International higher education across borders provides opportunities for both academic institutions and students through cultural exchange and globalization. However, it also faces challenges such as high costs, quality assurance between countries, and security issues. The document discusses how international education can be stimulated through various modes like distance learning or satellite campuses. While opportunities exist, issues around regulations, policies, and host country acceptance must be addressed to realize the benefits of international higher education.
Global Citizenship: A One-World Curriculum for Intercultural Competence (L. F...Linda Fajardo
An Intercultural Competencies Course Curriculum for Nurturing Global Citizenship in K-12. A look at the needs for movement from tolerance of social diversity to acceptance through ethnorelativism. For more information please write to iConnectCommunity@gmail.com.
Webinar: Study a Master’s in Education and Globalisation in FinlandWeb2Present
MA in Education and Globalisation, University of Oulu, Finland, is an international Master's program with 170 students and alumni from 56 countries. Students will acquire international experience and exposure by interacting and networking with fellow-students and lecturers from around the world.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
A presentation I delivered at the Ignite Portugal event in Oporto in July 2010. I decided to record an English version of the original presentation in the form of a slidecast. Enjoy!
Global Citizenship: A One-World Curriculum for Intercultural Competence (L. F...Linda Fajardo
An Intercultural Competencies Course Curriculum for Nurturing Global Citizenship in K-12. A look at the needs for movement from tolerance of social diversity to acceptance through ethnorelativism. For more information please write to iConnectCommunity@gmail.com.
Webinar: Study a Master’s in Education and Globalisation in FinlandWeb2Present
MA in Education and Globalisation, University of Oulu, Finland, is an international Master's program with 170 students and alumni from 56 countries. Students will acquire international experience and exposure by interacting and networking with fellow-students and lecturers from around the world.
In the closing keynote to the Media Education Summit in Prague in 2014, Professor Hobbs shares insights gained from working with educators and researchers in Turkey, Russia, Brazil and Israel who are exploring media literacy pedagogy and practice at the elementary and secondary levels. She
describes and analyzes an example of a global media
literacy project that involved Turkish and American
middle-school students. Professor Hobbs considers
how teacher motivations regarding the use of digital
media interact with structural relationships between
government, school and higher education to produce
differential opportunities for innovation. She identifies the many flavors of digital literacy now circulating in contemporary culture and shows how collaborative global research in media literacy education can help researchers examine and question some fundamental assumptions and
expectations of the field.
A presentation I delivered at the Ignite Portugal event in Oporto in July 2010. I decided to record an English version of the original presentation in the form of a slidecast. Enjoy!
Future of Work - Startup Pirates @ Porto 2012AnaDataGirl
Presentation I did at the Startup Pirates @ Porto event that took place in September 2012. Though the talk was delivered in Portuguese, I uploaded an English version of the slides :) Enjoy!
In recent years, an increasing number of students have been choosing to pursue their education abroad, embarking on transformative journeys that offer not only academic enrichment but also cultural experiences and personal growth. This growing trend has captured the attention of students, parents, educators, and policymakers alike, shaping the landscape of higher education and international relations. In this blog, we delve into the factors driving the rise in students going abroad and the far-reaching implications of this global phenomenon.
1. The Quest for Quality Education Beyond Borders:
One of the primary motivations behind the surge in students going abroad is the pursuit of high-quality education. Renowned universities and institutions around the world attract students seeking specialized programs, cutting-edge research opportunities, and exposure to diverse academic approaches. As students recognize the advantages of accessing top-tier education, they are increasingly willing to venture beyond their home countries to unlock new learning horizons.
2. Cultural Immersion and Personal Development:
Studying abroad offers more than just academic benefits—it’s a chance for students to immerse themselves in different cultures, languages, and ways of life. The experience fosters personal growth, independence, and adaptability, as students navigate unfamiliar environments and interact with peers from diverse backgrounds. This exposure to cultural diversity equips students with valuable life skills and a global perspective, enhancing their readiness for a connected and multicultural world.
3. Enhancing Career Prospects and Global Networking:
The international experience gained through studying abroad has become a significant asset in today’s competitive job market. Employers value candidates who possess cross-cultural competence, adaptability, and a broader outlook. Students who have studied abroad often demonstrate these qualities, making them attractive candidates for multinational corporations and organizations with a global presence. Additionally, the friendships and professional connections formed during international studies can pave the way for future collaborations and opportunities.
4. Evolving Government Policies and Scholarships:
Government policies and initiatives that promote international education have contributed to the rise in students going abroad. Many countries offer scholarships, grants, and financial incentives to attract international students, making education in foreign countries more accessible and affordable. These policies not only benefit students but also enhance cultural exchange and strengthen diplomatic ties between nations.
5. Technological Advancements Facilitating Mobility:
Advancements in technology have made it easier for students to access information about foreign universities, courses, and application processes. Online platforms enable seamless communication with educational institutions, simplifyin
This is the Powerpoint presented by Shari Albright at the PGL School Study Tour at Washington International School (Feb. 19-20, 2009) in Washington, D.C.
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
This lecture is part of the HUMANE Winter School hosted by the Barcelona School of Management in March 2024.
HUMANE (https://www.humane.eu) is Europe’s international network of higher education professionals. It aims to build global networks of professionals, foster innovation in higher education services and drive professional excellence in higher education management.
This lecture addresses the following questions:
1. What are the drivers of the internationalisation of higher education?
2. What are the benefits of internationalisation?
3. How has internationalisation led to the commercialisation of higher education in Anglophone countries?
4. How are the factors shaping the internationalisation of higher education changing?
It uses the University of Limerick's new "Action through Partnership: Global Engagement Strategy 2023-28" to illustrate the challenges and trade-offs when trying to balance internationalisation with a commitment to sustainable development and global social justice.
16th NETTIES Conference (Network Entities)
IAFeS - International Association for eScience
in collaboration with the Ionian University,
at the Reading Society of Corfu, Greece.
Corfu May 3rd – 5th 2018
https://www.iafes.net/16th-netties-conference
International Schools: Bridging Cultures, Nurturing Global Citizensabdulshaikh5253
The world is becoming increasingly interconnected. In a globalized society where borders blur, communication transcends geographical limitations, and people from diverse backgrounds interact on a daily basis
Changes in the global economy have posed challenges to many education providers. This has created a demand for innovative international education and training options, a demand which institutions have been unable to fulfil because of financial and resource constraints and a lack of pedagogical and program-design expertise. Eridux can assist institutions in crafting solutions to these challenges through institutional innovation, creative program design.
1. International Higher Education Across Borders: Opportunities
and Challenges
Alade, Adeyanju (ADE)
SID-MBA Program
2011 Leppävaara
2. November 2011 1
International Higher Educationacross Borders: Opportunities and Challenges
Definition:
According to International Baccalaureate Organization, „international education‟ can be defined as
an education that seeks to develop students on the followingbasis:
Cultural awareness, foreign language appreciation, and successful co-existence with others.
Recognition of universal human values and identity.
Encouragement of inquisitiveness towards inspired learning and discovery.
Individual or collectiveacquisition of knowledge and skills towards application in diverse
disciplines.
Adoption of international approach in response to local needs and concerns.
Application of flexible and diverse approach in learning and pedagogy.
Provision of proper mode of study assessment, international regulation and standardization.
Higher education can be referred to as a post-secondary education that awards qualifications either
at a polytechnic or university level.
Opportunities:
Opportunities derivable from international higher education are quite numerous to both service
providers (academic institutions) and service consumers (students). Many countries of the world
have realized the benefits inherent in opening their borders to international cross-exchange of
knowledge and culture towards sustainable development, globalization and socio-economic
advancement. The importance of a well-managed multicultural diversepopulation cannot be
overemphasized. Indeed there is strength in diversity especially givena sincere appreciation and
integration of well-educated, law-abiding, and resourceful individuals of diverse socio-cultural
background in any country‟s system e.g. Canada. A whole lot of colors, different perspectives,
experiences and multiple problem solving skills towards growth, development and innovation
3. November 2011 2
comein handy for host countries through international higher education across borders.
International graduate students often form a veritable source in boosting manpower within academic
settings and other industries thereby engendering profitable internationalization and global
competitiveness.
Ways of stimulating international education across borders:
There is a need toemphasize approaching international education mobility as a public responsibility
and not as a commodity to be traded mainly for commercial gains. On the contrary, Finland as a
country has succeeded in playing down excessive commercialization of international education as
obtained with other countries. Finnish tuition free education policy must have been responsible for
the current high level of literacy being recorded among Finns and educational-driven inhabitants of
Finland. It is also noteworthy that quality and international education standard have not been
compromised given this affordable education for all(tuition free) systembeing practiced in Finland.
This remarkable feat of Finland speaks volume and it should serve as an enviable standard and
challenge to other countries of the world. Nonetheless, Finland still needs to make concerted efforts
towards making the best use offoreign talents which form the pool of its literate society. By so
doing, Finland will not only have played a good role in being in the forefront of deploying quite
affordable international higher education to students the world over; it will also succeed in
exploring and reaping the benefits for its own good.
The World Trade Organization (WTO) framework seeks to stimulate international trade in
education and service-related industriesas part of its General Agreement on Trade in Services
initiative (GATS) of January 1, 1995. The implementation of this agreement partly or in full mainly
concerns WTO member countries. This agreement canpromote education services and academic
mobility through the following modes:
4. November 2011 3
1. “Cross- border supply” – distance learning education (e-learning/virtual) and study program
franchising.
2. “Consumption abroad” – traditional international higher education method such as the
category in which this writer belong e.g. A Nigerian studying in Finland.
3. “Commercial presence” – establishment of physical facilities in foreign countries, as well as
satellite campuses and partnership with local institutions e.g. Netherlands Business School
presence in Nigeria in partnership with African Leadership Forum (not-for-profit
organization).
4. “Presence of natural persons” – Academic personnel such as professors, researchers and
other categories of educational providers are deployed temporarily to foreign countries to
provide educational services.
Any model as stated abovewith which international education mobility can be achieved can be
adopted and explored extensively by any interested country/continent.
Findings have it that higher education across borders occur mostly throughmigration from southern
part of the globe to the North. African and Asian students are notable among theinternational higher
education consumers in Europe, US and Canada. Australia also attracted some students; however,
this has been reported to be on the decline due to immigration related matters which relatively
concern other western countries.
Challenges:
There are quite a number of challenges facing international higher education across borders. In a
nutshell, I shall briefly explore some of these challenges as follows:
1. Issue of insecurity and political circumstances: among the security problems that could
inhibit international higher education are anxiety and fear of terrorism by students and host
countries,and its resultant bureaucracy on immigration process.
5. November 2011 4
2. High cost of tuitions& accommodation, stiff general requirements, and unfavorable
government policies to foreign students.
3. Quality assurance, regulation and control: this affects the assessment, acceptance,
accreditation and recognition of cross border educational providers, their programs,
standards, and qualifications being awarded across different countries, regions and
continents e.g. E-learning/virtual programs
4. International education policies: e.g. whether the EU will be more accommodating to non-
EU students in terms of requirements? EU protection of its higher education pace at the
disadvantage of developing countries, and other related interests.
5. Host country openness and acceptance of foreign students: For instance, there have been
reported cases of racial attacks on foreign students in some countries e.g. Russia and
Australia.
In conclusion, there lie greater opportunities ahead for students, employers of labor, participating
countries, and the world at large in a well-organizedprogram on international higher education
across borders provided its challenges are tackled systematically and conscientiously.
Reference:
Altbach, P., 1999. What Higher Education does Right: A millennium Accounting, The Boston
College for International Higher Education publication, Number 18. Available on:
http://www.um.edu.mt/__data/assets/pdf_file/0011/39485/UoM_stipend_system.pdf
Accessed on: 10.11.2011 @ 13.00.
Altbach, P.,& Knight, J. 2007. The Internationalization of Higher Education: Motivations and
Realities, Journal of Studies in International Education, Vol. 11 No. 3/4. Available on:
http://jsi.sagepub.com/content/11/3-4/290.full.pdf+html. Accessed on: 12.10.2011 @ 18.00.
Altbach, P. 2004. Higher Education Crosses Borders. Available on:
http://connectedconference.org/pdf/research/Higher%20Education%20Crosses%20Borders-
%20Change.pdf . Accessed on: 12.10.2011 @ 18.25.
International Baccalaureate Organization. (2005-2011) Available on:
http://www.ibo.org/programmes/slideb.cfm. Accessed on: 9.11.2011 @ 17.15
Racist Attacks in Russia (on students). 2010. Available on:
http://www.youtube.com/watch?v=3IfLx-ry51I. Accessed on: 9.11.2011 @ 18.00.
6. November 2011 5
World Trade organization. 2011. Available on:
http://www.wto.org/english/tratop_e/serv_e/gatsqa_e.htm. Accessed on: 10.11.2011 @ 13.00