首页 > 最新文献

Journal of Studies in International Education最新文献

英文 中文
Indications of Community College Virtual International Exchange Outcomes: Global Perspective-Taking and Self-Efficacy 社区学院虚拟国际交流成果的指标:全球视野和自我效能感
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-04-01 DOI: 10.1177/10283153241238833
Melissa Whatley, Casey Aldrich, Adeline De Angelis
This study explored student learning outcomes related to virtual international exchange, namely global perspective-taking and self-efficacy, among a sample of 76 community college students in the United States. Viewing virtual exchange as a possible high-impact educational practice, we anticipated that participation would have a positive relationship with these two outcomes. To test this hypothesis, we used survey data collected from students attending two community colleges in the US Southeast. Using a pre-test/post-test design, we estimated linear regression models to explore the relationship between virtual exchange participation and these two outcomes, measured using the Global Perspectives Inventory and the New General Self-efficacy Scale. Counter to expectation, we found that virtual exchange was not generally significantly related to changes in students’ global perspective-taking or sense of self-efficacy. We hypothesize these null findings relate to characteristics of virtual exchange programs and differences between virtual exchange and other international experiences like study abroad.
本研究以美国 76 所社区大学的学生为样本,探讨了与虚拟国际交流相关的学生学习成果,即全球视角和自我效能感。我们将虚拟交流视为一种可能的高效教育实践,因此预计参与虚拟交流将与这两项成果产生积极的关系。为了验证这一假设,我们使用了从美国东南部两所社区学院的学生中收集的调查数据。通过前测/后测设计,我们估计了线性回归模型,以探讨虚拟交流参与与这两个结果之间的关系,并使用全球视角量表和新通用自我效能量表进行测量。与预期相反,我们发现虚拟交流与学生的全球视角和自我效能感的变化没有显著关系。我们假设这些无效结论与虚拟交流项目的特点以及虚拟交流与其他国际经历(如出国留学)之间的差异有关。
{"title":"Indications of Community College Virtual International Exchange Outcomes: Global Perspective-Taking and Self-Efficacy","authors":"Melissa Whatley, Casey Aldrich, Adeline De Angelis","doi":"10.1177/10283153241238833","DOIUrl":"https://doi.org/10.1177/10283153241238833","url":null,"abstract":"This study explored student learning outcomes related to virtual international exchange, namely global perspective-taking and self-efficacy, among a sample of 76 community college students in the United States. Viewing virtual exchange as a possible high-impact educational practice, we anticipated that participation would have a positive relationship with these two outcomes. To test this hypothesis, we used survey data collected from students attending two community colleges in the US Southeast. Using a pre-test/post-test design, we estimated linear regression models to explore the relationship between virtual exchange participation and these two outcomes, measured using the Global Perspectives Inventory and the New General Self-efficacy Scale. Counter to expectation, we found that virtual exchange was not generally significantly related to changes in students’ global perspective-taking or sense of self-efficacy. We hypothesize these null findings relate to characteristics of virtual exchange programs and differences between virtual exchange and other international experiences like study abroad.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"13 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584459","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}
引用次数: 0
Internationalisation of Higher Education in Ethiopia: A Strategic Process? 埃塞俄比亚高等教育的国际化:战略进程?
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-08 DOI: 10.1177/10283153241235696
Dejen K. Gonfa, Pat Gibbons, Ciaran Sugrue, Berhanu Kuma
The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.
高等教育国际化(IHE)已成为埃塞俄比亚高等教育机构(HEIs)的中心议程。然而,关于高等教育国际化是否是一项有意识的综合努力的信息却十分匮乏。本研究制定了一个框架,以调查埃塞俄比亚公立大学的国际化进程的战略性如何,重点关注有意性和整合性。通过对 11 所公立大学进行调查、对 21 位主要信息提供者进行半结构化访谈以及文件分析,收集了相关数据。调查结果显示,各大学在如何开展国际高等教育方面有着惊人的相似之处。尽管有迹象表明,国际高等教育正在成为一个有意识的过程,但很少有人关注如何将国际高等教育融入院校的宗旨、职能和教学。为了最大限度地发挥国际基础结构、水利和环境工程学院的效益,各大学需要建立与它们的名称(研究、应用科学、综合、科学和技术)相一致的教育系统,将国际基础结构、水利和环境工程学院纳入这些系统,并在所有高等院校中持续进行管理。
{"title":"Internationalisation of Higher Education in Ethiopia: A Strategic Process?","authors":"Dejen K. Gonfa, Pat Gibbons, Ciaran Sugrue, Berhanu Kuma","doi":"10.1177/10283153241235696","DOIUrl":"https://doi.org/10.1177/10283153241235696","url":null,"abstract":"The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"30 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075574","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}
引用次数: 0
Eighteen Years of Joint Master of Health Professions Education Between Geographically Distanced Partners Lessons from a Matured Partnership 地理位置相距遥远的合作伙伴之间的联合卫生专业硕士教育十八年 成熟合作伙伴关系的经验教训
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-07 DOI: 10.1177/10283153241235703
Dominique G. J. Waterval, Wagdy Talaat, Janneke M. Frambach
Many educational partnerships between institutes never reach the stage of maturity, with students often bearing the costs of such discontinued partnerships. Reasons can be multifold, including a loss of ambitions, finances, or changing personal aspirations of stakeholders. In 2022 a joint curriculum in health professions education between two geographically and culturally distanced institutes reached its 18th anniversary. What can be learned from this particular partnership in terms of deliberate strategic choices, if any, to overcome the challenges identified in the literature? This article applies an instrumental, in-depth case analysis using a theoretical framework of factors that impact the sustainability of educational curriculum partnerships. By doing so, this paper intends to reveal successful strategies and managerial decisions that might be beneficial to those aiming for a sustainable partnership in higher education.
许多院校之间的教育伙伴关系从未达到成熟阶段,学生往往要为这种中断的伙伴关系付出代价。原因可能是多方面的,包括失去雄心壮志、资金或利益相关者个人愿望的改变。2022 年,两所在地理和文化上相距甚远的院校在卫生专业教育方面的联合课程开设了 18 周年。从这一特殊的合作关系中,我们可以学到哪些有意识的战略选择(如果有的话),以克服文献中指出的挑战?本文利用影响教育课程伙伴关系可持续性的因素的理论框架,对案例进行了工具性的深入分析。通过分析,本文意在揭示成功的战略和管理决策,这些战略和决策可能对那些旨在建立可持续的高等教育伙伴关系的人有所裨益。
{"title":"Eighteen Years of Joint Master of Health Professions Education Between Geographically Distanced Partners Lessons from a Matured Partnership","authors":"Dominique G. J. Waterval, Wagdy Talaat, Janneke M. Frambach","doi":"10.1177/10283153241235703","DOIUrl":"https://doi.org/10.1177/10283153241235703","url":null,"abstract":"Many educational partnerships between institutes never reach the stage of maturity, with students often bearing the costs of such discontinued partnerships. Reasons can be multifold, including a loss of ambitions, finances, or changing personal aspirations of stakeholders. In 2022 a joint curriculum in health professions education between two geographically and culturally distanced institutes reached its 18<jats:sup>th</jats:sup> anniversary. What can be learned from this particular partnership in terms of deliberate strategic choices, if any, to overcome the challenges identified in the literature? This article applies an instrumental, in-depth case analysis using a theoretical framework of factors that impact the sustainability of educational curriculum partnerships. By doing so, this paper intends to reveal successful strategies and managerial decisions that might be beneficial to those aiming for a sustainable partnership in higher education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"33 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076204","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}
引用次数: 0
The First Steps of Blended Mobility in European Higher Education: A Survey of Blended Intensive Programmes 欧洲高等教育混合式流动的第一步:混合式强化课程调查
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-03-04 DOI: 10.1177/10283153241235704
Robert O'Dowd, Sina Werner
Blended Mobility refers to the strategic combination of phases of online learning with periods of short physical mobility. This approach to international learning has gained considerable interest in European university education in recent years due to the introduction of Blended Intensive Programmes (BIPs) in the new Erasmus + programme. BIPs are defined as a form of Blended Mobility which involve short, intensive programmes that use innovative ways of learning and teaching, including online cooperation. This article reports on the results of a survey of BIP academic coordinators which was carried out to establish an overview of current practices in the area. The study provides an overview of the perceived benefits of Blended Mobility and also identifies the main challenges which practitioners encounter when running such programmes. A series of good practices which are recommended by organisers are presented and this is followed by a discussion of the survey's major conclusions.
混合式流动是指将在线学习阶段与短期实际流动阶段战略性地结合起来。近年来,由于新的伊拉斯谟+计划引入了混合强化课程(BIPs),这种国际学习方法在欧洲大学教育中获得了极大的关注。BIPs 被定义为混合流动的一种形式,涉及使用创新的学习和教学方式(包括在线合作)的短期强化课程。本文报告了对 BIP 项目学术协调员进行调查的结果,调查的目的是了解该领域目前的做法。该研究概述了混合式流动教学的优势,并指出了实践者在实施此类课程时遇到的主要挑战。介绍了组织者推荐的一系列良好做法,随后讨论了调查的主要结论。
{"title":"The First Steps of Blended Mobility in European Higher Education: A Survey of Blended Intensive Programmes","authors":"Robert O'Dowd, Sina Werner","doi":"10.1177/10283153241235704","DOIUrl":"https://doi.org/10.1177/10283153241235704","url":null,"abstract":"Blended Mobility refers to the strategic combination of phases of online learning with periods of short physical mobility. This approach to international learning has gained considerable interest in European university education in recent years due to the introduction of Blended Intensive Programmes (BIPs) in the new Erasmus + programme. BIPs are defined as a form of Blended Mobility which involve short, intensive programmes that use innovative ways of learning and teaching, including online cooperation. This article reports on the results of a survey of BIP academic coordinators which was carried out to establish an overview of current practices in the area. The study provides an overview of the perceived benefits of Blended Mobility and also identifies the main challenges which practitioners encounter when running such programmes. A series of good practices which are recommended by organisers are presented and this is followed by a discussion of the survey's major conclusions.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033509","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}
引用次数: 0
Developing Meaningful Internationalisation that Impacts Students’ Outcomes in Higher Education: A Scoping Review of the Literature 2011–2022 发展有意义的国际化,影响学生的高等教育成果:2011-2022 年文献综述
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-02-20 DOI: 10.1177/10283153231222278
Jenna Mittelmeier, Sylvie Lomer, Said Al-Furqani, Daian Huang
Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students’ outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as ‘designed to highlight impacts on students’. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice.
近几十年来,有关高等教育国际化的研究迅速发展,但很少有人尝试对现有证据进行梳理。本范围综述综述了有关国际化实践如何具体影响学生的成果和经历的文章。我们确定了 21 个主题类别中的 967 篇文章,它们分布在 493 种期刊和 27 个学科中。其中,只有 233 篇(22.8%)被归类为 "旨在强调对学生的影响"。我们认为这些研究比较零散,主要是描述性的,对以往研究的借鉴作用有限。不过,我们归纳出了五项关键原则,它们是对学生产生最明显影响的实践的基础:(1) 将国际化全面融入整个学校;(2) 以包容和联系为中心;(3) 开发积极和创造性的学习方法;(4) 提供反思和个人联系的机会;(5) 明确培养跨文化技能。我们呼吁研究人员在这一日渐成熟的子领域的基础上设计更多的研究,以证据为中心,为重要的实践提供信息。
{"title":"Developing Meaningful Internationalisation that Impacts Students’ Outcomes in Higher Education: A Scoping Review of the Literature 2011–2022","authors":"Jenna Mittelmeier, Sylvie Lomer, Said Al-Furqani, Daian Huang","doi":"10.1177/10283153231222278","DOIUrl":"https://doi.org/10.1177/10283153231222278","url":null,"abstract":"Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students’ outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as ‘designed to highlight impacts on students’. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"19 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945534","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}
引用次数: 0
The Chain of Cultural Disdain: Demystifying the Patterns of Intercultural Interactions on University Campuses in China 文化蔑视链:揭开中国大学校园跨文化互动模式的神秘面纱
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-19 DOI: 10.1177/10283153231211996
Ming Cheng, Yun Yu
Extant research has explored practices and challenges for developing intercultural interactions on campus, but there is limited work on how cultural disdain has affected the development of intercultural interaction between domestic and international students. Drawing on interviews with 25 international students and 14 Chinese students in two Chinese universities, this study reveals that China's social history of intercultural encounters and internationalisation, together with people's individual intercultural experiences have fuelled Chinese students’ perceptions of the superiority of English language and Anglo-Saxon culture. While Chinese students prioritise communication with peers who are English native speakers, they tend to develop deeper intercultural friendships with students from non-Anglo-Saxon countries. This study uses the theory of cultural disdain to interpret the complex dynamics of intercultural interaction on campuses. It argues that Chinese universities need to increase cultural diversity and foster equality between different cultural groups in order to promote fruitful intercultural interactions for all students.
现有研究探讨了在校园中发展跨文化互动的实践和挑战,但关于文化蔑视如何影响国内学生和留学生之间跨文化互动发展的研究十分有限。本研究通过对两所中国大学的 25 名留学生和 14 名中国学生进行访谈,揭示了中国跨文化交际和国际化的社会历史,以及人们的个人跨文化经历助长了中国学生对英语语言和盎格鲁-撒克逊文化优越性的看法。虽然中国学生优先考虑与英语为母语的同学交流,但他们倾向于与来自非盎格鲁-撒克逊国家的学生建立更深厚的跨文化友谊。本研究运用文化轻视理论来解释校园跨文化互动的复杂动态。研究认为,中国大学需要增加文化多样性,促进不同文化群体之间的平等,以促进所有学生富有成效的跨文化互动。
{"title":"The Chain of Cultural Disdain: Demystifying the Patterns of Intercultural Interactions on University Campuses in China","authors":"Ming Cheng, Yun Yu","doi":"10.1177/10283153231211996","DOIUrl":"https://doi.org/10.1177/10283153231211996","url":null,"abstract":"Extant research has explored practices and challenges for developing intercultural interactions on campus, but there is limited work on how cultural disdain has affected the development of intercultural interaction between domestic and international students. Drawing on interviews with 25 international students and 14 Chinese students in two Chinese universities, this study reveals that China's social history of intercultural encounters and internationalisation, together with people's individual intercultural experiences have fuelled Chinese students’ perceptions of the superiority of English language and Anglo-Saxon culture. While Chinese students prioritise communication with peers who are English native speakers, they tend to develop deeper intercultural friendships with students from non-Anglo-Saxon countries. This study uses the theory of cultural disdain to interpret the complex dynamics of intercultural interaction on campuses. It argues that Chinese universities need to increase cultural diversity and foster equality between different cultural groups in order to promote fruitful intercultural interactions for all students.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" 879","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960340","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}
引用次数: 0
New Public Management and Internationalization in Latin American Top-Tier Universities: A Multiple Case Study 拉丁美洲一流大学的新公共管理与国际化:多案例研究
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-19 DOI: 10.1177/10283153231221652
Julio Labraña, Andree Henríquez, Paulina LaTorre, Francisca Puyol, María Raquel Gómez, Nicolás López
The internationalization of universities has become increasingly important in recent decades. A dominant internationalization model, influenced by principles of new public management, has emerged. Latin American universities have undergone significant changes as a result of this trend. This paper takes inspiration from the sociology of translation to examine how leading Latin American institutions are addressing these challenges at both organizational and cultural levels. The findings indicate that cultural transformation is prevalent, strongly influenced by the Latin American tradition of extension. However, at the organizational level, imitation is more relevant, as evidenced by the adoption of new public management principles to devise strategies, plans, and programs that prioritize professionalization and the widespread use of indicators. This development gives rise to a distinct cultural internationalization model for Latin American universities.
近几十年来,大学国际化变得越来越重要。受新公共管理原则的影响,出现了一种占主导地位的国际化模式。在这一趋势的影响下,拉丁美洲的大学发生了重大变化。本文从翻译社会学中汲取灵感,研究拉美领先院校如何在组织和文化层面应对这些挑战。研究结果表明,受拉美传统外延的强烈影响,文化转型十分普遍。然而,在组织层面,模仿更为重要,这体现在采用新的公共管理原则来制定战略、计划和方案,将专业化和广泛使用指标放在首位。这种发展为拉美大学带来了一种独特的文化国际化模式。
{"title":"New Public Management and Internationalization in Latin American Top-Tier Universities: A Multiple Case Study","authors":"Julio Labraña, Andree Henríquez, Paulina LaTorre, Francisca Puyol, María Raquel Gómez, Nicolás López","doi":"10.1177/10283153231221652","DOIUrl":"https://doi.org/10.1177/10283153231221652","url":null,"abstract":"The internationalization of universities has become increasingly important in recent decades. A dominant internationalization model, influenced by principles of new public management, has emerged. Latin American universities have undergone significant changes as a result of this trend. This paper takes inspiration from the sociology of translation to examine how leading Latin American institutions are addressing these challenges at both organizational and cultural levels. The findings indicate that cultural transformation is prevalent, strongly influenced by the Latin American tradition of extension. However, at the organizational level, imitation is more relevant, as evidenced by the adoption of new public management principles to devise strategies, plans, and programs that prioritize professionalization and the widespread use of indicators. This development gives rise to a distinct cultural internationalization model for Latin American universities.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"112 33","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959764","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}
引用次数: 0
Is University Support Effective? A Longitudinal Study of Cultural Adaptation of South Asian Students in Chinese Universities 大学支持有效吗?中国大学南亚学生文化适应纵向研究
IF 2.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-20 DOI: 10.1177/10283153231211993
Xun Li, Md Sahariar Rahman, Lan Yu
The successful adjustment of international students to the new environment depends on their ability to interact effectively with the external environment. However, the literature has not yet provided a clear understanding of how the support provided by host universities affects the academic achievement and cultural adaptation of international students, particularly in longitudinal studies involving students from different countries and regions in China. Based on Student-centered Learning Engagement framework, this study developed and tested a model composed of three variables—university support, academic achievement and cultural adaptation, and collected data from South Asian students at Chinese universities from 2017 to 2019 through questionnaires. The findings revealed that university support significantly affected cultural adaptation through academic achievement. The study suggests that Chinese universities should provide appropriate levels of support for international students to achieve positive academic outcomes, and to better understand and adapt to the universities, societies, and cultures.
留学生能否顺利适应新环境,取决于他们与外部环境有效互动的能力。然而,对于东道国大学提供的支持如何影响留学生的学业成绩和文化适应,特别是在涉及来自不同国家和地区的中国留学生的纵向研究中,文献尚未提供清晰的认识。本研究基于以学生为中心的学习参与框架,建立并检验了由大学支持、学业成绩和文化适应三个变量组成的模型,并通过问卷调查收集了2017年至2019年中国大学南亚留学生的数据。研究结果显示,大学支持通过学业成绩对文化适应产生了明显影响。研究建议,中国大学应为留学生提供适当水平的支持,使其取得积极的学业成绩,并更好地了解和适应大学、社会和文化。
{"title":"Is University Support Effective? A Longitudinal Study of Cultural Adaptation of South Asian Students in Chinese Universities","authors":"Xun Li, Md Sahariar Rahman, Lan Yu","doi":"10.1177/10283153231211993","DOIUrl":"https://doi.org/10.1177/10283153231211993","url":null,"abstract":"The successful adjustment of international students to the new environment depends on their ability to interact effectively with the external environment. However, the literature has not yet provided a clear understanding of how the support provided by host universities affects the academic achievement and cultural adaptation of international students, particularly in longitudinal studies involving students from different countries and regions in China. Based on Student-centered Learning Engagement framework, this study developed and tested a model composed of three variables—university support, academic achievement and cultural adaptation, and collected data from South Asian students at Chinese universities from 2017 to 2019 through questionnaires. The findings revealed that university support significantly affected cultural adaptation through academic achievement. The study suggests that Chinese universities should provide appropriate levels of support for international students to achieve positive academic outcomes, and to better understand and adapt to the universities, societies, and cultures.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"268 2","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139257040","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}
引用次数: 0
Creation of Sustainable Cities through Digital Game: A Proposal for the Teaching of Geography 通过数字游戏创造可持续城市:对地理教学的建议
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-08 DOI: 10.5296/jse.v13i4.21424
Janaína Iara Alves Pereira do Nascimento, Ana Silvia D’Alessandro, Janaína Aparecida Pereira Paiva, Estaner Claro Romão
The use of methodologies that approach the daily lives of students, generating greater engagement and meaningful learning, can become the key to education today. The current generation, the so-called Digital Natives, are attracted to activities that involve technologies, such as the use of digital games. The present research was carried out with 28 students, from the 7th year of Middle School, in a private school in the interior of the state of São Paulo, and it is qualitative-quantitative research, having the case study as an approach. Initially, the students answered a pre-test that sought to find out which concepts on the subject the students had already acquired before the application of the project. The chosen theme, within the Geography discipline, was the 2030 Agenda – Sustainable Development Goals, specifically SDG number 11 which deals with Sustainable Cities and Communities. After the pre-test, a sensitization class was held about the topic and proposed to them a research activity. After the socialization of the research, the proposal involving the Minecraft game was presented so that, through it, the students in teams could create a sustainable city, demonstrating the acquired knowledge. To measure the learning gains, the metric used was the rubric, established by the class teacher. As a result, the game contributed to stimulating creativity, solving problems, and overcoming challenges proposed through the criteria previously established. In the end, they presented their developed cities using video creation and editing. The results show a gain in learning since 80% of the students reached levels between intermediate and advanced.
使用贴近学生日常生活的方法,提高学生的参与度,促进有意义的学习,可以成为当今教育的关键。当前这代人被称为“数字原住民”,他们被涉及科技的活动所吸引,比如使用数字游戏。目前的研究是在圣保罗州内陆的一所私立学校对28名中学七年级的学生进行的,这是一项定性定量研究,以案例研究为方法。最初,学生们回答了一个预测试,旨在找出学生在申请项目之前已经掌握了该主题的哪些概念。地理学科选择的主题是2030年议程-可持续发展目标,特别是可持续发展目标11,涉及可持续城市和社区。在预测之后,我们就这个话题开了一个敏化课,并向他们提出了一个研究活动。在研究社会化之后,提出了涉及Minecraft游戏的提案,通过它,学生们可以以团队的形式创建一个可持续发展的城市,展示所获得的知识。为了衡量学习成果,使用的标准是由班主任制定的评分标准。因此,游戏有助于激发创造力,解决问题,克服通过先前建立的标准提出的挑战。最后,他们用视频创作和剪辑的方式展示了自己的发达城市。结果表明,由于80%的学生达到了中级和高级之间的水平,学习成绩有所提高。
{"title":"Creation of Sustainable Cities through Digital Game: A Proposal for the Teaching of Geography","authors":"Janaína Iara Alves Pereira do Nascimento, Ana Silvia D’Alessandro, Janaína Aparecida Pereira Paiva, Estaner Claro Romão","doi":"10.5296/jse.v13i4.21424","DOIUrl":"https://doi.org/10.5296/jse.v13i4.21424","url":null,"abstract":"The use of methodologies that approach the daily lives of students, generating greater engagement and meaningful learning, can become the key to education today. The current generation, the so-called Digital Natives, are attracted to activities that involve technologies, such as the use of digital games. The present research was carried out with 28 students, from the 7th year of Middle School, in a private school in the interior of the state of São Paulo, and it is qualitative-quantitative research, having the case study as an approach. Initially, the students answered a pre-test that sought to find out which concepts on the subject the students had already acquired before the application of the project. The chosen theme, within the Geography discipline, was the 2030 Agenda – Sustainable Development Goals, specifically SDG number 11 which deals with Sustainable Cities and Communities. After the pre-test, a sensitization class was held about the topic and proposed to them a research activity. After the socialization of the research, the proposal involving the Minecraft game was presented so that, through it, the students in teams could create a sustainable city, demonstrating the acquired knowledge. To measure the learning gains, the metric used was the rubric, established by the class teacher. As a result, the game contributed to stimulating creativity, solving problems, and overcoming challenges proposed through the criteria previously established. In the end, they presented their developed cities using video creation and editing. The results show a gain in learning since 80% of the students reached levels between intermediate and advanced.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"6 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135391760","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}
引用次数: 0
International Students as Sources of Income? Moving Beyond the Neoliberal Framing of Internationalization 国际学生是收入来源吗?超越国际化的新自由主义框架
3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-07 DOI: 10.1177/10283153231211999
Tijmen Weber, Christof van Mol, Maarten H. J. Wolbers
This paper focuses on international student mobility and the funding of higher education. We theorize that relying on international students for funding is stronger for institutions in developed English-speaking countries because they more often adopt marketization practices. Compared to Northern and Southern European countries, we find that they had the largest decrease in public funding and largest increase in private funding. The relative number of international students has also increased for English-speaking countries, but not for other country groupings. Furthermore, we found associations between public/private funding and international student enrollments, but these patterns were not uniform. These results show that a decrease in public funding and a reliance on international students as a source of income is not equally important everywhere. This opens new avenues for research on the marketization of higher education, including the role that differences between cultures and types of governments play in shaping international student mobility.
本文的重点是国际学生流动和高等教育的资金。我们的理论是,发达英语国家的机构更依赖国际学生提供资金,因为它们更经常采用市场化做法。与北欧和南欧国家相比,我们发现它们的公共资金减少幅度最大,而私人资金增加幅度最大。英语国家的国际学生的相对数量也有所增加,但其他国家没有。此外,我们发现公共/私人资助与国际学生入学率之间存在关联,但这些模式并不统一。这些结果表明,公共资金的减少和对国际学生作为收入来源的依赖在各地并不同等重要。这为高等教育市场化的研究开辟了新的途径,包括文化和政府类型之间的差异在塑造国际学生流动方面所起的作用。
{"title":"International Students as Sources of Income? Moving Beyond the Neoliberal Framing of Internationalization","authors":"Tijmen Weber, Christof van Mol, Maarten H. J. Wolbers","doi":"10.1177/10283153231211999","DOIUrl":"https://doi.org/10.1177/10283153231211999","url":null,"abstract":"This paper focuses on international student mobility and the funding of higher education. We theorize that relying on international students for funding is stronger for institutions in developed English-speaking countries because they more often adopt marketization practices. Compared to Northern and Southern European countries, we find that they had the largest decrease in public funding and largest increase in private funding. The relative number of international students has also increased for English-speaking countries, but not for other country groupings. Furthermore, we found associations between public/private funding and international student enrollments, but these patterns were not uniform. These results show that a decrease in public funding and a reliance on international students as a source of income is not equally important everywhere. This opens new avenues for research on the marketization of higher education, including the role that differences between cultures and types of governments play in shaping international student mobility.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"89 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539534","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}
引用次数: 0
期刊
Journal of Studies in International Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1