The Representation of Internationalization in Higher Education in the Philippines: The Case of the University Newsletter (original) (raw)
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Globalization in Higher Education: Discourse Analysis in the Context of Higher Education Reports
Yüksekögretim ve Bilim Dergisi, 2024
In this research, the effects of globalization at the higher education level were examined by using "Critical Discourse Analysis". For this purpose, the "editorial introduction", "preface" and "executive summary" sections of the reports of national and international organizations were analysed using the critical discourse analysis (CDA) method. Open, axial and selective coding was used in the analysis of the texts together and separately. As a result of open coding, a total twenty-nine codes were obtained. As revealed by the axial codes, it can be said that the tendency of “objectification”, “market-centred acting”, “formation from outside towards inside”, “homogenization” and "formation from top towards bottom” was observed. When the common points of the categories formed as a result of axial coding are examined, it can be said that there is a connection on the basis of isomorphism.
–This is a qualitative study where grounded theory was used as a research method. The generative questions guided the researchers in the identification of relationships between core theoretical concepts and data. The key analytic strategies used were coding for categorizing data in providing the implications and details of the identified themes/patterns and integrative diagram to inductively collect all the data which helped in " making sense of data " with respect to the emerging theory. Further, in-depth interviews were conducted to the key informants such as university presidents, deans, department chairs for pertinent data collection. Aside from in-depth interviews, documents such as articles and newspaper clips served as additional sources of data. The transcribed data were based from identified theoretical concepts where Higher Education Institutions' (HEIs) Strategy Formulation Framework emerged. This model is composed of three key factors that serve as mechanism for internationalization of education namely; reformed organizational programs (policies, mission-vision), responsiveness to global needs (accreditation to international standards), and active/strong linkages (student and faculty exchange, visiting professors). Since the three factors are within the control of HEIs, change can emanate from within themselves. Thus, they can strategize to aim for change in research, instruction and extension while the stakeholders in government agencies are working on reforms and policies at the national level.
Internationalization of Philippine Higher Education: Between Nationalism and
Centre for Global Higher Education Working Paper Series , 2023
The Commission on Higher Education (CHED) officially released in 2016 the Philippines' key policy document on the internationalization of the country's higher education system. Vigorous efforts followed to promote internationalization activities, such as mobilities and bilateral partnerships. While many university leaders express their commitment to internationalization, many others from public and private institutions reject the policy due to concerns over fairness in access to government resources and the relevance of internationalization to their mandates. Against this backdrop, this study examined several national policy documents issued between 1994 and 2020 that are directly and indirectly related to the internationalization of higher education in the country. The author employed the Discourse-Historical Approach (DHA) developed by R. Wodak et al. as a methodology to reveal how the concept of internationalization is translated, articulated, and enacted in the Philippines, and how the country’s colonial history and location in the periphery of the global higher education landscape impact the codification and institutionalization of internationalization policies. The research results indicate an ambivalent ideology characterized by nationalism and co-optation. They also raise questions about the Western-centric understanding of internationalization and decolonization of internationalization of higher education.
Critical Internationalization: Moving from Theory to Practice
FIRE: Forum for International Research in Education
This article utilizes critical social theory to illuminate structures of inequality that undergird certain practices of internationalization in higher education institutions, particularly in U.S. institutions. We demonstrate how such theory can be productively employed to analyze three key dimensions of contemporary internationalization: 1) a representational dimension, 2) a political-economic dimension, and 3) a symbolic capital dimension. We argue that these three elements are central to any critical conceptualization of internationalization that has at its core a consideration of equity, ethics, and social justice. The overarching goal of this article is to illustrate how critical social theory can foster more extensive debate regarding the material and ideological systems of exclusion in international education and contribute to the task of reimagining internationalization.
–This study intended to describe the institutional initiatives of the selected Higher Education Institutions " (HEIs) key informants in preparation for the internationalization of education. Further, it would provide insights and baseline data to HEIs in line with implementation of this academic endeavour. In-depth interviews were conducted to the key informants such as university presidents, deans, department chairs for pertinent data collection. Aside from in-depth interviews, researchers " observations and naturalistic inquiries served as instruments for data gathering. Further, documents such as articles and newspaper clips served as additional sources of data. Triangulation was used in the study to cross-check the researchers " observations, key informants " interview responses and articles/documents from newspaper clippings. Findings indicated that there were some HEI administrators who were proactive, reactive and passive towards internationalization of education. Among the three core functions of HEIs, instruction had relatively more international initiatives to include invitations of resource speakers on current trends and pedagogies, faculty and student mobility and curriculum realignment based on international frameworks. Research initiatives were geared towards international publication, capability building and involvement in international conferences and fora for some faculty researchers. On community service, HEIs' initiatives were yet into local community service but slowly building up partnerships through international linkages.
Reflections on Internationalization: Quo Vadis Unioeste?
Revista Expectativa
Universities are institutions whose commitments go beyond the fields of teaching, research, and outreach. In a society that increasingly requires changes, cooperating with other actors must be a path to be followed. At the same time, internationalization has become a priority appearing on many Higher Education Institution (HEI) agenda. However, it is an open question how universities should manage the new demands proposed by society in a very fast challenging world. Therefore, the aim of this article is to provide a framework for strategic priorities which outlines steps and activities that the Western Paraná State University (UNIOESTE) should adopt as part of this transformation project through the lens of the Project Model Canvas (FINOCCHIO JUNIOR, 2013). The methodology is characterized as a qualitative study, with an exploratory character, with the collection of data through documentary research. The results show that to operate successfully in the increasingly globalized enviro...
Internationalization in Higher Education Institutions
Psychology and Education: A Multidisciplinary Journal, 2022
Institutional internationalization is increasingly becoming a profitable strategy used by colleges and universities to respond to the transformative effects of globalization in higher education. As educational institutions begin to put greater emphasis on the dimension of their academic and organizational programming, it becomes important that they strategize the best possible planning practices to ensure systematic, continuous, and sustainable initiatives. This study aimed to identify and measure the internationalization initiatives of Higher Education Institutions in Baguio and Benguet. In light of the findings of the study, the following are the conclusions: The HEIs are initiating internationalization initiatives both in Academic Programs and Organization Strategies to catch up with the growing demands of internationalization. The HEIs understand the paramount importance of internationalization in their campuses in terms of Social/Cultural, Political, Economic and Academic aspects. The institutions face difficulties encountered in the implementation of internationalization initiatives in terms of Student, Faculty and
2020
Academic calendar and Philippine higher education May 29, 2014a CHED studying academic calendar May 29, 2014b CHED and UC-Berkeley MOA and RFA Turnover Ceremony February 13, 2015a PH-Canada academic cooperation to strengthen ties in the next three years March 23, 2015b CHED on 2015 QS World University Rankings September 17, 2015c Filipino engineers and architects will not lose jobs in Qatar February 3, 2016a CHED and British Council partner to send faculty scholars for PhD studies in the UK August 08, 2016b CHED pushes for world-class research and development in the PHL April 07, 2017a ASEAN experts on higher education share best strategies, trends in leadership and governance May 11, 2017b CHED opens up graduate scholarships in Paris June 7, 2017c ASEAN, EU to boost student mobility in the ASEAN region June 14, 2017d CHED taps CBIE for scholarships, training programs in Canada June 20, 2017e Student mobility a major driving force in improving higher education in ASEAN region June 20, 2017f CHED, Ministry of Education of Lao Sign MOU on academic cooperation in higher education July 19, 2017g Comparability of qualifications among ASEAN member states becoming crucial July 24, 2017h CHED awards P9.2-M to 27 high-quality academic journals August 22, 2017i Higher education and S&T take center stage in PH-hosted APEC meet October 23, 2017j Philippines-New Zealand sign education cooperation agreement during ASEAN Summit November 17, 2017k CHED urges LUCs to adopt best practices of Canadian community colleges October 12, 2018a CHED Chief to Filipino students: seize the opportunity to visit other countries, engage in greater student mobility October 16, 2018b More Philippine HEIs enter Asian university rankings, UP climbs three notches October 24, 2018c Creation of PH National English Roadmap kicks-off at 3day confab November 13, 2018d PH-Turkey sign deal to strengthen academic cooperation November 28, 2018e RP-UK educational collaboration key strategy in internationalization and competitiveness January 25, 2019a CHED-IAS conducts internationalization mentoring January 29, 2019b Asia, UK higher education and industry leaders to strengthen ties in 2-day policy forum March 5, 2019c PH, US universities push for internationalization of higher education
Internationalization as a Response to Globalization: The Liceo de Cagayan University Experience
2017
The world continues to experience increased pressure from the external environments because of globalization. This is experienced by organizations and higher education institutions are not exempted. This paper studied the internationalization of Liceo de Cagayan University. It reviewed the internationalization practices and /or approaches and its impact on faculty and students. The mixed method design through the case study approach was utilized. An interviewguide on internationalization adapted from Hill and Green (2008) provided mainly the qualitative information; most quantitative data were taken from Student and Faculty Survey Questionnaire on Internationalization (Iuspa, 2010). Data were also gathered from document analysis. Findings of the study revealed that the University has wider range of internationalization practices; intentions to internationalize was more inclined to academic and economic. Attitudes of faculty and students toward internationalization were generally po...
Internationalization: The Challenge of Implementing Organizational Rhetoric
2000
This case study investigated the impact of an institutional mission to internationalize on the daily educational experiences of higher education faculty and students. A secondary purpose of the study was to investigate the role of international students in the internationalization process. The study was conducted in two selected departments of a large Midwestern university in which the administrative mission to internationalize had been institutionalized for five years. Data was gathered through interviews with 4 administrators, 6 faculty, and 12 foreign graduate students and from institutional strategic plan documents. Responses were coded according to three categories: participants' perceptions of the mission to internationalize, descriptions of daily experiences, and perceptions of the role played by international students in the educational process. Comparative analysis revealed disjunctions at three levels between articulated institutional goals and implementation at the departmental level; these were: perceived importance of internalization to all academic fields, desired scope of internationalization, and perceived role of international students. The paper concludes with several recommendations for implementing internationalization, noting that internationalization must be undertaken as a comprehensive university-wide effort, that it must be adopted as part of the ongoing "normal" process of education, and that feedback between hierarchical organizational levels is necessary. (Contains 42 references.) (CH) Reproductions supplied by EDRS are the best that can be made from the original document.