This document provides a bibliography on internationalization in higher education organized into themes. It includes overviews, theoretical perspectives, critical analyses, and topics like internationalization at research universities, community colleges, how it relates to student services, identity, gender, online learning, and country-specific studies. The bibliography references numerous journal articles, books, and reports on internationalization in education globally.
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Slides from a panel presentation on Digital and Social Media for Research Purposes, held on February 10, 2015 at the Faculty of Education, University of British Columbia.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
Support presentation to the SPIN-UP Training Programme on Entrepreneurial Skills for University Spin-Offs.
SPIN-UP is a cooperation project supported by the European Commission that aims to create an Entrepreneurship Training and Coaching Programme that contributes to the development of Key Entrepreneurial Skills, both technical and behavioural, essential to enable and leverage University Spin-Offs growth.
Download and have access to other training materials in www.spin-up.eu
Revealed the marketing tactics six successful copywriters use to build a bett...Kevin Carlton
There's so much more to running a successful copywriting business than simply having great commercial writing skills.
You also need to promote yourself like mad.
In this interview article, 6 leading UK copywriters tell you how they market their services and attract better paying clients.
Determining Bias to Search Engines from Robots.txtnitchmarketing
Search engines largely rely on robots (i.e., crawlers or spiders) to collect information from the Web. Such crawling activities can be regulated from the server side by deploying the Robots Exclusion Protocol in a file called robots.txt. Ethical robots will follow the rules specified in robots.txt.
Websites can explicitly specify an access preference for each robot by name. Such biases may lead to a “rich get richer” situation, in which a few popular search engines ultimately dominate the Web because they have preferred access to resources that are inaccessible to others. This issue is seldom addressed, although the robots.txt convention has become a de facto standard for robot regulation and search engines have become an indispensable tool for information access.
We propose a metric to evaluate the degree of bias to which specific robots are subjected.
We have investigated 7,593 websites covering education, government, news, and business domains, and collected 2,925 distinct robots.txt files. Results of content and statistical analysis of the data confirm that the robots of popular search engines and information portals, such as Google, Yahoo, and MSN, are generally favored by most of the websites we have sampled. The results also show a strong correlation between the search engine market share and the bias toward particular search engine robots.
For more information, visit http://nitch.marketing
2014 North Bridge Future of Open Source StudyNorth Bridge
2014 Future of Open Source Study; presented via Webinar with panel moderation from North Bridge and panelists:
Lou Shipley, CEO at Black Duck Software (@loushipley)
Jeffrey Hammond, Principal Analyst at Forrester Research (@jhammond) Guy Martin, Senior Open Source Strategist at Samsung Research America (@guyma) Kerrin Perniciaro, Manager of IT Communications & Web Strategy in the Division of Information Technology (DoIT) at Stony Brook University (@SBUDoIT) Brian Gentile, Chairman and CEO of Jaspersoft (@BrianG_Jasper)
A record-breaking 1,240 industry influencers took the 2014 survey, answering questions about OSS trends, opportunities, key drivers of open source adoption, community engagement, and the business problems OSS solves now and in the future. study highlight this democratization and proliferation of open source in three main areas: new people, new technologies, and new economics.
Open source is enjoying a proliferation that starts with a growing number of new developers at the grass roots. Many then go on to join enterprises who themselves are engaging in open source projects. Further news in the survey shows enterprises now organizing to contribute back more actively; as they realize the importance of open source innovation to jumpstart careers and kickstart projects. As our survey continues to show open source is consuming the software world as the inherent quality, functionality, and increasingly ease of deployment creates a powerful gravitational pull on people and industries. This self-reinforcing, virtuous cycle will result in the most exciting applications having an open source foundation. Which is why many of the leading technology areas such as cloud, big data, content management and mobile are treating open source as their 'foundational platform. Further, more new areas like the Internet of Things, which requires interoperability and extensibility, can only be met by open source initiatives, hence the emergence of new communities such as the AllSeen Alliance, according to the North Bridge Press Release.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
PRESENTERS:
Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
Slides from a panel presentation on Digital and Social Media for Research Purposes, held on February 10, 2015 at the Faculty of Education, University of British Columbia.
Paper presented at the International Conference about Knowledge Society - challenges for the XXI century, held on the 5 and 6 November in Pitesti, Romenia
Support presentation to the SPIN-UP Training Programme on Entrepreneurial Skills for University Spin-Offs.
SPIN-UP is a cooperation project supported by the European Commission that aims to create an Entrepreneurship Training and Coaching Programme that contributes to the development of Key Entrepreneurial Skills, both technical and behavioural, essential to enable and leverage University Spin-Offs growth.
Download and have access to other training materials in www.spin-up.eu
Revealed the marketing tactics six successful copywriters use to build a bett...Kevin Carlton
There's so much more to running a successful copywriting business than simply having great commercial writing skills.
You also need to promote yourself like mad.
In this interview article, 6 leading UK copywriters tell you how they market their services and attract better paying clients.
Determining Bias to Search Engines from Robots.txtnitchmarketing
Search engines largely rely on robots (i.e., crawlers or spiders) to collect information from the Web. Such crawling activities can be regulated from the server side by deploying the Robots Exclusion Protocol in a file called robots.txt. Ethical robots will follow the rules specified in robots.txt.
Websites can explicitly specify an access preference for each robot by name. Such biases may lead to a “rich get richer” situation, in which a few popular search engines ultimately dominate the Web because they have preferred access to resources that are inaccessible to others. This issue is seldom addressed, although the robots.txt convention has become a de facto standard for robot regulation and search engines have become an indispensable tool for information access.
We propose a metric to evaluate the degree of bias to which specific robots are subjected.
We have investigated 7,593 websites covering education, government, news, and business domains, and collected 2,925 distinct robots.txt files. Results of content and statistical analysis of the data confirm that the robots of popular search engines and information portals, such as Google, Yahoo, and MSN, are generally favored by most of the websites we have sampled. The results also show a strong correlation between the search engine market share and the bias toward particular search engine robots.
For more information, visit http://nitch.marketing
2014 North Bridge Future of Open Source StudyNorth Bridge
2014 Future of Open Source Study; presented via Webinar with panel moderation from North Bridge and panelists:
Lou Shipley, CEO at Black Duck Software (@loushipley)
Jeffrey Hammond, Principal Analyst at Forrester Research (@jhammond) Guy Martin, Senior Open Source Strategist at Samsung Research America (@guyma) Kerrin Perniciaro, Manager of IT Communications & Web Strategy in the Division of Information Technology (DoIT) at Stony Brook University (@SBUDoIT) Brian Gentile, Chairman and CEO of Jaspersoft (@BrianG_Jasper)
A record-breaking 1,240 industry influencers took the 2014 survey, answering questions about OSS trends, opportunities, key drivers of open source adoption, community engagement, and the business problems OSS solves now and in the future. study highlight this democratization and proliferation of open source in three main areas: new people, new technologies, and new economics.
Open source is enjoying a proliferation that starts with a growing number of new developers at the grass roots. Many then go on to join enterprises who themselves are engaging in open source projects. Further news in the survey shows enterprises now organizing to contribute back more actively; as they realize the importance of open source innovation to jumpstart careers and kickstart projects. As our survey continues to show open source is consuming the software world as the inherent quality, functionality, and increasingly ease of deployment creates a powerful gravitational pull on people and industries. This self-reinforcing, virtuous cycle will result in the most exciting applications having an open source foundation. Which is why many of the leading technology areas such as cloud, big data, content management and mobile are treating open source as their 'foundational platform. Further, more new areas like the Internet of Things, which requires interoperability and extensibility, can only be met by open source initiatives, hence the emergence of new communities such as the AllSeen Alliance, according to the North Bridge Press Release.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
PRESENTERS:
Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
Students with limited or interrupted education (SLIFE) often come with different learning paradigms from those their teachers know and expect. I present the Intercultural Communication Framework (ICF), which takes a cultural approach to helping teachers better understand SLIFE in order to plan and implement appropriate teaching practices.
This qualitative, relational-centred inquiry explores the learning experiences of a group of twenty Child and Youth Care (CYC) students who completed a twelve-day international study tour through parts of Ireland and Scotland. The international study tour offers experience-based learning opportunities for CYC students to see first-hand Irish and Scottish history, culture, and social care systems. Through this inquiry the student participants communicated and interpreted the meaning of their study tour experience. The data analysis revealed five thematic categories organized around five guiding research questions, the results of which are described below.
Educational assessment is understood as a social practice and social product by taking economic, political and cultural contexts into account. Openness in assessment is utilizing a range of assessment forms that are more appropriate to assess context-based knowledge and represent diverse cultural meanings.
A presentation reporting on a writing and research collaborative project between engineering graduates in Gaza and prospective science, engineering and technology students at the University of Glasgow piloted in August 2015. More information about the project can be found on the project website: https://easttelecollaboration.wordpress.com/
The presentation was delivered at the LLAS Centre for languages, linguistics and area studies at the University of Southampton on 21 January 2016.
World class An investigation of globalisation, differenc.docxAASTHA76
World class? An investigation of globalisation, difference and international student
mobility
Author(s): Allan M Findlay, Russell King, Fiona M Smith, Alistair Geddes and Ronald
Skeldon
Source: Transactions of the Institute of British Geographers, New Series, Vol. 37, No. 1
(2012), pp. 118-131
Published by: Wiley on behalf of The Royal Geographical Society (with the Institute of
British Geographers)
Stable URL: https://www.jstor.org/stable/41427932
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World class? An investigation of
globalisation, difference and international
student mobility
Allan M Findlay*, Russell King**, Fiona M Smith*,
Alistair Geddes* and Ronald Skeldon**
This paper explores the motivations and meanings of international student mobility.
Central to the discussion are the results of a large questionnaire survey and associated
in-depth interviews with UK students enrolled in universities in six countries from
around the world. The results suggest, first, that several different dimensions of social
and cultural capital are accrued through study abroad. It is argued that the search for
'world class' education has taken on new significance. Second, the paper argues that
analysis of student mobility should not be confined to a framework that separates
study abroad from the wider life-course aspirations of students. It is argued that these
insights go beyond existing theorisations of international student mobility to incorpo-
rate recognition of diverse approaches to difference within cultures of mobility, includ-
ing class reproduction of distinction, broader notions of distinction within the life-plans
of individual students, and how 'reputations' associated with educational destinations
are structured by individuals, institutions and states in a global higher education
system that produces differentially mediated geographies of international student
mobility.
key words international students higher education universities mobility
globalisation difference
^Geography, School of the Environment, University of Dundee, Dundee DDI 4HN
email: [email protected]
**Sussex Centre for Migration Research, University of Sussex, .
Channeling interactions between local and international students through a bl...CITE
http://citers2014.cite.hku.hk/channeling-interactions-between-local-and-international-students-through-a-blended-approach/
Author
HODGSON, Paula (Hong Kong Baptist University); CURRY, Janel (Gordon College); VRIJMOED, Lilian (United International College)
Abstract
The internationalization of higher education has provided extended opportunities for students to have international experiences such as student exchange programmes or overseas internships. This paper addresses how local and international students with diverse cultural background and different learning styles can have better channels of communication in learning, interacting and collaborating through the classroom and out-of-classroom settings with a blended approach to teaching and learning.
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. #DivJChat
Internationalization in Higher Education
Bibliography
Dr. Amy Scott Metcalfe
Associate Professor
Department of Educational Studies
University of British Columbia
@amymetc
Resources for the AERA Div J Grad Network
Twitter Chat on January 16, 2015
@AERADivJGradNet
2. Themes for This Bibliography on Internationalization
Overviews of Internationalization in Higher Education
Theorizing Internationalization in Higher Education
Critical Perspectives on International Higher Education
Internationalization and Research Universities
Internationalization and the Community College
Internationalization and Student Services
Internationalization and (Neo-) Racism
Internationalization and “the” English Language
Internationalization and Student Identity
Internationalization and Gender
Internationalization and Online Learning
Internationalizing the Curriculum
Country or Regional Studies of Internationalization
3. Overviews of Internationalization in Higher Education
Altbach, P. G. & Knight, J. (2007). The internationalization of higher education: Motivations
and realities. Journal of Studies in International Education, 11(3/4), 290-305.
de Wit, H. (2014). The Different Faces and Phases of Internationalisation of Higher
Education. In The Forefront of International Higher Education (pp. 89-99). Springer
Netherlands.
Haigh, M. (2014). From internationalisation to education for global citizenship: A
multi‐layered history. Higher Education Quarterly, 68(1), 6-27.
Kehm, B. M., & Teichler, U. (2007). Research on internationalization in higher education.
Journal of Studies in International Education, 11(3/4), 260–273.
4. Theorizing Internationalization in Higher Education
Kim, T. (2010). Transnational academic mobility, knowledge, and
identity capital. Discourse: Studies in the Cultural Politics of
Education, 31(5), 577-591.
Finkelstein, M., & Sethi, W. (2014). Patterns of Faculty
Internationalization: A Predictive Model. In The Internationalization
of the Academy (pp. 237-257). Springer Netherlands.
Perna, L. W., Orosz, K., Gopaul, B., Jumakulov, Z., Ashirbekov, A., &
Kishkentayeva, M. (2014). Promoting Human Capital Development A
Typology of International Scholarship Programs in Higher Education.
Educational Researcher, 0013189X14521863.
5. Critical Perspectives on International Higher Education
Beck, K. (2013). Making sense of internationalization: A critical analysis. In
Hébert, Y., & Abdi, A. A. (Eds.), Critical perspectives on international
education (pp. 44-59). Rotterdam: Sense Publishers.
Ilieva, R., Beck, K., & Waterstone, B. (2014). Towards sustainable
internationalisation of higher education. Higher Education, 68(6), 875-889.
Pitman, A. (2013). The ideological and economic repositioning of universities.
In Hébert, Y., & Abdi, A. A. (Eds.), Critical perspectives on international
education (pp. 60-74). Rotterdam: Sense Publishers.
James, C. E., Cullinan, C. C., & Cruceru, A. (2013). Internationalizing
postsecondary education. In Hébert, Y., & Abdi, A. A. (Eds.), Critical
Perspectives on International Education (pp. 149-164). Rotterdam: Sense
Publishers.
6. Internationalization and Research Universities
Akuffo, H., Freeman, P., Johansson, E., Obua, C., Ogwal-Okeng, J., &
Waako, P. (2014). Doctoral Education and Institutional Research
Capacity Strengthening: An Example at Makerere University in
Uganda (2000–2013). Higher Education Policy, 27(2), 195-217.
Lepori, B., Seeber, M., & Bonaccorsi, A. (2014). Competition for
talent. Country and organizational-level effects in the
internationalization of European higher education institutions.
Research Policy. doi:10.1016/j.respol.2014.11.004
Willis, I., & Taylor, J. (2014). The importance of rationales for
internationalization at a local level–university and individual.
European Journal of Higher Education, 4(2), 153-166.
7. Internationalization and the Community College
Manns, D. (2014). Redefining the Role, Scope, and Mission of
Community Colleges in an International Context. Community College
Journal of Research and Practice, 38(8), 705-709.
Opp, R. D., & Gosetti, P. P. (2014). The role of key administrators in
internationalizing the community college student experience. New
Directions for Community Colleges, (165), 67-75.
Robertson, J. J. (2014). Student Interest in International Education
at the Community College. Community College Journal of Research
and Practice, (ahead-of-print), 1-12.
8. Internationalization and Student Services
Arthur, N., & Nunes, S. (2014). Should I stay or should I go home?
Career guidance with international students. In Arulmani, G., Baskhi,
A. J., Leong, F. T. L., & Watts, A. G. (Eds.), Handbook of career
development (pp. 587-606). New York: Springer.
Oba, Y., & Pope, M. (2013). Counseling and advocacy with LGBT
international students. Journal of LGBT Issues in Counseling, 7(2),
185-193.
Roberts, D. L. (2014). International Comparative Student Affairs:
How International and Comparative Higher Education Impacts Our
Work With Students. Journal of College and Character, 15(1), 45-50.
9. Internationalization and (Neo-) Racism
Brown, L., & Jones, I. (2013). Encounters with racism and the
international student experience. Studies in Higher Education, 38(7),
1004-1019.
Coloma, R. S. (2013). ‘Too Asian?’ On racism, paradox and ethno-
nationalism. Discourse: Studies in the Cultural Politics of Education,
34(4), 579-598.
Morrice, L. (2013). Refugees in higher education: Boundaries of
belonging and recognition, stigma and exclusion. International
Journal of Lifelong Education, 32(5), 652-668.
10. Internationalization and “the” English Language
Majhanovich, S. (2013). English as a tool of neo-colonialism and globalization
in Asian contexts. In Hébert, Y., & Abdi, A. A. (Eds.), Critical perspectives on
international education (pp. 249-261). Rotterdam: Sense Publishers
Sterzuk, A. (2014). ‘The standard remains the same’: Language
standardisation, race and othering in higher education. Journal of Multilingual
and Multicultural Development, (ahead-of-print), 1-14. DOI:
10.1080/01434632.2014.892501.
Wilkins, S., & Urbanovič, J. (2014). English as the Lingua Franca in
transnational higher education: Motives and prospects of institutions that
teach in languages other than English. Journal of Studies in International
Education, DOI: 1028315313517267.
11. Internationalization and Student Identity
Lee, J. Y., & Ciftci, A. (2014). Asian international students’ socio-
cultural adaptation: Influence of multicultural personality,
assertiveness, academic self-efficacy, and social support.
International Journal of Intercultural Relations, 38, 97-105.
Malcolm, Z. T., & Mendoza, P. (2014). Afro-Caribbean International
Students' Ethnic Identity Development: Fluidity, Intersectionality,
Agency, and Performativity. Journal of College Student Development,
55(6), 595-614.
Marginson, S. (2014). Student self-formation in international
education. Journal of Studies in International Education, 18(1), 6-22.
12. Internationalization and Gender
Brooks, R. (2013). International students with dependent children:
The reproduction of gender norms. British Journal of Sociology of
Education, (ahead-of-print), 1-20. DOI:
10.1080/01425692.2013.820128.
Findlow, S. (2013). Higher education and feminism in the Arab Gulf.
British Journal of Sociology of Education, 34(1), 112-131.
Vabø, A., Padilla-González, L. E., Waagene, E., & Næss, T. (2014).
Gender and Faculty Internationalization. In The Internationalization
of the Academy (pp. 183-205). Springer Netherlands.
13. Internationalization and Online Learning
Altbach, P. G. (2014). MOOCs as Neocolonialism: Who Controls
Knowledge?. International Higher Education, (75), 5-7.
Rye, S. A. (2014). The educational space of global online higher
education. Geoforum, 51, 6-14.
Yoo, S., Kim, H. J., & Kwon, S. Y. (2014). Between ideal and reality:
A different view on online-learning interaction in a cross-national
context. Journal for Multicultural Education, 8(1), 13-30.
14. Internationalization the Curriculum
Clifford, V., & Montgomery, C. (2014). Transformative Learning
Through Internationalization of the Curriculum in Higher Education.
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McAuliffe, J. D., & Sutton, S. B. (2014). Internationalizing Learning
Communities at Liberal Arts Colleges. In Global Opportunities and
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Vora, N. (2014). Between global citizenship and Qatarization:
negotiating Qatar's new knowledge economy within American branch
campuses. Ethnic and Racial Studies, 37(12), 2243-2260.
15. Country or Regional Studies of Internationalization
Berry, C., & Taylor, J. (2014). Internationalisation in higher education
in Latin America: policies and practice in Colombia and Mexico.
Higher Education, 67(5), 585-601.
Ota, H. (2014). Japanese Universities’ Strategic Approach to
Internationalization: Accomplishments and Challenges. In Emerging
International Dimensions in East Asian Higher Education (pp. 227-
252). Springer Netherlands.
Rhoads, R. A., Shi, X., & Wang, X. (2014). Reform of China’s
research universities: a new era of global ambition. Education and
Society, 32(1), 5-28.