Sports often make interesting metaphors for discussing internationalisation. Being a semi-serious sports fan and a long distance runner, I was intrigued by the recent article by Maria Yudkevich, Philip Altbach and Laura Rumbley in Times Higher Education. The authors saw many parallels between university rankings and the Olympics. Having watched the IAAF Athletics World Championships over the last week, I could not help but add to, but maybe also counter, some of points they made.
This year, one institution and five incredible individuals have joined the ranks of EAIE Award winners, a remarkable group that has made outstanding contributions to the EAIE and the internationalisation of higher education. Each of their extraordinary and diverse efforts serves as an example of the high level of excellence that we all can aspire to. Be inspired by these role models who will be honoured at the 27th Annual EAIE Conference in Glasgow for their tremendous achievements.
Many would say that internationalisation of higher education has become an industry, and some would even go as far as to say that international higher education conferences have become too commercial. At the 19th Annual Conference of the International Education Association of South Africa (IEASA), in Port Elizabeth, it became clear that a change in discourse will come from the Global South. Talks and debates had a different character than in most other international higher education conferences. Professionals in the Global North have important lessons to learn.
The most comprehensive European Parliament report on Internationalisation of Higher Education, authored by four prominent figures in the field – Hans de Wit and Fiona Hunter of the Centre for Higher Education Internationalisation at Università Cattolica del Sacro Cuore; Eva Egron-Polak of the International Association of Universities; and Laura Howard, President of the EAIE – was released earlier this month. Its release and the many interesting findings it reveals have been covered in the press extensively this past week.
The continuing debate about the impact of extremism and radicalisation at universities and higher education institutions has recently been renewed in the United Kingdom. The passing of the Counter-Terrorism and Security Act in February 2015, and in particular its section on Preventing People from Being Drawn into Terrorism, provides a statutory duty for ‘specified authorities’ – such as schools, local authorities and prisons – to prevent radicalisation within their establishments. While the original ‘guidance’ included universities, this has been delayed and revised.
You may know about the four P’s of marketing, but do you know the six P’s for successful international programmes? In Workshop 15 at the EAIE Annual Conference in Glasgow, Building global perspectives: high-impact, short-term study programmes, we will introduce you to the six P’s and show how they can help your programme transform participating students, even in just a short stay abroad.
In the digital age, technology-based teaching methodologies continue to evolve. While most online learning technologies are aimed at educating students from a distance, this blog post considers a technique − known as the ‘flipped classroom’ − being used in international classrooms and for internationalisation at home practices. This technique falls somewhere between the spectrum of traditional classroom teaching and online learning, as it incorporates both into the learning modality.
Strategic partnerships are increasingly important resources for international higher education institutions. Following up on a blog post on networking to reach individual goals, we now zoom into networking to reach institutional goals. As you prepare for the 27th Annual EAIE Conference in Glasgow from 15 to 18 September, here is a handy step-by-step little guide to help you capitalise on all the amazing institutional-level networking opportunities you’ll encounter.
With the recent online publication of the July 2015 issue of the Journal of Studies in International Education it’s time for another post in the ongoing blog series that highlights relevant academic research. The aim of this series is to spotlight major findings and takeaways from select articles that may be relevant and useful to practitioners in the field. The overarching theme of each article will help you locate the most relevant research to your scope of work. We hope the brief summaries will give you some food for thought or, better yet, entice you to further explore the articles.
There are legitimate reasons for higher education institutions to engage in international academic partnerships. The financial reason; the ‘everyone else is doing it so let’s tell the world we are global too’ one; the strategic ‘putting a flag down somewhere’ one; and the opportunities for students. Yet, beyond the financial agreement, curriculum, and international visibility, what is often missing from an enduring partnership engagement is the importance of the role of faculty. Faculty are the face of the partnership, the glue. If we fail, partnerships may quickly unravel.