The aim of this research is to find general trends and rationales for internationalization of higher education in Kyrgyzstan. The conceptual framework for this work is based on concepts developed by Knight and de Wit, Knight (2004). It used qualitative research, including secondary data and interviews. Although not very widely but internationalization became part of Kyrgyzstan higher education. There are student and staff mobility programs; the country hosts branches of foreign universities. Kyrgyzstan universities are creating extensive networks with world universities. Bologna process played major role in incorporating Kyrgyzstan education system to the world educational community. Kyrgyzstan has acquired international standards in terms of two-level cycle and credit hours. Along with that higher education is still facing problems and challenges. Corruption and low quality are among them. The study found that the most important rationale for internationalization is educational rationale. It is believed that internationalization improves academic quality. Economic, political and cultural/social rationales are also important.

Internationalization of higher education has become a priority for many universities. It provides them with educational models that can respond efficiently to current issues and challenges of globalization. International academic collaboration plays an important role in the creation of such models and prepares educational systems to act effectively in foreign environments. This study explores the Canadian-Ukrainian curriculum development partnership through the specifics of institutional culture, power and joint project management. Canadian and Ukrainian educators participated in semi-structured, open–ended interviews to reveal processes associated with their joint venture. The findings indicate that the project was largely influenced by Canadian and Ukrainian university conceptualization of internationalization and involved multiple cultural and professional perceptions of the partnership context and developments. Diversity of expectations, commitment, acceptance of differences practiced in this collaboration revealed the importance of academic dialogue among developed and developing countries and suggested possible standards for future international curriculum development joint ventures.

Internationalization of higher education has become a priority for many universities. It provides them with educational models that can respond efficiently to current issues and challenges of globalization. International academic collaboration plays an important role in the creation of such models and prepares educational systems to act effectively in foreign environments. This study explores the Canadian-Ukrainian curriculum development partnership through the specifics of institutional culture, power and joint project management. Canadian and Ukrainian educators participated in semi-structured, open–ended interviews to reveal processes associated with their joint venture. The findings indicate that the project was largely influenced by Canadian and Ukrainian university conceptualization of internationalization and involved multiple cultural and professional perceptions of the partnership context and developments. Diversity of expectations, commitment, acceptance of differences practiced in this collaboration revealed the importance of academic dialogue among developed and developing countries and suggested possible standards for future international curriculum development joint ventures.

Thesis advisor: Hans de Wit / Thesis advisor: Laura Rumbley / This study will identify to what extent the different campuses that compose the Universidad of Guadalajara (UdeG) have taken steps to internationalize uniquely and “independently,” beyond the frameworks for internationalization offered exclusively via central administration, and to identify some of the specific challenges and opportunities inherent in the internationalization processes for a multi-campus system. / Thesis (MA) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Submitted by Marcello Romani-Dias (mromdias@hotmail.com) on 2018-11-20T17:05:30Z No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) / Approved for entry into archive by Debora Nunes Ferreira (debora.nunes@fgv.br) on 2018-11-21T14:42:02Z (GMT) No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-11-21T16:00:41Z (GMT) No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) / Made available in DSpace on 2018-11-21T16:00:41Z (GMT). No. of bitstreams: 1 Thesis - Romani-Dias (2018) - Final Version.pdf: 1568443 bytes, checksum: ef0442568f35cae0f35b64dfbf4e3d9e (MD5) Previous issue date: 2018-08-09 / This study addresses the phenomenon of internationalization in higher education and is composed of three chapters. The following research question inspired the first chapter: What is the influence of characteristics (and activities) of researchers on the internationalization of the Higher Education Institutions in which they work? As the main results, I identify that the researcher's: (i) international academic experience, (ii) insertion into international collaborative networks, (iii) international co-authoring and (iv) experience in international publications, are four of the main factors at the individual level that are positively associated with the internationalization of Higher Education Institutions. The second chapter built from the Social Exchange Theory in order to address the following questions: What are the main rewards and costs that researchers perceive in their internationalization activities? How do these expectations of rewards and costs, perceived by researchers, affect their choices of international insertion? As the main results, I identify the following rewards expected by researchers: (i) professional opportunities generated from the internationalization activity, (ii) greater social approval (by the academic group of which they are part), (iii) greater autonomy in their teaching and research activities, and (iv) greater personal and professional security. On the other hand, high temporal, monetary, psychic and physical costs are among the factors that discourage researchers from seeking international insertion in their academic activity. The following question inspired the third chapter: What constitutes the internationalization of full time academic researchers ? I propose that the internationalization of the researcher can be conceptually defined as a phenomenon of four dimensions, called PRID: (i) place, (ii) relationship, (iii) impact and (iv) dissemination. The data obtained from in-depth interviews of 34 reasonably (or highly) internationalized researchers indicates that a researcher internationalizes his (her) academic activity when he (she) engages in academic activities outside his home country (place), and/or establishes relationships with academic actors outside his country (relationship), and/or achieves impact in terms of the wide use of his works (impact) and/or publishes his works in journals of international reach or in partnership with international authors (dissemination). / Esta Tese trata do fenômeno da internacionalização no ensino superior, e está organizada no formato de três artigos. Para a construção do primeiro capítulo parto da seguinte questão: Qual é a influência de características (e atividades) dos pesquisadores sobre a internacionalização das Instituições de Ensino Superior em que atuam? Como principais resultados, identifico que: (i) a experiência acadêmica internacional do pesquisador, sua (ii) inserção em redes de colaboração internacional, suas (iii) coautorias internacionais e sua (iv) experiência em publicações internacionais, são quatro dos principais fatores em nível de indivíduo (pesquisador) que influenciam positivamente a internacionalização da IES. Para o segundo capítulo da Tese, sob a luz da Social Exchange Theory, parto da seguinte questão: Quais são as principais recompensas e custos que pesquisadores percebem em suas atividades de internacionalização? Como estas expectativas de recompensas e custos, percebidos pelos pesquisadores, afetam suas escolhas por inserção internacional? Como principais resultados, identifico as seguintes recompensas esperadas pelos pesquisadores: (i) oportunidades profissionais geradas à partir da atividade de internacionalização, (ii) maior aprovação social (pelo grupo acadêmico de que fazem parte), (iii) maior autonomia em suas atividades de ensino e pesquisa e (iv) maior segurança pessoal e profissional. Por outro lado, os elevados custos temporais, monetários, psíquicos e físicos estão entre os fatores que desestimulam os pesquisadores a buscarem inserção internacional em sua atividade acadêmica. Para o terceiro capítulo da Tese, parto da seguinte questão: O que constitui a internacionalização de pesquisadores acadêmicos em tempo integral? Proponho que a internacionalização do pesquisador pode ser definida como um fenômeno de quatro dimensões, denominadas PRID: (i) lugar ou local (place), (ii) relacionamento (relationship), (iii) impacto (impact) e (iv) disseminação (dissemination). Baseado no modelo PRID proponho uma definição para a internacionalização de pesquisador: Um pesquisador internacionaliza sua atividade acadêmica quando se engaja em atividades acadêmicas fora de seu país natal ou de residência, e/ou estabelece relações com atores acadêmicos fora de seu país, e/ou atinge impacto científico internacional por meio de suas publicações (pelo amplo uso de suas obras) e/ou publica suas obras em periódicos de origem internacional, ou em parceria com autores internacionais

The purpose of this research was to explore how students developed over a four-year international higher education experience, the first longitudinal study of student development through undergraduate careers completed entirely abroad. One hundred six students representing forty-three different countries at an American international liberal arts college in Switzerland participated in this grounded theory study, which incorporated an additional 186 anonymous survey respondents. The study addressed the processes and outcomes of such an education. The work utilized data produced through a number of different formats, including student peer-to-peer interviews, reflective student writing, participant observation, and open survey questions. The research showed that this experience prepared students for seven related cosmopolitan futures, ranging from global activist to glocal elite. In addition to classifying typologies, the study explained how students utilized three separate learning arenas to structure their experience: the intercultural bubble, the larger world of travel, and local communities. Students autonomously employed distinct methods within these learning arenas, using cyclical processes involving agency, constant comparison, risk-taking, and reflection. Students developed both intercultural competencies and worldliness. Key aspects of intercultural competencies included adaptability, open-mindedness, and perspective-taking. Worldliness instead comprised independence, travel savvy, and self-assuredness. Findings suggest that, regardless of a student’s original cosmopolitical orientation, the net effect of the extended international higher education experience was to expand students’ orientations and modes of acting and perceiving toward greater global understanding and appreciation, including aspects of ethical cosmopolitanism. The experience was transformative, albeit in an incremental fashion, building upon students’ previous lives. The research proposed a more evidence-based definition of cosmopolitan education than previous conceptualizations, one that encompasses tensions in discourses around internationalization and globalization. This thesis contributes to the literatures on the internationalization of higher education, international education, education for global citizenship, higher education policy, cosmopolitanism in practice, and the sociology of globalization. The thesis concludes with recommendations for international education researchers, practitioners, and campus leaders.

With the advent of neoliberal globalization in the 1980s, international student mobility (ISM) has become a significant social and educational phenomenon. Given the increasing magnitude of international student flows from developing countries to the developed or major member countries of the Organization for Economic Co-operation and Development (OECD), this research explores major OECD policy positions on international students, related priorities in higher education, and the influence of the GATT, the WTO and the GATS on higher education in these countries. Chinese graduate student perspectives are also drawn upon to understand Chinese student migrations to Canada in pursuit of higher education. The research considers ISM as a social and educational phenomenon of student migration across borders for higher education. Given the focus on exploration, meanings and understandings, an interpretive approach and qualitative case study strategy have been utilized to examine relative policy positions and to understand the experiences of Chinese graduate students who study at the University of Alberta (U of A) with the view to contribute towards qualitative studies of ISM. / Theoretical, Cultural and International Studies in Education

Tyrimo objektas – tarpkultūrinės kompetencijos ugdymo ypatybės magistrantūros studijose.Tyrimo tikslas – atskleisti tarpkultūrinės kompetencijos struktūrą, sudedamuosius elementus bei ugdymo ir vertinimo strategijų, metodų ir formų veiksmingumą ugdant magistrantų tarpkultūrinę kompetenciją.Teorinėje disertacijos dalyje analizuojama tarpkultūrinės kompetencijos samprata, struktūra, jos ugdymas skirtingų teorinių ir metodologinių paradigmų kontekste, sąryšis su kitomis kompetencijomis ir skėtiškumo sampratos formavimosi prielaidos. Analizuojama socializacijos ir savaiminio ugdymo reikšmė ugdant magistrantų tarpkultūrinę kompetenciją aukštojoje mokykloje. Identifikuojamos tarpkultūrinės kompetencijos (bendrosios ir profesinės) ugdymo ir vertinimo strategijos bei metodai aukštajame moksle. Empirinėje dalyje, atlikus kiekybinį ir kokybinį tyrimą trijose Lietuvos aukštojo mokslo institucijose, atskleista socialinių mokslų magistrantūros programose studijuojančių magistrantų tarpkultūrinės kompetencijos patirtis ir atskleistos bendrosios bei profesinės tarpkultūrinės kompetencijos ugdymo galimybės monokultūrinėje (institucinėje) ir realioje tarpkultūrinėje aplinkoje. Tyrimo rezultatai atskleidė, kad tarpkultūrinė kompetencija ugdosi anapus formaliojo ugdymo srities, t.y. jos ugdymuisi taip pat turi įtakos asmens individuali ir institucinė patirtis bei kitos edukacinės aplinkos ir formos (už universiteto ribų, bendruomenėse, įmonėse, socialiniuose tinkluose ir pan.). / Object of the Research – peculiarities of educating intercultural competences in Master’s degree studies. Aim of the Research is to reveal the structure, elements of intercultural competence as well as efficiency of strategies, methods and forms for education and evaluation within the process of educating intercultural competence of Master’s degree students. Theoretical part of the Dissertation analyses the conception, structure of intercultural competence and educating it within the context of different theoretical as well as methodological paradigms, their links with other competences and preconditions for the formation of an “umbrella” concept. Importance of socialisation and self-education in the process of educating intercultural competences of Master’s degree students in institutions of higher education is analysed, intercultural competences (general and professional) as well as strategies and methods for education and evaluation in institutions of higher education are identified. Empirical part reveals the experience of intercultural competence of students in Master’s degree study programmes in Social Sciences from three Lithuanian institutions of higher education on the basis of the performed qualitative and quantitative research; possibilities for the development of their general and professional intercultural competences in mono-cultural (institutional) and real environments are revealed. Results of the Research indicate that the intercultural competence is educated... [to full text]

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Submitted by Tatiana Lima (tatianasl@ufba.br) on 2016-08-08T21:30:37Z No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / Approved for entry into archive by Maria Angela Dortas (dortas@ufba.br) on 2016-08-12T16:46:03Z (GMT) No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / Made available in DSpace on 2016-08-12T16:46:03Z (GMT). No. of bitstreams: 1 Nóbrega, Lutécia Maciel.pdf: 3129795 bytes, checksum: 4852d07dbe0926596d31178105c3e014 (MD5) / A internacionalização da educação superior é uma realidade iminente nos dias de hoje, para isso, é preciso que as universidades saibam aproveitar a dinâmica desse processo de cooperação internacional traçando estratégias de melhoria e qualidade institucional. A identificação de ações conjuntas nesse sentido poderá contribuir para que outras instituições reflitam sobre os melhores caminhos para se chegar ao padrão de excelência internacional. Diante disso, o presente trabalho analisa como ocorre a internacionalização dos cursos de pós-graduação da Univasf tendo em perspectiva os critérios de internacionalização da Capes e o modelo de Knight (1994) denominado círculo da internacionalização. Para tanto, apresentou-se uma revisão de literatura por meio de uma pesquisa de natureza exploratória descritiva com utilização do método de estudo de caso. A pesquisa constatou que a Capes foi identificada como catalisador relevante no processo de internacionalização da educação superior, uma vez que publica sua avaliação nacional por meio desses critérios, atribuindo notas para melhor conceituar os cursos de pós-graduação das universidades brasileiras. A análise dos resultados revelou que a internacionalização dos cursos de pós-graduação da Univasf ainda é bastante incipiente, já que não existe uma política formalmente institucionalizada com as razões, motivações e feimstr, actéognisatsa todue-vsidea qmueen taes aarçtiõcuelsa ddaes ceonotpree raa çUãnoi vianstef ren asceiounsa rle nsepsescati vionss tictuuirçsãoos . vPêomr sendo realizadas isoladamente por parte do corpo docente de maneira individualizada, em especial quando analisadas com base nos critérios de internacionalização da Capes. Diante dessa realidade, a formulação de uma política com o apoio e envolvimento de toda a comunidade acadêmica seria crucial para a definição de um processo sustentável de internacionalização na instituição. Somado a isso, sugere-se uma pesquisa mais aprofundada sobre esse tema para estudos futuros que tratem mais efetivamente desse assunto no sentido de auxiliar na definição de planejamentos e estratégias no âmbito internacional para as Instituições de Ensino Superior brasileiras. / Internationalization of higher education is an imminent reality today, so it is necessary that universities know how to take advantage of the dynamics of this international cooperation process outlining improvement and institutional quality strategies. The identification of joint activities in this direction can contribute so as to other institutions could reflect on the best ways to reach the international standard of excellence. Thus, the present study analyzes how is the internationalization of the Univasf post-graduate courses taking into perspective the Capes internationalization criteria and the Knight model (1994), called internationalization circle. Therefore, we performed a literature review through a descriptive exploratory research using the case study method. The study found that Capes was identified as an important catalyst in the international cooperation process, as it publishes its national assessment through these criteria, assigning grades to better conceptualize postgraduate courses in Brazilian universities. The results revealed that the internationalization of Univasf post-graduate courses is still incipient, since there is no formally institutionalized politics with the reasons, motivations and properly articulated strategies between Univasf and its corresponding courses. Finally, it was found that the cooperation international actions in this institution have been executed in isolation by the teaching staff in an individualized way, especially when these faocrtmiounlsa taioren aonf aaly zpeodl icbya sweidth o nth teh es uCpappoerst ianntedr niantvioonlvaelm ceritnetr ioaf. Gthivee ne nthtiirse reaaclaitdye, mthiec community would be crucial to the definition of a sustainable process of internationalization in the institution. Adding to this, it is suggested further research on this subject for future studies that deal more effectively with this matter in order to assist in defining plans and strategies at the international level for Brazilian Higher Education Institutions.