальным явлением, но и одной из основных движущих сил, влияющих на вузы, чтобы ответить на вызовы 21 века. Вузы находятся под давлением необходимости быть международными, растет потребность университетов позиционировать себя на глобальном рынке высшего образования, необходимость выяснить, какие навыки необходимы выпускникам для эффективного участия в жизни общества и экономики, а также растущее понимание того, что социальные компетенции университетов становятся более широкими и глобальными [26]. Политика Европейского союза, Болонский процесс и международные организации, которые повысили важность интернационализации в процессе реформ, способствовали усилению давления на вузы с целью развития интернационализации. Глобальная трансформация экономических, торговых, исследовательских и коммуникационных систем и влияние глобальных сил на местную жизнь значительно расширяют потребность во всесторонней интернационализации, а также мотивы и цели, которые ею движут. По мнению Knight, интернационализация высшего образования – это процесс, который развивается и как субъект, и как реакция на новые реалии и довольно неспокойные времена, с которыми сталкивается высшее образование. Интернационализация высшего образования является неотъемлемой частью высшего образования, которая связывает международные, межкультурные аспекты высшего образования со всеми членами сообщества. // Internationalisation is not only a global phenomenon, but also one of the main driving forces influencing HEIs to meet the challenges of the 21st century. HEIs are under pressure to be international, there is a growing need for universities to position themselves in the global higher education market, a need to find out what skills graduates need to be able to engage effectively in society and the economy, and a growing awareness that universities' social competences are becoming broader and more global [26]. European Union policies, the Bologna Process, and international organisations that have raised the importance of internationalisation in reform efforts have contributed to the increasing pressure on HEIs to develop internationalisation. The global transformation of economic, trade, research and communication systems and the impact of global forces on local life are greatly expanding the need for comprehensive internationalisation and the motives and objectives that drive it. According to Knight, higher education internationalisation is a process that is evolving both as an actor and as a reaction to the new realities and rather turbulent times facing higher education. The internationalization of higher education is an integral part of higher education, which connects the international, intercultural aspects of higher education with all members of the community.
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The internationalisation of higher education has typically been seen as a contemporary trend driven by Western developed nations, whereby particular elite models of provision, most frequently delivered in the English language, influence practice globally. This has involved either the recruitment of international students and staff, notably to the United States, Australia, the United Kingdom, and other Western countries, or the opening by their universities of branch campuses overseas. The picture is, however, rather more complex than this, with many other national and institutional players involved, in different ways at different levels, and patterns varying from region to region. This article explores the research evidence on the internationalisation of higher education beyond the West through a systematic review of recent academic writing. In doing so, it draws attention to the challenges and opportunities identified in the research literature, and questions whether the internationalisation of higher education is a truly global phenomenon.
There has been an increasing demand from society towards higher education institutions (HEIs) to contribute to the development of local communities in which they are embedded through responsible (social) innovation actions. Redesigning thoughtfully the relationship between HEIs, the public sector, diverse private actors and NGOs is paramount. The goal is to create a connected governance structure that enables coherent innovation actions by diverse actors in accordance with co-creation principles and collective intelligence. A response to this call for action from academic stance are so called community innovation labs (CILs). This paper gives an overview of the CIL concept and framework and reports first experiences on running CIL projects. Drawing on the existing literature on community innovation labs as well as experiments and projects run by a business school CIL from Romania, the paper identifies the key elements of the management framework for running a CIL. The paper also makes recommendations regarding how such an experimental setting can be used in higher education business and management studies for generating solutions to sustainability problems.
Internationalisation is set as a horizontal priority of higher education in the context of the quality assurance by the government of Latvia. However, higher education institutions (hereinafter – HEI) in Latvia find it challenging to attract talented international students and academic staff, especially in the regions, thereby the internationalisation rates in HEI differ. The internationalisation is a complex concept – it is understood not only by the attraction of international students and academic staff, but also by internationalisation of local students and staff as well as by creation of inclusive environment for both – international and local students and staff. Taking into account before mentioned, the aim of the research is to analyse the dimensions of the internationalisation of regional HEI in Latvia. During the research, six regional HEI in Latvia were analysed in the context of diverse aspects of internationalisation. Recommendations to regional HEI were developed based on the analysis of case studies. The analysis showed that the internationalisation in the regional HEI in Latvia are mainly focused on attraction of international students and on student and academic staff mobility. At the same time, some of the regional HEI set the internalisation as a priority while others focus more on local students and regional needs. However, most of regional HEI in Latvia lag behind the average EU un national internationalisation rates.
The article sets out to analyse previous research on the internationalisation in higher education in Central and Eastern Europe with a particular focus on the conceptualisation of ‘internationalisation’. While there is quite a lot of research regarding both theory and implementation of internationalisation, the majority of it is conducted in the West and the most commonly accepted definition hails from the research traditions of the Anglophone world. This literature review shows that when researchers in Central and Eastern European countries use the term ‘internationalisation’, they either refer to a policy change encouraged (or necessitated) by a supranational institution or global education discourse, or an education process through which an international or intercultural dimension is integrated into higher education.
Global higher education rankings mainly measure research. Rankings have become overly important in determining policy. It is not clear if they contribute to academic productivity.
This article deals with the problem of the multiplicity of educational goals and their reduction into measurable indicators. The paper debates whether an increasingly predominant student performance-centered approach, which is mainly limited to PISA findings, is a manifestation of a changing global educational paradigm; what concept of educational purposes prevails in today’s world; wh
To cite this article: Brandenburg, U., de Wit, H., Jones, E. & Leask, B. (2019) Internationalisation in Higher Education for Society. University World News 20 April 2019 https://www.universityworldnews.com/post.php?story=20190414195843914
.....We argue that the social responsibility component of internationalisation has, to date, rarely been the focus of systemic thinking, conceptualisation or strategy in the broad agenda of the internationalisation of higher education. This imbalance needs to be addressed because universities also have a contract with and an obligation to wider society.
Article in IIE Networker Spring 2014
ATTENTION TO THE international dimension of higher education is increasingly visible as national and institutional agendas rise to the challenge of globalization and seize
its opportunities. Yet, in the current global knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution
around the world engage in the process.Internationalization should no longer be
considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm.
Quality assurance in higher education is one of the cornerstones of the Bologna agenda and the Lisbon strategy, which aims at establishing the world’s most competitive knowledge economy. Extensive literature up to now has addressed quality assurance as a regulatory and policy mechanism and has presented quality assurance and market forces as antagonistic. However, what policymakers in the field fail to see is that the ‘official’ quality assurance processes also have implications in terms of competition. Indeed, higher education institutions are using the results of these, in principle aseptic, non-market-related evaluation processes, as a way to achieve competitive advantage. This paper analyses the case of higher education institutions in engineering in France. The institutional websites of 163 higher education institutions have been analysed through code-based content analysis techniques and Multiple Correspondence Analysis. This study shows that the analysis of institutional websites can be used as a tool to gauge the importance of the different dimensions of quality assurance for higher education institutions in a given national system. Furthermore, a clear association has been found between the ranking position of an institution and its communication behaviour. The results have been interpreted in the light of Neoinstitutional Theory and Porter’s generic competitive strategies. Practical implications for quality assurance practitioners and managers at higher education institutions have been highlighted.
A growing number of forced migrants are knocking on the doors of universities today. This paper argues that it is time for universities across the world to increase their efforts to provide access to higher education to forced migrants. Welcoming international disadvantaged groups into higher education is not only consistent with the traditional four rationales for internationalization (academic, sociocultural, political, and economic), it is also important for humanitarian reasons. Using the example of “forced migrants” from Syria in Turkey, we can see that this new phenomenon of “forced internationalization” creates uncommon challenges for institutions on a scale never seen before. However, it also creates opportunities for institutions and national systems seeking to internationalize, as well as for the many displaced scholars and students in the world today.
'Research and teaching' is a typical response to the question, 'What are universities for?' For most people, one comes to mind more quickly than the other. Most undergraduate students will think of teaching, while PhD students will think of research. University staff will have similarly varied reactions depending on their roles. Emphasis on one or the other has also changed over time according to governmental incentives and pressure. For some decades, higher education has been bringing the two closer together, to the point of them overlapping, by treating students as partners and finding ways of having them learn through undertaking research. Drawing on a range of examples from across the disciplines, this collection demonstrates how one research-rich university, University College London (UCL), has set up initiatives to raise the profile of teaching and give it parity with research. It explains what staff and students have done to create an environment in which students can learn by discovery, through research-based education.
The internationalization of higher education is widely considered as a strategic priority for governments around the world because of the economic, political, social, and academic benefits associated with it. Starting from the premise that the nation-state plays a central role in the process of internationalizing higher education, the paper argues that it is important to take stock of the current state of affairs and ask: what are nation-states doing to internationalize higher education? The paper presents original data on the spread of national internationalization policies around the world. It finds that strategic thinking about internationalization is a relatively new phenomenon with limited coverage. In terms of the number of countries that adopt national policies, the analysis finds a world dominated by scattered efforts when it comes to higher education internationalization. Why is the absence of a national strategy problematic? In countries where universities are largely dependent on public money, having no coherent direction for internationalization at the national level can limit the scope and undermine the effectiveness of internationalization strategies at the institutional level.
Internationalisation has transformed the higher education landscape around the world and has dramatically changed itself. Some question whether the change is for better or worse given some of the unintended consequences of internationalisation such as commercialisation, diploma and accreditation mills, international rankings and the great brain race. The importance of internationalisation is recognised but are the benefits, risks and processes fully understood? This article takes a hard look at new developments and challenges related to the international dimension of higher education. It argues for focusing on the collaborative, mutual benefit, capacity building, and exchange aspects of internationalisation to optimise the benefit for individuals (students and staff), for higher education institutions (learning, research, service) and for the country and region as well.
The 1990s mark an important phase in the evolution of the internationalization of higher education. One distinguidshing feature is the different priorities the various stakeholder groups ring to the international dimension of higher education. This article reports on a recent Canadian survey which explored the differences and similarities in views and expectations among those stakeholder groups having a central interest in the internationalization of the higher education system. These groups come from three sectors: government, academia, and the private sector
Of particular interest and significance are the different rationales that each sector attributes to why we should be internationalizing higher education. A number of overarching issues emerged as important themes to consider, including: • International education standards • Preparation of globally knowledgeable and interculturally competent graduates •Recruiting and supporting international student' • Teaching of foreign languages • Curriculum reform • Marketing and export of education products and services • Study abroad and work placement for Canadian students • Cooperation within and among the three sectors.
The study concludes that, regardless of whether these issues are topics of consensus or controversy, it is critical that the three sectors look for ways of addressing them in a collaborative manner if we are to further the internationalization of higher education in Canada. The three national organizations which undertook this study are the Canadian Bureau for International Education (CBIE), the Association of Universitie and Colleges of Canada (AUCC), and the Association of Canadian Community Colleges (ACCC).
This document reports on a project focusing on the development of strategies by institutions of higher education for greater internationalization and reformulation of the missions of teaching, research and service. It summarizes the conceptual and regional aspects of strategies of internationalization resulting from workshops and discussions held at a 1994 seminar. The five chapters are: (1) "Strategies for Internationalisation of Higher Education: Historical and Conceptual Perspectives" (Jane Knight and Hans de Wit) which focuses on experiences in the United States, Europe, Canada, and Australia; (2) "The Institutional Policy Contexts for International Higher Education in the United States of America" (Burkart Holzner and Davydd Greenwood) which considers effects of external and internal factors on the strategies of American institutions of higher education toward internationalization; (3) "Internationalisation of Higher Education in Europe" (Hans de Wit and Hilary Callan) which examines ways in which European institutions are accommodating the growing demand for a greater international view; (4) "A National Study on Internationalisation at Canadian Universities" (Jane Knight) which reports on a 1993 survey of 89 Canadian institutions concerning their efforts toward greater internationalization; and (5) "Internationalisation of Higher Education in Australia" (Kenneth J. Back and Dorothy M. Davis) which summarizes Australian efforts in terms of activities which involve students, the academic staff, institutions of higher education, and national organizations or governmental units. An appendix gives a breakdown of the structure of international offices on Australian university campuses as of June 1995. An appendix provides a summary of the seminar on "Institutional Strategies for Internationalization of Higher Education." Biographical sketches of the authors are included. (Individual chapters contain references.) (CK)
The paper explores the dynamics of competition in higher education. National competition and global competition are distinct,
but feed into each other. Higher education produces ‘positional goods’ (Hirsch 1976) that provide access to social prestige
and income-earning. Research universities aim to maximise their status as producers of positional goods. This status is a
function of student selectivity plus research performance. At system-level competition bifurcates between exclusivist elite
institutions that produce highly value positional goods, where demand always exceeds supply and expansion is constrained to
maximise status; and mass institutions (profit and non-profit) characterised by place-filling and expansion. Intermediate
universities are differentiated between these poles. In global competition, the networked open information environment has
facilitated (1) the emergence of a world-wide positional market of elite US/UK universities; and (2) the rapid development
of a commercial mass market led by UK and Australian universities. Global competition is vectored by research capacity. This
is dominated by English language, especially US universities, contributing to the pattern of asymmetrical resources and one-way
global flows. The paper uses Australia as its example of system segmentation and global/national interface. It closes by reflecting
on a more balanced global distribution of capacity.
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.
Higher education - particularly the research-intensive university, which is the focus of this article - is the subject of global/national/local effects, and is shaped by hierarchy and uneven development on a world scale. The article theorises social competition in higher education, and traces inter-university competition and stratification on the national and global planes with the help of figures and tables. It argues that social competition is much broader than economic exchange, but in the neo-liberal era marketisation is becoming more important, particularly cross-border markets. Globalisation and markets together are changing the competition for status goods (positional goods) in higher education. The competition is becoming more 'economised' because mediated by private capacity to pay, and intensified because there is diminished attention to public good objectives such as equality of opportunity: in any case transnational markets are configured as a trading environment where such objectives are irrelevant. The outcome is the steepening of university hierarchies, the formation of a 'winner-take-all' world market in elite and mostly American university education, a tighter fit between social hierarchy and educational hierarchy at the national level, and global patterns of domination/subordination that are as yet scarcely modified by global public goods. This suggests the need to rework the equality of the educational project and situate it globally as well as nationally.
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.
Universities today are increasingly competing for international students in response to trends in global student mobility, diminishing university funding and government-backed recruitment campaigns. This trend has driven the need for universities to focus on clearly articulating and developing their brand, and developing harmony within the brand architecture. This case study of one University focuses on brand architecture and found evidence of a move towards corporatization, based on the pressure for UK universities to align with the notion of a British Education, promoted through the British Council. However, the process of brand harmonization raises concerns about the potential impact on the marketing positioning and the autonomy of faculties and schools. The challenge seems to be to work on brand-building within the University with an understanding of two-way communication within the brand architecture: universities should acknowledge schools’ and faculties’ contributions to the identity of the brand.
This study aims to provide a bibliometric overview of quality assurance (QA) research in higher education institutions (HEIs) from 1993 to 2022 and to identify significant trends. Scopus was utilised to retrieve data from 321 selected articles from 191 different sources. The methodology included science mapping with bibliometric indicators such as citations, co-citation analysis, and bibliometric coupling. Analysis of the data was done using VOSviewer and R-package using Biblioshiny. The findings indicate an increase in the number of articles and authors per paper that highlight QA key issues, the most promising QA practices, and the topics for future research. This study has significant importance to orient HEI's QA process towards the assessment of the university's societal impact.
Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic?
This article argues that improved interactions between home and international students are dependant on the way we use both the formal and the informal curricula to encourage and reward intercultural engagement. It draws on the results of several research studies to present some strategies for facilitating meaningful interaction between students from different cultural and linguistic backgrounds in and out of the classroom. Principles and guidelines for structuring formal and informal curricular activities and services are proposed. This article concludes that the development of intercultural competencies in students is a key outcome of an internationalised curriculum, which requires a campus environment and culture that obviously motivates and rewards interaction between international and home students in and out of the classroom. This means that a range of people across institutions need to engage with the internationalisation agenda over time to improve interactions between home and international students.
The discourse on internationalisation has undergone a transformation in recent years, particularly in the sphere of education, where the term's centrality has long been undeniable. This discourse has evolved from a focus on internationalisation's increasing importance in education to a mounting critique regarding the process's utility and incorrect interpretation of its meaning by countries and higher education institutions. This critique attributes to internationalisation many negative implications linked to neoliberalism within the socio-economic discourse and thus raising the need for novel theoretical conceptualisation of the term that will allow further development of empirical research and academic discourse. The present article discusses the need to redefine the concept of internationalisation, and proposes a new definition for internationalisation. The article argues that negative by-products should not be a reason to dismiss a concept that has significance for learners and the education system.
Assumptions have developed around the benefits of internationalisation; for example, that it promotes cultural integration and harmony, improves the quality of education and research, and improves country and institutional reputations internationally. A range of coercive, normative and mimetic influences have pushed most small states with mass or universal higher education systems to embrace the concept of internationalisation. By adopting a stakeholder analysis approach in one small state — Lithuania — this research investigates the successes, failures and challenges of internationalisation in improving the quality of higher education provision. It was found that internationalisation can present both opportunities and challenges to small states. However, the overwhelming consensus among the range of stakeholders who participated in this study was that the benefits of internationalisation far outweigh the threats and disadvantages. The paper concludes with a set of generalisable recommendations for small states that possess mass or universal higher education systems.
This paper addresses the nature of the concept of quality in relation to higher education. It analyses ways of thinking about quality, considers their relevance to higher education, explores their interrelationships and examines their philosophical and political underpinnings. The relative nature of quality is examined. First, quality means different things to different people. Second, quality is relative to ‘processes’ or ‘outcomes’. The widely differing conceptualisations of quality are grouped into five discrete but interrelated categories. Quality can be viewed as exception, as perfection, as fitness for purpose, as value for money and as transformative.
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