International Students and Internationalisation of Higher Education
Notice bibliographique
Résumé
An increasingly diverse population of students leave their home to pursue their education overseas. Data from the Organization for Economic Cooperation and Development (OECD) indicate that in 2007, three million students worldwide studied outside their home countries (OECD 2009). This global mobility is predicted to increase to 7.2 million in 2025 (cited in Gu, Schweisfurth, & Day, 2009). Leading exporters of international education include such countries as the United States, the United Kingdom, Canada, Australia and New Zealand (Bashir, 2007; Choudaha & Chang, 2012). Some universities worldwide enrol a significant proportion of international students' bodies. The enrolment of this student cohort is a response to increasing global competition (Choudaha & Chang, 2012) and is also triggered by the need for universities to source additional income (Stone, 2006; McGowan, 2007). For international students (particularly those from non-English speaking backgrounds), an overseas degree has multiple benefits, ranging from the prestige of a degree obtained from an English-speaking country, to improved opportunities for immigration and better prospects of securing a better job and to the generic value of improved skill in the English language itself in business and in life.What are the implications of student mobility? The presence of international students has transformed the monolithic culture of higher education institutions worldwide into a multicultural one. How institutions are coping with the changed nature of the classroom and with the different needs and expectations of international students become a key issue in international education. It is not an easy undertaking for both international students and host Entering a new learning sphere, international students may find transition and adjustment difficult. Culture conditions and shapes learning in general and language learning in particular (Gonzalez, Chen, & Sanchez, 2001) hence cultural differences and also prior educational system are believed to have contributed to the social and academic adjustment of international students. Universities are striving to address some of the challenges teaching international students for example, their language difficulties, adjustment to learning styles in western education and reforming teaching materials to suit the varying needs of the students so as to provide all students with maximum learning opportunities.The presence of international students also has implications for the development of internationalisation of higher education, a process that prepares the community for successful participation in an increasingly interdependent world (Francis, 1993, p. 5). In the context of internationalisation, the development of intercultural perspectives becomes an integral part of learning in all disciplines (Crichton & Scarino, 2007). To prepare such graduates, institutions have progressed by internationalising the curriculum, for example, by incorporating international elements into the curriculum and teaching and learning activities and by expanding the study of Asian language to facilitate understanding of other cultures (Harman, 2005). Internationalisation of the curriculum incorporates a range of values such as openness and tolerance of other cultures (Webb, 2005). The cultural diversity introduced by international students provides a teaching resource for developing teacher and students' cultural awareness and learning. If diversity is embraced rather than problematized, it can enhance the intercultural leaning of all students and staff. However, there is a serious concern that cultural diversity represented by international students was undervalued and underutilised by local community (Kondakci, et al., 2008; Sawir, 2013). Knight (2003, pp. 2-3) notes that internationalisation is about relating to diversity of cultures that exits within countries, communities, and institutions. Hence, how cultural diversity can be well exploited has become a compelling undertaking in order to achieve successful internationalisation of the curriculum. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».