. Kyiv: IPTO NAPNU. 9. SEPIE. (2017). The internationalization of higher education in Spain: Reflections and Perspectives . Madrid: Spanish Service for the InternationalizationofEducation. Retrieved from http://sepie.es/doc/comunicacion/publicaciones/SEPIE-ENG_internacionalizacion.pdf . 10. University of Oxford. (2017). International trends in higher education 2016–17 . Retrieved from http://www.ox.ac.uk/sites/files/oxford/trends%20in%20globalisation_WEB.pdf . 11. Uzun, O. E. (2001). Tendentsii pazvitiya podgotovki spetsialistov v oblasti menedgmenta v SSHA
Internationalisation of education and student mobility (incoming and outgoing) has become a significant factor in the sphere of higher education. These processes lead to interaction between local students and exchange students, as well as between exchange students and host universities. Being in the foreign country for a certain period (one or two semesters) requires some cultural and social adaptation that could or could not be problematic for various reasons. In order to maximise benefits for the exchange students and host universities, it is important to identify existing problems and to offer possible solutions. The aim of the current paper is to research the critical aspects of cultural adaptation process of ERASMUS students in Latvia. The international group that consists of a professor of the University College of Economics and Culture and three exchange students from Italy and Spain carried out the research. The empirical methods used were the following: a survey of ERASMUS students (non-probability purposive sampling) and semi-structured interviews with the host university ERASMUS coordinators. The data processing methods were the descriptive statistics as well as the thematic content analysis. On the basis of critical issues identified during the research process, the authors worked a set of practical solutions aimed at the host institutions.
Affecting many spheres of social life, globalization also inevitably affects the functioning of higher education and the legal status of individuals who intend to apply for admission in a country other than the one where they completed a previous stage of their education. The paper considers selected legal aspects of the access to higher education in Poland, primarily in the context of the internationalization of education, and, thus, the internationalization of the recruitment procedure where individual candidates apply for admission to study on the basis of documents authorizing them to pursue higher education in different legal systems. The background for the reflections is the normative content of the right to education and one of its guarantees, namely the principle of equal access to education – in Poland having the status of a constitutional norm.
This paper investigates the internationalization of education, specifically technology education in National Research Tomsk Polytechnic University (TPU). Through a conducted case study of a course in a Master of Information Technology (MIT) program development, it investigated the challenges that TPU faced and how they could overcome the challenges in internationalizing their programs and curricula. The research adopted a qualitative case study research method. It used survey, observation and documentations as the data collection techniques, as they are best suited for this research. Ten students were involved in a delivery of a course in a developed internationalized MIT program. The research team observed how the students learnt, whether there were challenges and difficulties in the delivery of course learning and how they were overcome. The results showed that the students were highly satisfied with the course developed and they believed they greatly benefited from the developed course.
This article presents the results of a survey conducted in the Innovative University of Eurasia (InEU) about the necessity of implementing English as a medium of instruction (EMI) at the baccalaureate and master’s degree levels. It describes the findings obtained through semi open-ended questionnaires and interviews with two focus groups: InEU administration members and faculty representatives. The data collected suggest a rather positive general attitude of the respondents of both groups to English-medium instruction at the university, a special emphasis being made on the global status of English and internationalization of education. However, the majority of respondents raised concern about the impact of English-medium teaching on the quality of subject learning since it depends on an English proficiency level of both students and teachers and their motivation to study/teach in English. The survey data also indicate other important issues connected with teaching-in-English implementation at the university, such as finance, the pace of implementation, preparedness of students and teachers, support structures and incentives.
The past 30-strong years has seen remarkable achievements that both Poland and China have made in Doctoral Education along different paths though. Drawing on policy research and extensive data, this paper sets out to examine the transformations of doctor education across the two countries within these intervening years. It is found that the changes in Poland were mainly influenced by the political transitions, its integration with European education system, and particularly the Bologna Process while China’s educational reform was amenable to the national economic policy and the government behavior. As regards the prospect of doctoral education, the two countries have both common grounds and differences. Poland and China will have more diversified structure in doctoral education, pay closer attention to STEM discipline’s developments as well as external and intermediary assessment in quality control. Also, the managements of doctoral programs in two countries will be characterized by further decentralization of government and internationalization of education. In the next few years, however, the scale of China’s doctoral education will remain at the current level or even expand modestly, whereas that of Poland’s doctoral education is likely to shrink due to the population decline.
The philosophical and pedagogical principles of transnational higher education development in the second half of the XX - at the beginning of the XXI century are revealed based on the authentic scientific research sources and reflections of prominent scientists. Review of scientific works, devoted to the problems of education transnationalization, allowed concluding that in the late XX century the traditional relationship of pedagogy and philosophy changed under the influence of globalization and internationalization of education. On the basis of determinant analysis it has been found that postmodernism (J. Derrida, M. Foucault, J. Lyotard, R. Panvit) and postnonclassical science (H. Haken, I. Prihozhyn, V. Stepin) serve philosophical grounds for transnational higher education formation. The article proves that the “philosophy of global problems” as a set of ideas based on the objectivity of the total global relations, serves as the basis for building a modern educational paradigm that is reflected in the concept of global education. The fundamental idea of global education is to develop a holistic vision and human perception of the world, awareness of its place in the interconnected and rapidly changing environment, by filling content of educational process with human values. Practical implementation of these ideas is made by the introduction of multicultural education approach, critical pedagogy, global education and formation of intercultural educational content, which reflects the cultural and historical specificity of population.
Current educational systems and processes need to anticipate the challenges of the new millennium and lay the foundations for the future in the economic, social, technological, cultural and relational context. New educational programs must seriously consider a number of conditions such as: entirely new ways of serving existing needs and significantly disrupt existing industry value chains; growing transparency, consumer engagement, and new patterns of consumer behavior; the development of technology-enabled platforms that combine both demand and supply to disrupt existing industry structures, such as those we see within the “sharing” or “on demand” economy. In this paper I`ve started from the assumption that in the specific conditions of a creativity-based economy is necessary to rethink the components of the matrix partnership crossing from `triple helix` to `quadruple helix` logic. This new model becomes necessary because under current regional and international circumstances Mode 3 of knowledge production has become generalized. In this paper I`ve opted for the concept that adds civil society proposing reformulate the analytical model so as to place in balance integration with differentiation to produce suitability for a societal design defined by the self-organization of the sense communication process with respect to the analytical axes of complex systems. The basic idea of the research is to identify the way in which the challenges of internationalization of education, the transformations required by the emergence of this process, and the most relevant redefining that must take place at the level of curricular architectures and learning methods are understood. Based on the research I have made, I recommended few ways to cope with sensitive challenges educational systems are confronted with such as: better connecting theory and practice, teaching a more useful economics, designing the future based on the understanding of the past, minimizing the rhetorical component and maximizing the factual one, testing conformity of different ideas in advance.
Indonesia membangun Bumi Pertiwi , Rector’s Report, Islamic University of Indonesia, 3-17. Ullberg, E. (2016). New Perspectives on Internationalization and Competitiveness, Integrating Economic, Innovation and Higher Education , Springer Berlin: 31-46 Wang, L. (2013). Going global: the changing strategy of internationalizationofeducation in China’, Journal of Higher Education Policy and Management . 35(3): 305–315.