高等教育国际化的新发展

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
L. Tran, Jisu Jung, Lisa Unangst, S. Marshall
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引用次数: 0

摘要

在过去的几十年里,国际化已经成为高等教育转型的战略工具,并成为世界各地大学的一个突出趋势。高等教育的国际化越来越受到教育部门以外更广泛社会的关注,特别是在高等教育的基础、运作和影响与社会、文化、经济和政治利益更加密切相关的情况下。它越来越多地受到与移民、劳动力、毕业后工作权利和经济有关的公共政策动荡的影响。特别是,在澳大利亚、加拿大、新西兰和德国等一些留学目的地国家,国际教育越来越多地被用作解决技能短缺和支持国家建设的机制,国际教育和移民联系或“教育”趋势(Brunner, 2023)变得更加明显。数字技术的发展以及地方和全球在线电子学习市场的发展影响了高等教育的国际化,同时也加剧了不安全状况,容易受到流行病、金融、地缘政治危机和自然灾害的影响。在土耳其和波兰等高等教育国际化的“追赶”国家,政治不稳定、经济重要性、社会文化规范和历史遗产,以及该国作为边缘国家的地位,都被视为促进国际教育的国家障碍(Bulut Sahin & Brooks, 2023)。这些新出现的挑战导致了高等教育国际化的政策框架、机构运作和个人实践的变化和变化。这些问题对国际教育的质量、恢复、可持续性和伦理发展具有重要意义。本期特刊的文章以不同的方式和程度探讨了国际教育的重新概念化。然而,他们强调迫切需要摆脱对高等教育国际化的更人性化的观点。从本质上讲,国际教育应该以丰富人类为中心。因此,努力实现国际教育的人性化是至关重要的。国际教育的人性化可以有多种形式。首先,国际教育的人性化强调了更明确地突出国际教育的人文价值的必要性。学者们认为,迫切需要超越将国际学生的价值主要放在经济方面的论述,以及将国际教育视为商业化,受到声誉地位和资源的强烈影响(Lomer等人,2023),承认国际学生是有潜力为跨国教育、文化、社会、当地社区和政治做出贡献的人(Rizvi, 2020;Soong & Maheepalaa, 2023;Tran, 2020)。第二,国际教育的人性化可以通过承认和验证不同的观点、经验、知识和建立知识的方式来实现
本文章由计算机程序翻译,如有差异,请以英文原文为准。
New developments in internationalisation of higher education
Internationalisation has been a strategic vehicle to transform higher education and become a prominent trend in universities across the world in the past decades. Internationalisation of higher education is drawing growing attention from the broader community outside the education sector, especially as its rationales, operations and impacts more closely align with social, cultural, economic and political interests. It is increasingly subject to public policy turbulences related to migration, workforce, post-study work rights and economics. In particular, international education has been growingly used as a mechanism to address skills shortage and support nation-building in some study destination countries such as Australia, Canada, New Zealand and Germany and the international education and migration nexus or ‘edugration’ trend (Brunner, 2023) becomes more visible. Internationalisation of higher education has been affected by the development of digital technologies and both local and global online e-learning markets, while at the same time encountering heightened insecurity and vulnerability to pandemic, financial, geo-political crises and natural disasters. In ‘catching-up’ countries in internationalisation of higher education such as Turkey and Poland, political instability, economic importance, socio-cultural norms and historical legacies, and the country’s position as a periphery are seen as national barriers to facilitating international education (Bulut Sahin & Brooks, 2023). These emerging challenges have led to changes and variations in policy frameworks, institutional operations and individual practices in internationalisation of higher education. These issues have significant implications for the quality, recovery, sustainability, and ethical development of international education. The articles in this Special Issue probe into the re-conceptualisation of international education in diverse ways and to varied extents. However, they underscore a critical need to shed a more humanistic view on internationalisation of higher education. International education should, in essence, be centred around enriching human beings. It is therefore crucial to strive towards humanisation of international education. Humanisation of international education can take place in various forms. First, humanisation of international education underscores the need for the human values of international education to be more explicitly brought to the fore. Scholars have argued for the critical need to move beyond the discourse framing the value of international students predominantly in economic terms and international education as commercialisation, strongly influenced by reputational status and resourcing (Lomer et al., 2023), to acknowledge international students as human beings with potential to contribute to transnational education, culture, society, local communities and politics (Rizvi, 2020; Soong & Maheepalaa, 2023; Tran, 2020). Second, humanising international education can be realised through recognising and validating diverse perspectives, experiences, knowledges and ways of building knowledges that
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来源期刊
Higher Education Research & Development
Higher Education Research & Development EDUCATION & EDUCATIONAL RESEARCH-
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7.30
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12.50%
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