Pub Date : 2022-07-05DOI: 10.1177/10283153221105318
Nico Jooste, C. Hagenmeier
On 6 November 2020, the Policy Framework for Internationalisation of Higher Education in South Africa was promulgated. It provides high-level principles and guidelines for the internationalisation of higher education in South Africa, lays down specific rules for certain aspects of the process and aims to shape the process of internationalisation at South African higher education institutions, redressing past inequalities whilst addressing policy imperatives of higher education in a democratic South Africa. In this paper, we analyse the context and content of the Policy Framework. We first explore the context by discussing the historical background leading to the development and drafting of the Policy Framework, whereafter we analyse the substantive content of the Policy Framework. We consider its suitability for advancing the South African higher education system's internationalisation objectives, interrogate whether it can provide direction for comprehensive internationalisation of higher education in the country and provide recommendations on the way forward devoting attention to strategies for successful policy implementation.
{"title":"Policy Framework for the Internationalisation of Higher Education in South Africa: A Compass for Comprehensive Internationalisation?","authors":"Nico Jooste, C. Hagenmeier","doi":"10.1177/10283153221105318","DOIUrl":"https://doi.org/10.1177/10283153221105318","url":null,"abstract":"On 6 November 2020, the Policy Framework for Internationalisation of Higher Education in South Africa was promulgated. It provides high-level principles and guidelines for the internationalisation of higher education in South Africa, lays down specific rules for certain aspects of the process and aims to shape the process of internationalisation at South African higher education institutions, redressing past inequalities whilst addressing policy imperatives of higher education in a democratic South Africa. In this paper, we analyse the context and content of the Policy Framework. We first explore the context by discussing the historical background leading to the development and drafting of the Policy Framework, whereafter we analyse the substantive content of the Policy Framework. We consider its suitability for advancing the South African higher education system's internationalisation objectives, interrogate whether it can provide direction for comprehensive internationalisation of higher education in the country and provide recommendations on the way forward devoting attention to strategies for successful policy implementation.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"26 1","pages":"415 - 435"},"PeriodicalIF":2.4,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44129866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/10283153221105322
A. Crowley-Vigneau, Yelena Kalyuzhnova, A. Baykov
So-called 'world-class universities’ emerged on the global higher education scene following the Second World War. Their development in countries around the world, particularly since the early 2000s, has evolved into an international norm, although not without debate and contestation. This paper applies Constructivist theory to reflect on how local contestation affected the implementation of this norm of world-class universities in Russia, at a time when the internationalization of higher education was a national priority (i.e. before the beginning of hostilities in Ukraine). The authors employ process tracing to follow the norm from its emergence on the international stage to its contemporary adoption by Russia with Project 5-100, drawing on a case study based on 22 targeted expert interviews to identify the types and roots of resistance in Russian universities. The findings indicate that Russian contestation reflects in most cases difficulties adapting to new requirements and the fear of being left behind rather than an overall rejection of the international norm of world-class universities. The study reveals that international actors are essential not only to norm diffusion on the international stage, but also during domestic norm implementation as they are instrumental in overcoming contestation.
{"title":"World-class Universities in Russia: A Contested Norm and its Implementation","authors":"A. Crowley-Vigneau, Yelena Kalyuzhnova, A. Baykov","doi":"10.1177/10283153221105322","DOIUrl":"https://doi.org/10.1177/10283153221105322","url":null,"abstract":"So-called 'world-class universities’ emerged on the global higher education scene following the Second World War. Their development in countries around the world, particularly since the early 2000s, has evolved into an international norm, although not without debate and contestation. This paper applies Constructivist theory to reflect on how local contestation affected the implementation of this norm of world-class universities in Russia, at a time when the internationalization of higher education was a national priority (i.e. before the beginning of hostilities in Ukraine). The authors employ process tracing to follow the norm from its emergence on the international stage to its contemporary adoption by Russia with Project 5-100, drawing on a case study based on 22 targeted expert interviews to identify the types and roots of resistance in Russian universities. The findings indicate that Russian contestation reflects in most cases difficulties adapting to new requirements and the fear of being left behind rather than an overall rejection of the international norm of world-class universities. The study reveals that international actors are essential not only to norm diffusion on the international stage, but also during domestic norm implementation as they are instrumental in overcoming contestation.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"539 - 556"},"PeriodicalIF":2.4,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41440240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-12DOI: 10.1177/10283153221105325
M. S. Hughes, Victor O. Popoola
This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016 – Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future study abroad practice include empowerment of students of color, opportunities for anti-racism learning, and the relevance of race-conscious curricula in study abroad programs.
{"title":"Perceptions of Experiential Learning and Racial Bias Following International Study Abroad in East Africa: A Qualitative Study","authors":"M. S. Hughes, Victor O. Popoola","doi":"10.1177/10283153221105325","DOIUrl":"https://doi.org/10.1177/10283153221105325","url":null,"abstract":"This study explored the racial bias perceptions of study abroad alumni following international learning experiences in East Africa. Ninety-seven participants, who completed a semester-long study abroad between Fall 2016 – Spring 2019, were recruited into the study. Open-ended survey questions evaluated perceptions of racial bias, racial prejudice, and racial identity development. Six themes emerged, following thematic analysis: (1) integration of race-conscious curriculum and experiential learning, (2) mutuality in local relationships, (3) immersive experiences with rural host families, (4) U.S. faculty in the study abroad context, (5) exposure to implications of racism in a field study, and (6) student reflections of racial majority/minority dynamics. Student perceptions of how and why study abroad experiences influenced implicit racial bias, racial colorblindness, critical consciousness, and racial identity development could inform higher education curricula. Implications for future study abroad practice include empowerment of students of color, opportunities for anti-racism learning, and the relevance of race-conscious curricula in study abroad programs.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"741 - 759"},"PeriodicalIF":2.4,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47446608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-12DOI: 10.1177/10283153221105321
Franka van den Hende, C. Whitsed, Robert J. Coelen
Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization (N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.
{"title":"An Organizational Change Perspective for the Curriculum Internationalization Process: Bridging the Gap Between Strategy and Implementation","authors":"Franka van den Hende, C. Whitsed, Robert J. Coelen","doi":"10.1177/10283153221105321","DOIUrl":"https://doi.org/10.1177/10283153221105321","url":null,"abstract":"Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization (N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"520 - 538"},"PeriodicalIF":2.4,"publicationDate":"2022-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
According to a questionnaire and interview survey of 689 students, teachers, and parents from six primary and secondary schools in Hong Kong, China, both public and government-funded schools use traditional Chinese teaching materials and Cantonese as the medium of instruction, while private schools use original English textbooks and English as the medium of instruction. All schools' self-selected teaching materials and teachers have a major colonial education legacy, in that they do not objectively introduce the growth process of Chinese culture and socialism, affecting students' ability to acquire a correct world outlook and ideal. In everyday life, students primarily speak Cantonese, and their Putonghua proficiency is poor. In Hong Kong, the competition for college entrance exams and jobs is fierce, and nearly half of students see no hope and expect to migrate to the mainland for university and employment in order to advance. This study proposed specific reform strategies and implementation methods for language teaching in Hong Kong primary and secondary schools to increase patriotism, university enrolment, and employment rates among Hong Kong students.
{"title":"Research on the Reform Countermeasures and Implementation Path of Primary and Secondary School Language Education in Hong Kong SAR, China","authors":"Yang Feng, Xiya Wang","doi":"10.5296/jse.v12i3.19883","DOIUrl":"https://doi.org/10.5296/jse.v12i3.19883","url":null,"abstract":"According to a questionnaire and interview survey of 689 students, teachers, and parents from six primary and secondary schools in Hong Kong, China, both public and government-funded schools use traditional Chinese teaching materials and Cantonese as the medium of instruction, while private schools use original English textbooks and English as the medium of instruction. All schools' self-selected teaching materials and teachers have a major colonial education legacy, in that they do not objectively introduce the growth process of Chinese culture and socialism, affecting students' ability to acquire a correct world outlook and ideal. In everyday life, students primarily speak Cantonese, and their Putonghua proficiency is poor. In Hong Kong, the competition for college entrance exams and jobs is fierce, and nearly half of students see no hope and expect to migrate to the mainland for university and employment in order to advance. This study proposed specific reform strategies and implementation methods for language teaching in Hong Kong primary and secondary schools to increase patriotism, university enrolment, and employment rates among Hong Kong students.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"99 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75426741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Panagiotis Geropoulos, Maria Karadimou, Kostis Tsioumis
The subject of this work is the investigation of the existing educational legal framework that determines the operation of school units as well as the pedagogical directions of the principals towards the educational staff. The 43 leaders of secondary education who took part in the research expressed their views and perceptions about the difficulties and limitations posed by the bureaucratic structure of the Greek education system and the positive elements of this particular way of organization. In addition, they describe the pedagogical directions they give to the rest of the staff in the context of the operation of the school units. The survey was conducted in the summer and fall of 2020, the time when schools were called to adapt to the Covid-19 health crisis. The research problem of this work was the investigation of the possibilities of application of participatory administration in the wider centralized education system in combination with the instructions for the support of students and teachers. The analysis of qualitative data confirms the bureaucratic and centralized structure of the Greek educational system. However, in schools, principals apply different policies and practices to support the educational and student community depending on the needs and circumstances.
{"title":"Freedoms and Restrictions of School Leaders and the Pedagogical Guidance They Exercise in the Greek Bureaucratic System","authors":"Panagiotis Geropoulos, Maria Karadimou, Kostis Tsioumis","doi":"10.5296/jse.v12i2.19835","DOIUrl":"https://doi.org/10.5296/jse.v12i2.19835","url":null,"abstract":"The subject of this work is the investigation of the existing educational legal framework that determines the operation of school units as well as the pedagogical directions of the principals towards the educational staff. The 43 leaders of secondary education who took part in the research expressed their views and perceptions about the difficulties and limitations posed by the bureaucratic structure of the Greek education system and the positive elements of this particular way of organization. In addition, they describe the pedagogical directions they give to the rest of the staff in the context of the operation of the school units. The survey was conducted in the summer and fall of 2020, the time when schools were called to adapt to the Covid-19 health crisis. The research problem of this work was the investigation of the possibilities of application of participatory administration in the wider centralized education system in combination with the instructions for the support of students and teachers. The analysis of qualitative data confirms the bureaucratic and centralized structure of the Greek educational system. However, in schools, principals apply different policies and practices to support the educational and student community depending on the needs and circumstances.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88663164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Alzyoud, Abdallah Sayel Alzyoud, Yazid Isa Alshoraty
This study aimed at determining the impact of the novel COVID-19 disease on Jordanian university students, from their own perspectives, and exploring if there were statistically significant differences in this impact due to the following variables: university, gender, faculty, age, residence, birth order in family, and education level.The study adopted the descriptive survey approach. The data was collected through a questionnaire of which the validity and reliability were proven. The convenience sample comprised 3269 students from among 326910 students that formed the survey population. The results revealed that the degree of the impact of COVID-19 on Jordanian universities' students, from their own perspectives, was high. The degree of the psychological and social impact was medium, whereas the degree of the economic, and educational impact was high. The results revealed that there were statistically significant differences in the impact due to various factors: 1) type of university, where students in private universities were more impacted; 2) gender, where females were more impacted; 3) faculty, where humanities students were more impacted; 4) residence, where camp residents were more impacted; and 5) education level, where bachelor's degree holders were more impacted.In the light of the results of the study, the researchers present some recommendations to alleviate the negative impact of COVID-19 on Jordanian universities' students.
{"title":"The Impact of the Spread of COVID-19 on Jordanian University Students from the Students' Perspectives","authors":"M. Alzyoud, Abdallah Sayel Alzyoud, Yazid Isa Alshoraty","doi":"10.5296/jse.v12i2.19774","DOIUrl":"https://doi.org/10.5296/jse.v12i2.19774","url":null,"abstract":"This study aimed at determining the impact of the novel COVID-19 disease on Jordanian university students, from their own perspectives, and exploring if there were statistically significant differences in this impact due to the following variables: university, gender, faculty, age, residence, birth order in family, and education level.The study adopted the descriptive survey approach. The data was collected through a questionnaire of which the validity and reliability were proven. The convenience sample comprised 3269 students from among 326910 students that formed the survey population. The results revealed that the degree of the impact of COVID-19 on Jordanian universities' students, from their own perspectives, was high. The degree of the psychological and social impact was medium, whereas the degree of the economic, and educational impact was high. The results revealed that there were statistically significant differences in the impact due to various factors: 1) type of university, where students in private universities were more impacted; 2) gender, where females were more impacted; 3) faculty, where humanities students were more impacted; 4) residence, where camp residents were more impacted; and 5) education level, where bachelor's degree holders were more impacted.In the light of the results of the study, the researchers present some recommendations to alleviate the negative impact of COVID-19 on Jordanian universities' students.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"67 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74045551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.1177/10283153221094085
Katherine Wimpenny, K. Finardi, Marina Orsini-Jones, L. Jacobs
This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being, relating and expressing can thrive. We consider COIL as a Third Space within which academics can help facilitate the different intellectual, emotional, and socio-cultural positionings of Global South-North students and reflect on how meaning-making and engagement can be transformed as a result of this dialogue. We also recognize how the digital environment as a Third Space can be experienced as inaccessible and troublesome and make suggestions on how South-North digitalization practices can be designed to address access and inclusion needs of students and academics.
{"title":"Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education","authors":"Katherine Wimpenny, K. Finardi, Marina Orsini-Jones, L. Jacobs","doi":"10.1177/10283153221094085","DOIUrl":"https://doi.org/10.1177/10283153221094085","url":null,"abstract":"This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being, relating and expressing can thrive. We consider COIL as a Third Space within which academics can help facilitate the different intellectual, emotional, and socio-cultural positionings of Global South-North students and reflect on how meaning-making and engagement can be transformed as a result of this dialogue. We also recognize how the digital environment as a Third Space can be experienced as inaccessible and troublesome and make suggestions on how South-North digitalization practices can be designed to address access and inclusion needs of students and academics.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"26 1","pages":"279 - 296"},"PeriodicalIF":2.4,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45448327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1177/10283153221095163
Shanton Chang, C. Gomes
The overwhelming importance of the digitalization of international education stems from the migration of student activities from the physical to the digital campus, which has been taking place over the past three decades. Many new and exciting learning opportunities have become possible for staff and students in higher education institutions. However, as a result of the COVID-19 pandemic in 2020, online delivery became the sole mode of education in many education institutions across the world. This has hastened the development of dynamic digital campuses and it is now very common to see digital experiences complementing face-to-face engagements between students, teachers, researchers and administrators. This special issue explores the impact of the emergence of digital campuses on international education and those seeking to harness relevant tools to improve the quality and impact of their work in this field. Contributing authors describe a range of ways in which international education is evolving and developing due to mass digitalization. This curated collection provides an overview of current practices driving the sector forward in the digital space and sets an agenda for future research in the digitalization of international education.
{"title":"Why the Digitalization of International Education Matters","authors":"Shanton Chang, C. Gomes","doi":"10.1177/10283153221095163","DOIUrl":"https://doi.org/10.1177/10283153221095163","url":null,"abstract":"The overwhelming importance of the digitalization of international education stems from the migration of student activities from the physical to the digital campus, which has been taking place over the past three decades. Many new and exciting learning opportunities have become possible for staff and students in higher education institutions. However, as a result of the COVID-19 pandemic in 2020, online delivery became the sole mode of education in many education institutions across the world. This has hastened the development of dynamic digital campuses and it is now very common to see digital experiences complementing face-to-face engagements between students, teachers, researchers and administrators. This special issue explores the impact of the emergence of digital campuses on international education and those seeking to harness relevant tools to improve the quality and impact of their work in this field. Contributing authors describe a range of ways in which international education is evolving and developing due to mass digitalization. This curated collection provides an overview of current practices driving the sector forward in the digital space and sets an agenda for future research in the digitalization of international education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"26 1","pages":"119 - 127"},"PeriodicalIF":2.4,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41580289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1177/10283153221093126
Charnaldo Jaime Ndaipa, K. Edström, Lars Geschwind
Internationalisation is transforming higher education institutions worldwide. However, the understanding of internationalisation, the rationales presented, the strategies applied and the challenges encountered differ between contexts. One challenge, especially for universities in the Global South, is how to consider internationalisation with a decolonised approach. This study explores internationalisation in two major universities in Mozambique through documentary analysis and semi-structured interviews with academics and managers. The study was guided by two questions: (1) How have Mozambican universities undertaken internationalisation in terms of understanding, rationales, strategies and challenges? (2) How are global ideas of internationalisation interpreted and translated into local practices? The results are interpreted with a theoretical lens combining neo-institutionalism and decolonisation theory, both providing arguments for translation and adaptation of ideas and practices to the local context. The findings suggest that the approaches to internationalisation emphasise the adoption of Western templates and values and can be more deliberately decolonised.
{"title":"Internationalisation of Higher Education Institutions in Mozambique: Exploring the Rationales, Strategies and Challenges","authors":"Charnaldo Jaime Ndaipa, K. Edström, Lars Geschwind","doi":"10.1177/10283153221093126","DOIUrl":"https://doi.org/10.1177/10283153221093126","url":null,"abstract":"Internationalisation is transforming higher education institutions worldwide. However, the understanding of internationalisation, the rationales presented, the strategies applied and the challenges encountered differ between contexts. One challenge, especially for universities in the Global South, is how to consider internationalisation with a decolonised approach. This study explores internationalisation in two major universities in Mozambique through documentary analysis and semi-structured interviews with academics and managers. The study was guided by two questions: (1) How have Mozambican universities undertaken internationalisation in terms of understanding, rationales, strategies and challenges? (2) How are global ideas of internationalisation interpreted and translated into local practices? The results are interpreted with a theoretical lens combining neo-institutionalism and decolonisation theory, both providing arguments for translation and adaptation of ideas and practices to the local context. The findings suggest that the approaches to internationalisation emphasise the adoption of Western templates and values and can be more deliberately decolonised.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"501 - 519"},"PeriodicalIF":2.4,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41521966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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