Globalization And Higher Education Research Papers (original) (raw)

The report begins with an overview of the current landscape of U.K.-U.S. connections, including an inventory of institutional partnerships and activities, and a summary of evident trends. Next, a variety of entities and organizations aside from higher education institutions that promote collaboration in the U.K.-U.S. context are described. The discussion then turns to the factors that facilitate engagement, as well as key challenges that often arise in the course of collaborative ventures. The report concludes with a set of recommendations —aimed at
colleges and universities, policy-makers, and other stakeholders—for ways to enhance bilateral ties between individual institutions and the broader higher education communities of which they are a part.

- by and +1
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- International Relations, Globalization And Higher Education, United Kingdom, Internationalisation of Higher Education

This paper examines the main rationales for and possible implications of the policy of increasing international student numbers in higher education (HE). Drawing on critical discourse analysis, we map key themes emerging from two sets of data—university strategy documents and interviews with staff—collected at eight universities in four national contexts in Europe as a part of a larger project focused on ethical internationalism in HE. In our analysis of the data, we apply social cartographic mapping to consider overlapping, competing and absent discourses related to the push to increase international student numbers by using a heuristic developed in the larger project. We found the imperative to increase international student numbers to be largely driven by economic rationales across different national contexts, reflective of a corporatization trend. Where more civic rationales are presented, these discourses are ultimately framed and mediated by neoliberalism. The findings contribute insight into the complicated discursive terrain of internationalising HE. The mapping makes visible what can be taken for granted or is left unexamined. It serves as a jumping-off point for reflection on the policy, practice and research of internationalisation in HE, promoting the formulation of key questions around the assumed benefits and ethics of internationalisation

This is a qualitative study that investigates how culture and race impact the college experiences of PI football players, how those experiences enhance or inhibit their persistence in higher education, and to introduce Pacific Islander Cultural Racism Theory (PI-CRiT) as a guiding framework for the research. The methodology for this study weaves three Pacific Islander cultural constructs together to ensure that the research process is respectful of each participant, their community, and their gift of mo'olelo (story). This PI methodology disrupts dominant research paradigms by suggesting that data collection, analysis and interpretation should align with its participants' ontology, epistemology and axiology. That is, the methods to gain more knowledge about reality (methodology), should align with the participants' views about reality (ontology), their ways of thinking about reality (epistemology), and their ethics, morals and values that guide their interaction in that reality (axiology).

The purpose of this quantitative descriptive study was to identify elements that may define, describe, or illustrate Global Citizenship. Also, this study provided referral information for additional research, add knowledge to the literature and provide a research-based framework for global citizenship education around the world. The instrument used to collect the data was the “Global Citizenship: Words, Terms and Concepts Survey” (GC-WTC Survey) developed by researchers Méndez- Pagán; Guzmán-Figueroa; Ginorio-Martínez, (2018). This research incorporated participants from all geographical areas, as defined by UNAI (Asia and Pacific, Africa, Arab States, Americas and, Europe and Commonwealth of Independence States (CIS)). This geographical distribution enabled the researchers to collect data to understand what words, terms, and concepts better define global citizenship around the world.
The population for this study was composed of United Nations Academic Impact (UNAI) members and non-members institutions of higher education. A total of 400 participants completed the survey. From that total of participants, 27% were identified as UNAI members institutions and 74% as non-members, also the geographical area with greater participation in this study was the Americas with 83%. Some of the relevant findings were that, of the 102 words, terms, and concepts presented, twenty (22) obtained a 50% or more of total distribution among the participants of the five geographic areas, being the words diversity, globalization, culture, community, and human rights the top five on the list with more than 70% of the total distribution. Also, findings reflected some differences and similarities in their understanding of global citizenship between geographical areas. Differences between the five geographical areas, proved to be twenty-four (24) words, terms, and concepts, as selected by the participants. As for the similarities, proved to be eight (8) words, terms, and concepts that were consistently selected by the five geographical areas.

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.

El artículo indaga acerca de las políticas de formación docente que los organismos internacionales, como el Banco Mundial o la OCDE, promueven para América Latina y el Caribe. Se abordan documentos editados por estos organismos y para su lectura se utilizan tres ejes transversales. En primer lugar, se revisan las jerarquías socio-económicas y su impacto en la formulación de los perfiles deseables para ejercer la profesión docente. En segundo lugar, se revisan los supuestos de género que es posible inferir de las orientaciones que proveen. Y, por último, se reflexiona sobre los rasgos culturales supuestos y ponderados como deseables en la formación permanente de los futuros profesores. Al proponer un abordaje filosófico, se abre, respecto de cada uno de estos temas, un campo problemático que permanece disponible para la reflexión, la discusión y el estudio de los actores del sistema educativo en cada contexto. Se proponen también, en las conclusiones, algunas líneas de indagación abiertas, que constituyen apuestas para reformular e intervenir en los procesos de formación docente y, de manera concomitante, en la definición de políticas educativas significativas y emancipatorias en Latinoamérica.

- by Laura Galazzi and +1
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- Politics Of Education, Globalization And Higher Education, Cultural Globalization, Formación profesional

This report is the outcome of a study carried out for the European Delega- tion to Russia on EU-Russia Joint Programmes. The assignment began in January 2013 and will be completed in October 2014, with a conference in Moscow to discuss the study’s findings with Russian and European uni- versities, as well as senior experts on Joint Programmes.
The overall objective of the study was to contribute to the development of the European Higher Education Area (EHEA) and to the implementation of the Bologna Process within the framework of the EU/Russia’s Common Space on Science and Education.
The specific objectives were to complete the study carried out in 2010 by updating the information gathered and producing a catalogue on as many existing EU-Russian Joint Programmes as possible confirmed by both EU and Russian Institutions. The study was meant to examine the extent to which Joint Programmes feature in the internationalisation strategies of Russian universities and look at the degree of institutional support avail- able for their development. Benefits and challenges should be identified.
This report is our account of the study’s findings, best practices and les- sons learnt on Joint Programmes between higher education institutions in Russia and in the EU. It is complemented by a catalogue on examples of EU-Russia Joint Programmes.
We would like to thank the EU Delegation to Russia, the Ministry of Education and Science in Russia, the National TEMPUS office in Russia (currently National Erasmus+ Office), and representatives from EU Mem- bers States in Russia for their support in answering our questions. Above all, we would like to thank all university representatives in Russia, the EU and beyond for their time in completing our questionnaire and respond- ing to all our queries.

- by Svetlana Shenderova and +1
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- Higher Education, Assessment in Higher Education, Transnational Education, Globalization And Higher Education

In this book, Shapiro, Farrelly, and Toma s share methods for increasing international students’ success in higher education by drawing from teachers’ and students’ experiences, theories and research in teaching and learning, and suggestions for best practices. It can serve those outside the field of TESOL while remaining engaging and useful for those most familiar with teaching English to speakers of other languages. Readers will find that this book stands out from other similar handbooks on international student success in higher education because of its pragmatic structure and accessible presentation. Most useful are the dialogue boxes and appendix that provide additional information, examples, and copyable rubrics and activities. The volume is divided into five chapters, followed by an appendix that outlines practical applications of the topics. Chapter 1 introduces the challenges and opportunities associated with the increasing international student enrollment in colleges and u...

Internationalization to date has been largely focused on outputs. This is true at the institutional, national, and regional levels. Resources, research, and the media concentrate on the quantitative fluctuations associated with student mobility, scholarly publications, transnational partnerships, international student enrollment, and to a growing extent, the number of international faculty and staff. These factors frequently serve as a proxy for measuring global competitiveness and prestige. However, if we are truly focused on the “common good,” they provide little insight into what I argue is a larger—more expansive and more ambitious—mission for internationalization: to develop a sustainably just, globally connected, and interculturally competent society. For that to happen intelligently, what is “vitally important” (Rumbley, 2019) is a re-centering of our work from internationalization outputs to outcomes. I suggest in this discussion that faculty are not only essential actors in internationalization, but a key constituency for bringing outcomes to the fore, as well as an overlooked opportunity for developing synergies between policy, research, and practice.

Filosofia antica per un mondo globalizzato, "L'Indice dei libri del mese" 1 (Gennaio 2017), p. 13.

- by Michele Curnis
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- Greek Literature, Globalization, Aristotle, Globalisation and Development

Organizational identity can be designed to reduce the risks of uncertainty about future states of public organizations and the inherent potential issues related to evaluation and assessment. As such, organizational identity may shape a congruent and credible self-representation of the university, where a consistent narrative articulates compliance to diverse institutional frameworks, commitment to organizational distinctiveness, and a sensible rationale for strategic change. By examining the strategic plans of four European universities over a 10-year period of major organizational change, the paper discusses the subtleties of the specific combinations of the three different functions and the implications for institutional leadership.

- by Bjørn Stensaker
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- Business, Public Administration, Higher Education, Organizational Culture
- by Samson Mgaiwa
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- Education, Educational Technology, Higher Education, Educational Research

The purpose of our work is to determine the effects of the first and second period globalization processes on the sports institutions of the Ottoman State. This aim is to be able to explain the tendency of the globalization which emerged as a continuation of each other in accordance with the spirit of the era of the Turkish sport institutions. Globalization is a very influential phenomenon on the changes of states, social and economic institutions. Globalization; can be regarded as a concept that deals with a wide variety of disciplines and markets, and establishes relationships that influence and interfere with these disciplines and markets. From this perspective, it is also a fact that the effects of countries on sports institutions are inevitable. In the study, a qualitative method called "descriptive field scanning", documentary or documentary study was followed. In this way, our research has been structured by the historical research method and the historical survey method with qualitative research in terms of content. Historical research methodology has been supported by archival scanning method based on reviewing, translating, reading and evaluating books, documents, files, official and private correspondence documents, foreign language information and documents The sports schools of the Ottoman state's sports institutions were weakened by the loss of their importance by being negatively affected as the economic aims of the establishment causes with the change of trade routes in the first globalization process. In the second globalization process; despite the fact that the Ottoman state was in its recent times, it tried to adapt to the socio-economic changes brought about by Globalization. At the end of this effort, importance has been given to sports and sports institutions in education, social life. He transferred both the sports institutions and the sports workforce to the state of the Republic of Turkey, which is the continuation of the Ottoman state.

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

- by Mohamed A Eno
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- Critical Theory, American Literature, African Studies, World Literatures

Higher education has become a global industry. The most striking dimension of this internationalisation has been the rise in the number of students studying at universities outside their own country. The equally rapid increase in the number of students studying for a foreign degree without leaving their home country has, however, attracted less attention. UNESCO defines this form of transnational education (TNE) as ‘all types of higher education study programmes, sets of study courses, or educational services (including those of distance education) in which the learners are located in a country different from the one where the awarding institution is based’. For some countries, notably the UK, there are now more foreign students studying for awards offshore than studying on-campus in the UK. This presentation provides an overview of the types of TNE activity and discusses the broad trends and developments in this rapidly evolving, and largely unregulated, international market.

This article provides a map of the three-element conceptual set of the common (the common good, the commons, and the common) in reference to higher education. It does so using a method of political ontology. It discusses the three concepts in reference to the six dimensions of higher education reality (ontology, politics, ownership, governance, benefits, and finance). Thus, it not only presents a systematic view of higher education reality as seen through the lenses of the common but also explains the substantial (and in some cases, subtler) differences between the concepts themselves. Moreover, it addresses briefly the differences between the concepts from the order of the common and those from the order of the public. Finally, the article seeks to offer an insight into what this particular conceptual set may provide the researchers in terms of thinking through, and designing an alternative to the current predicament of higher education. Keywords The common. The commons. The common good. Critical higher education research. Political ontology

- by Krystian Szadkowski
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- Critical Theory, Political Economy, Political Philosophy, Globalization

This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a number of dimensions related to teaching globalization, particularly with an international service learning approach. Finally, I present assessment data from a series of surveys I conducted from 2008 to 2016 on the effectiveness of the assignment.

- by Piotr Konieczny
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- Wikis, Globalization, Writing, Globalization And Higher Education

The purpose of this article is to improve understanding of internationalization as a strategic response to the catalysts of globalization and the knowledge society. The paper will attempt to critically identify and interpret how the aforementioned elements are being recontextualized and translated into responsive internationalization policies and systemic institutional change. The article takes a critical analysis approach on current internationalization efforts and provides a conceptual framework for developing a performance indicator set through a combination of institutional change theory (North 1990) and the Delta cycle for internationalization (Rumbley 2010). Recommendations on future research areas are made at the conclusion of the article.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

- by Alfonso Montuori
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- Creative Writing, Sociology, Cultural Studies, Psychology
- by Gamze Sart
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- Creative Writing, Critical Theory, Entrepreneurship, Finance

Uzmanlar, klinisyenler ve araştırmacılar, yeme bozukluklarının duygusal düzensizliklerden kaynaklandığı vakalarda Diyalektik Davranış Terapisinin etkin olacağı konusunda hemfikirdi. Alanda yapılan pek çok adaptasyon çalışması olmasına rağmen Debra Safer, Christy Telch ve Eunice Chen bunu deneysel bazda yapan ilk kişilerdir. Standart diyalektik davranış terapisinin, tıkanırcasına yeme bozukluğu ve blumia nervoza semptomlarını tedavi etme yollarının yapılandırılmış bir özetini sunan bu kitap ile alandaki ihtiyaca cevap vermişlerdir. Bu alanda çalışan klinik psikologların ve danışmanların mutlaka okuması gereken önemli bir kaynak olmakla birlikte bu alanda okuyan öğrenciler için de farklı bir bakış açısı kazandırmaktadır.
Dokuz bölümden oluşan bu kitapta tedavi kapsamlı olarak ele alınmıştır. Genel çerçevede, olumsuz duygularla başa çıkmanın daha uyumsal yollarını öğreten becerilerin kazanımı ile tıkanırcasına yeme ve boşaltmayı durdurma hedefine ulaşma yolu adım adım çizilmiştir. Blumia nervoza ve tıkanırcasına yeme bozukluğuna sahip insanların karılaştığı sorunlar ve mevcut tedavi yöntemleri ele alınarak okuyucuya genel bir bakış açısı kazandırılır. Standart terapinin detaylı bir şekilde tanıtımından sonra bunun adaptasyonunun neden gerekli olduğu, adapte etmenin mantığı mevcut kanıtlar ile sunulur. Daha sonra, tedavi öncesi ve başlangıç oturumlarından tedaviyi sonlandırmaya kadar olan süreç aşama aşama ele alınır. Nüksetmeyi önleme kısmına değinilir. Son olarak kapsamlı vaka örnekleri ile anlatılanların sağlam temeller üzerine oturması sağlanır.
Amacına uygun şekilde düzenlen bu kitap, diyalektik davranış terapisi adapte edilirken belirli sınırlar çizmek yerine okuyucuya geliştirilebilir bir zemin hazırlar. Bu yönüyle tedaviyi uygulamaya ve geliştirmeye teşvik eder. Açıklayıcı vaka örnekleri ve kanıtlar ile tedaviyi tüm ayrıntılarıyla sunarak farklı alanlardan okuyuculara hitap eden bu titiz çalışma özellikle alandaki uzmanlara klinik psikologlara, danışmanlara ve araştırmacılar için bir rehber niteliğinde olacak niteliktedir.

- by Gamze Sart
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- Creative Writing, Critical Theory, Psychology, Clinical Psychology

This article analyzes U.S. university presidents' public responses to the Trump administration's first travel ban in January 2017. Within these responses, most presidents voiced their support for international students, staff, and faculty. However, it remains necessary to consider the discursive frames through which this support is articulated. I found that support for international members of the campus community was largely expressed in ways that implicitly naturalized the regulation of immigration according to racialized assessments of human value. This article considers the role of universities in reproducing and/or interrupting the logics and practices of white supremacy, racial capitalism, and nationalism, and the ethical limits of responses to the ban that are framed through discourses of conditional inclusion and perceived contributions to the campus and country.

Historical and ancestral bonds of the countries in the Middle East have led to similarities in culture and context of their societies. In addition, economical resources, such as the oil industry, have generally been an integrative point in the region. Higher education of a country is influenced by different national and international factors and, regarding the mentioned bonds, it is inviting to study the development of the countries of the Middle East in higher education and draw some practical implications which can be used in the educational policymaking of the region. This review includes a data analysis on the population of international students in the countries of the Middle East. As its second objective, a review study on the successful countries, that is, those which host the highest number of international students, and the strategies they have developed to reach this state among the countries of the region has been conducted. Suggestions are made as to the strategies in higher education systems of these countries which could prove useful and practical in the development of internationalization of higher education in the region, specifically with regard to the recruitment of international students.

- by Ali Arabkheradmand and +1
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- Higher Education, Internationalization, International Students, Globalization And Higher Education

Genelde canlıların, özelde ise insanoğlunun nasıl öğrendiğine dair araştırma sonuçları her geçen gün önümüze heyecan verici bilgiler ve bulgular sunmaktadır. Bu araştırma sonuçları öğrenmede yeni stratejiler geliştirilmesinde öncülük etmektedir. "Öğrenme Psikolojisi" adlı bu kitap, alandaki en temel ve güncel araştırma bulgularını da kapsayarak eğitim, edebiyat ve tıp fakülteleri gibi değişik alanların birçok programında lisans ve lisansüstü düzeyde kullanılabilecek şekilde hazırlanmıştır.
Okuyucu merkezli olarak hazırlanan bu kitap, tüm yaşlardaki öğrenicilerin bilgi ve becerileri nasıl edindiklerini ve öğrenme sürecinde etkili olabilen inanç, motivasyon, tutum ve tavır gibi faktörleri kapsamaktadır.
Öğrenme konusunda bilgi sahibi olmak isteyen okuyucunun, temel bir psikoloji bilgisine sahip olması ön koşulu yoktur. Kitapta öğrenme kuramlarının tarihsel temellerinden başlayarak güncel öğrenme yaklaşımlarına rahatlıkla geçiş yapılabilir. Alandaki bir profesör, öğrenme ile ilgili en son araştırma bulgularına bu kitapta ulaşabilirken; üniversite eğitimine yeni başlamış bir öğrenci de öğrenme ile ilgili en temel konulara rahatlıkla erişebilir.

- by Gamze Sart
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- Creative Writing, Critical Theory, Psychology, Clinical Psychology

A study of the limits of multilingual literary expression in print culture. Beginning with the insight that multilingual literature defies simple translation, Brian Lennon examines the resistance multilingual literature offers to book publication. Looking closely at the limit of multilingual literary expression and the literary journalism, criticism, and scholarship that comments on multilingual work, In Babel’s Shadow presents a critical reflection on the fate of literature in a world gripped by the crisis of globalization.

- by Brian Lennon
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- Critical Theory, Languages, Modern Languages, History Of Computing

The purpose of this paper is to discuss the appropriateness of using imported quality standards to assess the quality of education in an Islamic context and whether the resulting education contributes to the achievement of national goals. Using dialectical inquiry and fitness of purpose analysis, this paper compares the purposes and outcomes of education as defined by Western and Islamic standards and suggests quality benchmarking considerations that ensure the sustainability and integrity of education in Muslim countries. The central argument is that overall, the imported quality frameworks do not prevent the implementation of Islamically-based educational systems, but the quality rhetoric needs to be interpreted and applied in an Islamic manner. Suggested best practices include implementing mutual consultation, mastering core concepts, and ensuring that the professors understand the context of Islam. These Islamically-based best practices represent easily accessible and customizable benchmarking guides for universities in the Islamic world that concerned practitioners can adopt when constructing or modifying home grown and foreign institutions of higher education.

Les migrations étudiantes se situent au coeur des débats actuels sur l’immigration. Adoptant généralement un point de vue géopolitique, les études portant sur ce phénomène oublient souvent de s’intéresser à son objet principal : l’individu. Au-delà des chiffres, il existe le vécu, l’expérience individuelle de celles et ceux qui partent étudier dans un pays étranger.
Cet ouvrage se propose d’explorer le vécu d’étudiants d’origine chilienne
ou colombienne au cours de leurs études à Paris, New York ou Boston.
Bien que les trajectoires individuelles ne soient pas complètement libres -puisque la migration internationale est soumise à des règles juridiques et institutionnelles précises, qui laissent une place réduite à l’improvisation - l’analyse des biographies éclaire le réagencement des déterminismes sociaux par les individus.
Cette recherche va à l’encontre de plusieurs idées reçues sur les migrations étudiantes : la garantie pour les étudiants d’une réussite assurée à leur retour, l’assouplissement des conditions de séjour pour les migrants très qualifiés, l’existence d’une classe internationale sans ancrages locaux, ou encore l’expatriation forcée des chercheurs des pays du Sud. Ces phénomènes apparaissent en effet clairement à nuancés grâce à la prise en compte de la subjectivité des individus d’une part, et des effets des investissements des pays émergents dans la société du savoir, d’autre part.

In the 21st century higher education faces the COVID-19 global pandemic as a significant impediment to continued growth and development. The focus of society in the 21st century is knowledge-based: learning is critical, and information continually become obsolete. The pandemic forced the closing of face-to-face higher education around the world. However, online learning became the immediate solution used by most universities. Online education was quickly acknowledged as the solution to allow global institutions to continue instruction. Neither faculty nor students were sufficiently prepared for the rapid move to online but adapted quickly.

Book Review: Berg, Magee & Seeber, Barbara K. (2016) The Slow Professor: Challenging the Culture of Speed in the Academy. University of Toronto Press, Toronto.

This paper highlights the positive aspects of economic, financial, legal and cultural globalization. Then, it exposes the dangers and disadvantages that attend the rise in globalization. Specifically, it treats the ways that apathy and indifference become a new global phenomenon. It concludes with a consideration of how a Franciscan imagination counteracts these increasingly globalized forms of indifference.

- by David Couturier
- •
- Theology, Globalization, Franciscan Studies, Globalization And Higher Education

The purpose of this paper is to articulate a set of ethical standards for international volunteer tourism. The standards are focused on promoting fair trade learning principles in the management and operation of volunteer programmes. Because of the unique social mission, research, and evaluation capacities of higher education, we propose first applying these principles specifically to international volunteer programmes operating at the university-community nexus. These standards have emerged through a collaborative, in-person and online process during the last two years with input by numerous concerned global citizens, international education practitioners and researchers, nongovernmental organization representatives, and community members. The document shared below represents current ‘best practice’ for maximizing the benefits and minimizing the negative impacts of volunteer tourism programmes for both host communities and volunteers.

- by Cody Paris and +2
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- Tourism Studies, Tourism Marketing, Tourism Management, Tourist Behavior

The series of annual reports from the Global University Network for Innovation (GUNI) explores the key issues facing higher education institutions in the twenty-first century, with special emphasis on the theme of the social commitment of universities. This third report, Higher Education: New Challenges and Emerging Roles for Human and Social Development, includes papers from 52 eminent scholars from around the world which discuss present and future challenges for higher education's role in human and social development in the context of globalization. The role of higher education (HE) is complex and vital and faces a wide range of emerging challenges with political, economic and social implications. Most significant are the possibilities offered by knowledge itself, which are strongly influencing the role and the responsibility of the university in society. The main challenges and trends affecting HE roles, how they are being and should be handled in order to contribute to human and social development, and the emerging directions of HE and its implications for education, research, civil engagement and institutional development are presented. A Delphi poll of more than 214 key experts and practitioners give their views here on the subject. and supporting statistics, analytical maps and a detailed bibliography also included. This report is essential reading for university leaders, academics, administrators and policy-makers concerned with the issues relating to the role of higher education in human and social development in the twenty-first century.

This descriptive article explores the uses of poetry and journaling exercises as means of helping students develop their self-reflective capacities within the context of international social work. First, self-reflection and its importance to social work practice and education is discussed. Second, the importance of self-reflection in international and cross-cultural work is highlighted. Third, the application of poetry and other journal writing exercises as a means of facilitating self-reflection is explored. Poems written in response to structured exercises by students who took part in an international experience in social work education in Leon, Nicaragua, are presented as examples. The exercises presented can be used by educators in various helping professions who seek to help their students expand their self-reflective skills and engage in cross-cultural and international practice.

- by Rich Furman
- •
- Creative Writing, Sociology, Psychology, Anthropology

Against the backdrop of unprecedented growth in the global demand for higher education, the UK government has recognised that there is a huge potential market beyond conventional ‘export education’, if its universities can find ways of providing ‘transnational education’ (TNE) to the millions of foreign students unable or unwilling to travel to the UK. This paper tests the thesis that TNE represents ‘one of Britain’s great growth industries of the future’. For TNE to flourish, three conditions need to be satisfied, namely: that there is already a strong base of UK TNE activity and expertise on which to build; second, that there will be continuing growth in demand for UK TNE; and, finally, that UK universities have the capability and willingness to expand supply to meet any future growth in demand. It finds little evidence to support the thesis that TNE is, in fact, likely to be a great growth industry and highlights the dangers for policymakers of setting objectives in the absence of a strong evidence base about current capabilities and future market trends.

This Brief explores the issue of higher education as a critical political problem in the Arab Middle East. After reviewing the main trends in higher education in the region, along with the principal locations and actors figuring in the current academic boom, the brief explains why higher education is a central issue in the Arab world and then proceed to analyze the broader political background underlying these new academic dynamics. Finally, the main challenges, domestic and international, facing higher education in the Arab Gulf are assessed.

The paper analyses the possible strategies of the Hungarian Higher Education.

As the number of students traveling from the Global South to study in the Global North continues to grow (OECD, 2014), we argue that it is necessary to broaden our conceptual approaches to the study of this dynamic. This article utilizes the framework of “global imaginaries” to examine the links between intensifying international student recruitment and international students’ experiences with racism. We suggest that both recruitment and racism are framed by a dominant global imaginary rooted in Western supremacy. This imaginary both makes Western higher education a desirable product in the global higher education market and shapes the reception of international students.

- by Vanessa de Oliveira Andreotti and +1
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- Higher Education, Race and Racism, International Students, Globalization And Higher Education

Η εκπαιδευτική πολιτική, ιδιαίτερα όταν αυτή αφορά στην ανώτατη εκπαίδευση, παραπέμπει συχνά σε ένα εξειδικευμένο πεδίο μελέτης. Το παρόν άρθρο επιχειρεί να υπερβεί αυτή την οριοθέτηση, αναδεικνύοντας τις σχέσεις που καθιερώνονται στο τρίπτυχο ανώτατης εκπαίδευσης, πολιτικής και κοινωνίας. Το κείμενο εξετάζει τη σημασία που αποκτά η ανώτατη εκπαίδευση στο πλαίσιο της ρητορικής της «κοινωνίας» και της «οικονομίας της γνώσης». Εξηγεί πώς οι αλλαγές που λαμβάνουν χώρα εντός των εθνικών εκπαιδευτικών συστημάτων συνδέονται με μια υπερεθνική πολιτική που διαμορφώνεται στο πλαίσιο της παγκοσμιοποίησης. Μέσα από μια αναλυτική ανασκόπηση της υπερεθνικής πολιτικής, συγκεκριμένα της ευρωπαϊκής, συζητά την εξέλιξη της εκπαιδευτικής πολιτικής και πώς αυτή βρίσκεται συνυφασμένη με την πορεία εξέλιξης της ευρύτερης κοινωνικής πολιτικής.

This study aims to fill an empirical void in our understanding of how doctoral students, both domestic and international, cope with loneliness and isolation, and what types of tactics they use during different phases of their doctoral studies to overcome such issues. Data gathered through a netnographic study show that loneliness is a major problem for both domestic and international students and that it occurs at different stages of the doctoral study. Tactics used by participants to deal with this issue include multiple forms of (face to face and online) social interaction, professional development and escape from the doctorate. The paper discusses avenues for further research alongside some practical recommendations that might be implemented at universities to decrease feelings of isolation among students and further reduce drop-out rates.

- by Peter Lugosi
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- Technology, Social Networks, Higher Education, Virtual Communities

This paper examines adaptation process and position of current higher educational institutions initiatives for quality assessment and competition for twenty first century challenges. Key objective of this study is to examine twenty identified variables which mostly observe recent rapid changes of technology in the educational sectors especially for higher educational system in globally. Statistically representative sample as for thirty-six public and seventy-six private universities official website were randomly selected for analysis. Descriptive statistics were used to produce cross tabulation and graphical presentations and multivariate model was employed to observe significance relationship between dependent variable as Level of Educational Facilities and independent variables. Primarily, it shows that few universities were taken initiative in some sectors to adapt present and future challenges but all variables were statistically indicated insignificant. Thus, this study suggests that University Grant Commission (UGC) should conduct depth research by comparing with international educational framework and quality measurement policies.

- by Dr Kazi Abdul Mannan
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- Education, Educational Technology, Educational Research, ICT in Education

Malala Yousafzai eğitim hakkından vazgeçmediği için bir Taliban üyesi tarafından vurulduğu gün ülkesinin kaderini değiştirmiştir. O günden beri, Malala'nın kadın ve çocuk hakları, toplumsal değişimde bireysel etki ve toplumsal cinsiyet eşitsizliği gibi alanlardaki etkisi, Orta Doğu'nun ve hatta tüm dünyanın bu konulara nasıl baktığını değiştirmiştir. Bunun nedeni ortadadır: Malala, cinsiyet ayrımı yapmaksızın dünyadaki bütün çocukların eğitim hakkını savunan bir aktivist rolünü üstlenmiş ve zorluklar karşısında susmayı reddetmiştir. Bu çalışmanın amacı, "Ben Malala" adlı kitabı Malala'nın, ülkesi Pakistan'dan başlayarak dünyanın dört bir yanına ulaşan etkisi bağlamında sosyolojik bir bakış açısıyla değerlendirmektir. Çalışmanın sonucunda eğitimde fırsat eşitliği, kadın ve çocuk haklarının düzenlenmesi gibi konularda Malala'nın köklü değişikliklere neden olduğu görülmüştür.

- by Huseyin Uysal and +1
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- Sociology, Globalization, Human Rights Law, Human Rights