Index

Citation (2023), "Index", Wiseman, A.W., Matherly, C. and Crumley-Effinger, M. (Ed.) Internationalization and Imprints of the Pandemic on Higher Education Worldwide (International Perspectives on Education and Society, Vol. 44), Emerald Publishing Limited, Bingley, pp. 287-295. https://doi.org/10.1108/S1479-367920230000044018 Publisher: Emerald Publishing Limited Copyright © 2023 Alexander W. Wiseman, Cheryl Matherly and Max Crumley-Effinger INDEX Academic activities, 269 Academic advising, 166–167 Academic affairs, 67–68, 237, 242 Academic exchange, 114–115, 117–118 Academic integrity, 170 Academic leaders e-leadership in management model, 52 lead innovation in teaching and learning processes, 55–56 needs of students and staff, 53–54 partnership-driven governance and leadership models for future of TNHE, 56 professional development of staff in home institutions, 55 strategic decision-making, 54–55 transformational approach during and after COVID-19 pandemic, 51–52 virtual teams and network development in partner institutions, 52–53 Academic leadership in TNHE, 46–47 Academic mobility, 114 Academic partnerships, 62 Academic staff, 45, 53, 55, 230, 241, 243, 273 Academic success, 169–170 Acculturation, 190 “Adhocracy or create” culture, 28–30 Administrative operations, 88–89 Admissions, 81, 86, 88–89, 234 Advanced Information Technology (AIT), 50 Advantage VT, 165 Africa, 176 African Institute for Mathematical Sciences (AIMS), 176 AIMS–IVADO framework, 180 AIMS Industry Initiative (AI2), 176 Analyst triangulation, 22 Analytical approach, 22 Association of East Asian Research Universities (AEARU), 234 Association of Pacific Rim Universities (APRU), 232 Assurance, 45–46, 56, 97, 107–108 Axial coding, 22 Balkans, 215, 220, 222 Be Global Project (BGP), 233–235 Bibliographic research methodology, 117 Biocultural conservation, 62 Blended learning, 44, 239, 243–245 Bologna Process, 114 Border imperialism, 130 carceral technologies of labor, 133–136 expansion, 142–143 Gestell, 131 historical and present Canadian context, 131–133 international remote learning in neoliberal capitalist context, 136–137 international remote liberation, 140–141 international remote resistance, 139–140 Liberal Welcome, 141–142 political solidarity and division, 137–139 Bosnia and Herzegovina (BiH), 215 Brain circulation, 180 Brazil, 114 Brazilian Ministry of Education (MEC), 120 Bronfenbrenner’s model, 187 Budgeting, 102 Canadian economy, 139 Canadian Government, 76 Canvas site, 166 Capability approach to wellbeing, 100 Cape Horn International Center (CHIC), 66–67 CAPES PrInt, 115, 120 Carceral space, 133 Carceral technologies of labor, 133–136 Career development, 190 Career preparation and internships, 189–191 Center for International Education and Cooperation (CIEC), 238 Chiang Mai University (CMU), 215 Chile, 62, 65 “Clan or collaborate” culture, 27–29 Clarivate analytics web of science, 46 Code of Practice on Pastoral Care of International Students, 94–95, 97 Coding process, 22 Collaboration, 34–35 Collaborative Online International Learning (COIL), 9–10, 116, 118, 210–213, 232, 239, 277 case context, 213–214 case programs, 214–215 enabling environment, 216–217 equitable learning experience, 218–220 findings, 216–223 future perspective, 224–225 global awareness and bonding, 222–223 methodology, 215–216 partnerships and collaboration, 220–221 self-reflection and inner changes, 221–222 technological aid, 217–218 College experience, 188 Colombo Plan, 96 Communication, 32 “Community composition” framework, 140 Community engagement, 62 Community health, 252 Community health workers (CHWs), 255 Comparative case study methodological approach, 22 Competing values framework (CVF), 27 Competition, 115 Constant comparative methods, 256 Content analysis approach, 22 Cooperation, 115 Coronavirus disease 2019 pandemic (COVID-19 pandemic), 250 Course Jukebox, 232 COVID-19 Digital Classroom, 255–256, 259 COVID-19 pandemic, 2, 20–21, 42, 94, 148, 165, 210, 230, 276–281 electronic leadership and, 50–51 and internationalization agenda, 67–68 transformational leadership and, 49–50 COVID-19 realities, 81 flexibility and innovation, 81–82 international student support, 82–85 COVID-19 Training for Healthcare Workers, 259 Cranwell International Center, 164 Crisis management, 34 Critical discourse analysis (CDA), 94 Cross-checking process, 22 Cultural wealth model, 187 Culture, 27 Curricular innovation, 180 Curriculum, 5, 173 Data, 21–23 reduction, 154 representation, 154 Digital education in global health education prior to pandemic, 252 in pandemic, 253–255 Digital gap, 116 Digital health, 250 Digital resources and technologies, 116 Digital transformation (DX), 273 Digitalization, 179 Disruptions, 9, 42–43, 51, 116, 180 Disruptive change, 176 Distance education, 116, 121, 245, 269, 275 Diversity, equity, and inclusion (DEI), 167 Dualities in education ethical principles of research, 153 FGI questions, 152 findings, 154–157 methods and research question, 151–152 results, 157–160 theoretical frameworks, 148–151 Ebscohost e-journal databases, 46 Ecological model, 187 Economic wellbeing, 102–103 Education, 103, 130 Education abroad, 75, 201 Education New Zealand (ENZ), 96 Educational exchange, 230–231 Educational systems, 32, 268–269 Electronic leadership and COVID-19, 50–51 Elsevier BV’s Scopus, 46 Engineering, 66, 166 English as an additional language (EAL), 117 English Medium Instruction (EMI), 117 English without Borders (EwB), 115 Enrollment, 169 data, 255 management, 164 Entrepreneurship, 178 Equity, 214 Erasmus scheme, 4 Erasmus+ exchange program, 152–153 Erasmus+ KA2 Strategic Partnership project, 152 Ethic of care, 109 Faculty, 189 Financial investments, 168–169 First-year experience (FYE), 167–168 Flipped classrooms, 253 Focus Group Interviews (FGI), 152 questions, 152 Foreign language, 114, 116, 120, 158, 215, 217, 219, 239 Fragility of international cooperation partnerships, 116 Future Global Leadership (FGL), 234 General Agreement of Trade in Services (GATS), 44, 96 Gestell, 130–131 Global, 5 Global 30 (G30), 230 Global Citizenship Education (GCED), 212 Global collaborations, 254 Global education, 85 Global health, 251 Global health education acceleration of digital education tools into global health classroom, 257–260 digital education in global health education prior to pandemic, 252 digital education in pandemic, 253–255 faculty’s role in knowledge translation and supporting access to, 261–262 findings, 256–257 growth of internationalization in health education curricula prior to pandemic, 250–252 methods, 255–256 pandemic health education needs, 252–253 sharing of health education content by transnational networks, 260–261 Globalization, 2 Go Global Japan (GGJ), 230 GobblerFest, 171 Google scholar, 46 Health and wellbeing, 103 Health education, 11, 263 Health knowledge, 263 Healthcare access, 251 “Hierarchy or control” culture, 28, 30–31 High-income countries (HICs), 250 Higher education (HE), 114, 130, 148 (see also Transnational higher education (TNHE)) programs, 4 Higher education institutions (HEIs), 3–5, 20, 74, 114, 148, 268 Higher education internationalization, 2–3 imprints across time and level, 11–13 setting scene, 3–5 thematic areas, provocative questions, 6–11 Hokie Spirit, 165 Home ownership, 135 Hospitality, 140–141 Idealized influence, 49 In-depth interviews, 255 Inclusion, 103 Individual competence, 32 Individualized consideration, 49 Inductive analysis, 256 Infection Prevention and Control (IPC), 258 Information and communication technologies (ICTs), 118, 230, 269 Innovation, 30, 275 Inspirational motivation, 49 Institute for Innovative Global Education (IIGE), 232 Institute of Ecology and Biology (IEB), 64 Institute of International Education (IIE), 74 Institutional policies in public universities facing scenario of sanitary confinement in face of COVID-19 pandemic, 276–281 Institutional theory, 47–49 Institutionalization of partnership during COVID pandemic, 65–66 Intellectual stimulation, 49 Inter-University Exchange Project (IUEP), 230 Intercultural Collaborative Learning (ICL), 233 Intercultural leadership, 31–32 Intercultural learning, 214 International Association of Universities, 4 International collaboration, 11, 13, 66, 221, 223, 251, 272 International education, 7 in New Zealand, 95–96 at universities, 230 International educational exchange efforts during pandemic, 232, 239–240 background and factors enabling KGU’s initiatives, 240–243 background and factors facilitating BGP, 234–238 KGU and efforts for internationalization, 238–239 overview of TU and efforts for internationalization, 232–234 International higher education, 4 International learning, 152, 154–157, 214, 245 International remote learning in neoliberal capitalist context, 136–137 International remote liberation, 140–141 International remote resistance, 139–140 International Student Division (ISD), 236 International student mobility in higher education, 149 International student wellbeing in New Zealand, 94–95 International students, 74, 186 career preparation and internships, 189–191 implications, 197–201 literature review, 188–189 methods, 192–193 purpose and positionality, 191–192 results, 194–197 theoretical framework, 187–188 International Students Plan, 230 Internationality, 269 Internationalization, 2, 115–116, 131, 176, 251, 268 challenges and new scenarios, 279–281 in educational offer of higher education, 270–276 in health sciences education, 251 institutional policies in public universities facing scenario of sanitary confinement in face of COVID-19 pandemic, 276–281 methodology, 270–281 Internationalization abroad (IA), 149 Internationalization at a distance (IaD), 148, 150 Internationalization at home (IaH), 118, 148, 230, 233 Internationalization of higher education (IHE), 114, 148–150, 230, 269 literature review, 117–120 methods, 120–122 results, 122–124 Internet, 116, 134 Internships, 189–191 Japan government policy for international education in Japan before pandemic, 230–231 international educational exchange efforts during pandemic, 232–243 prospects and challenges, 244–246 responses of Japanese universities to pandemic, 231–232 similar factors in cases, 243 Japan Student Services Organization (JASSO), 211, 233 Japanese organization, 236 Japanese universities, 234–235 Kwansei Gakuin University (KGU), 230 and efforts for internationalization, 238–239 Language, 94 Languages without Borders (LwB), 115 Latin American educational systems, 268 Latin American region, 272 “Lead for Good” program, 171 Leadership and policy, 6 Learning Management System (LMS), 257 Learning technologies, 9–11 Liberal Welcome, 141–142 Linguistic gap, 116 Low-and middle-income countries (LMICs), 250 Loyola Marymount University (LMU), 215 Macro internationalization, 12–13 Market or compete culture, 28, 31 Massachusetts Institute of Technology (MIT), 272 Massive Open Online Courses (MOOCs), 116, 119, 177 Masters in Public Health (MPH), 262 Matriculation, 169 Members of Parliament (MPs), 130 Meso internationalization, 12–13 Micro internationalization, 12–13, 179 Microsoft Teams, 21 Mindful Minimalism, 170 Ministry of Education (MOE), 97 Ministry of Education, Culture, Sports, Science and Technology (MEXT), 213, 230 Mintzberg’s theory, 24 Mobility and experiences, 7–9 Moodle, 148 Mutual-understanding, Intellectual Relations and Academic Exchange Initiative (MIRAI), 215 National Association of Colleges and Employers (NACE), 190 National Council for Science and Technology (CONACYT), 273 National Science Foundation International Research Experiences for Students grant (NSF IRES grant), 64 National Survey of Student Engagement (NSSE), 192 Navigational capital, 188 Neo-racism, 143 Neoliberalism, 99 New normal, 31, 245–246 New Zealand, 94 international student wellbeing in, 94–95 typology of wellbeing discourses in New Zealand international education sector, 101–102 wellbeing turn in New Zealand International Education, 95–98 New Zealand Education International (NZEI), 96 New Zealand International Education Marketing Network, 96 New Zealand Market Development Board (NZMDB), 96 Next Einstein Forum (NEF), 176 Objective circumstances, 154 Online assessments, 253 Online learning, 216, 253 Open coding, 22 Open Doors, 74, 76, 78–79 Open University and Distance Education System (SUAyED), 276 OpenWHO platform, 254 Optional Practical Training (OPT), 76, 190 Orbis digital platform, 179 Organization for Economic Cooperation and Development (OECD), 212 Organizational culture, 27 adhocracy or create culture, 29–30 clan or collaborate culture, 28–29 hierarchy or control culture, 30–31 market or compete culture, 31 Organizational support, 35 Pandemic, 2, 116, 186 academic integrity, 170 academic success, 169–170 challenges, 171–172 enrollment and matriculation, 169 health education needs, 252–253 pandemic-related internationalization challenges and outcomes, 169, 178–180 student engagement, 170–171 Paradigm shift, 4, 7, 116 Partnerships for health, 250 Peace education, 223 Peer mentoring, 168 Peri-pandemic effects, 11–12 Personal Protective Equipment (PPE), 254 Physical mobility, 7–10, 117, 122, 124–125, 154, 243, 245 Plan de Desarrollo Institucional 2019–2023, 275–276 Plan Nacional de Desarrollo 2019–2024, 274–275 Plan Sectorial de Educación 2019–2024, 274–275 Political Discourse Analysis approach, 270 Political solidarity and division, 137–139 Post-pandemic effects, 11–12 Post-pandemic social reality, 280 Postsecondary education, 20 Pre-pandemic effects, 11–12 Presidential leadership, 21 collaboration, 34–35 contextual awareness, 36 data, 21–23 implications for presidents, 34–37 institutional focus, 36–37 university presidential leadership approaches, 23–34 Provider, 43, 110 Provocative questions, 2 Public health, 251 Purposeful sampling technique, 21 Push and pull factors, 74 Qualitative research, 151 Quality, 3, 27, 275 Quality assurance, 45–46, 56, 97, 107–108 Quantum Leap Africa (QLA), 176 Racism, 130 Remote, 9 Remote anatomy models, 253 Remote learning, 130, 139, 172, 253 Remote WIL, 179–180 Saturation, 22 Science, Technology, Engineering and Mathematics (STEM), 114 Science without Borders program (SwB program), 114–115 Seasonal Agricultural Worker Program (SAWP), 132 Security, 135 Selective coding, 22 Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), 250 Shanghai Ranking’s Academic Ranking of World Universities, 4 Simulations, 253 Skills development, 176, 190 Skills for Employability (SFE program), 176–177 Sleep Dealer, 136 Slow scholarship, 139 Social capital, 188 Social media, 253 Social network services (SNS), 211 Soft power, 142 Sophia University (SU), 210 State University of New York (SUNY), 211 STEM, 176 background and institutional description, 176 intended outcomes, 177–178 pandemic-related internationalization challenges and outcomes, 178–180 program description, 178 recommendations, 181–182 Strategic lines, 273 Strategic partnerships, 62, 64–65 COVID pandemic and internationalization agenda, 67–68 first steps in partnership collaboration, 64 institutionalization of partnership during COVID pandemic, 65–66 origins, 63 reasons for success, 66–67 Student affairs, 85 Student comments, 188 Student engagement, 170–171 Student exchange, 158, 213 Student learning, 55, 210, 216 Student mobility, 33, 62, 74 COVID-19 realities, 81–85 flows before COVID-19 pandemic, 74–77 effect of historical world events on academic mobility flows, 76–77 lessons learned, 85–89 US international student mobility flows amid COVID-19, 77–80 Students, 31–34 Students learning, 150–151 Students’ learning, 151 Study abroad, 45, 65, 191, 244, 246 Sub-Antarctic Biocultural Conservation Program Field Station, 64 Sustainability, 10–11, 99 Teaching, 107 Teams, 148 Technological transformation, 11 Technologies of labor, 130 Technology, 9–10, 263 Teleconferences, 253 Telehealth, 253 Thailand, 210, 212, 215 Third mission, 176 Three-step approach to coding qualitative data, 22 Times Higher Education’s World University Rankings, 4 Tohoku University (TU), 230 Top Global University Project (TGUP), 230 Tourism New Zealand, 96 Trade New Zealand, 96 Transformation, 43, 269 Transformational leadership and COVID-19, 49–50 Transformative learning, 151 Transitions, 192–193 Transnational education, 4, 44–45 Transnational higher education (TNHE), 42 (see also Internationalization of higher education (IHE)) advantages, 45 context, 44–46 literature review, 46–51 proposals for promoting academic leadership roles in TNHE during and after COVID-19, 51–56 research methods, 46 Transnational higher education institutions (TNHEIs), 43–44 Transnational research, 62 U.S. Citizenship and Immigration Services (USCIS), 190 UN Sustainable Development Goals (SDGs), 4 Undergraduate education, 164 United Kingdom (UK), 4, 75 United Nations Children’s Fund (UNICEF), 255 United Nations Educational, Scientific, and Cultural Organization (UNESCO), 74, 212 United States (US), 4 Universidad Católica de Chile, 270–273, 277–278 Universidad Nacional Autónoma de México, 270, 273–276, 278 University Mobility in Asia and Pacific (UMAP), 232 University of Magallanes (UMAG), 62 University of North Texas (UNT), 62 UNT-UMAG collaboration, 62 University of Sarajevo (UoS), 215 University president, 21 University presidential leadership approaches, 23 complex role of university president, 23–27 organizational culture, 27–31 presidents and students, 31–34 University’s culture of taking on new challenges, 234–236 US international student mobility flows amid COVID-19, 77–80 USA, 124 Video conferencing, 253 Videoconferencing platforms, 130 Virginia Tech, 164–165 Virtual advising, 87–88 Virtual consultations, 253 Virtual exchange (VE), 119, 239 Virtual mobility, 231 Virtual programming, 85–87 Virtual reality, 253 Virtual travel components, 253 Virtualization, 269 in educational offer of higher education, 270–276 institutional policies in public universities facing scenario of sanitary confinement in face of challenges and new scenarios, 279–281 methodology, 270–281 Virtualization of higher education, 270–271 Visiting faculty, 253 VTBound, 164 academic advising, 166–167 financial investments, 168–169 FYE courses, 167–168 intended outcomes, 165 pandemic-related internationalization outcomes and challenges, 169–172 peer mentoring, 168 program structure, 166 recommendations, 173 Webinars, 253 Wellbeing absent discourse of wellbeing as inclusion, 104–106 conceptualizing, 98–100 narrowing operations of international student wellbeing, 102–103 real targets, 106–108 turn in New Zealand International Education, 95–98 typology of wellbeing discourses in New Zealand international education sector, 101–102 Work-integrated learning (WIL), 176 World Conference on Higher Education (WCHE), 275 World Education Services (WES), 186 World Trade Organization, 44 Zoom, 21, 148 Zoombombing, 134 Book Chapters Prelims Imprints of the Pandemic on Higher Education Internationalization Worldwide: Thematic Intersections Across Time and Level Part 1: Higher Education Leadership and Policy in Times of Crisis Chapter 1: “We Will Survive and Thrive”: A Comparative Study of Presidential Leadership During the Global Pandemic Chapter 2: The COVID-19 Crises and the Future of Academic Leadership in Transnational Higher Education: The Case of Ghana Chapter 3: Navigating and Nurturing a US-Chilean Strategic Partnership at the Southern Summit of the Americas Part 2: International Mobility and Student Experiences Modified by COVID-19 Chapter 4: Student Global Mobility During Disruption: The Resilience and Redefinition of US International Educational Exchange During the COVID-19 Pandemic Chapter 5: Wellbeing, International Students, and the Pandemic: A Critical Analysis of International Education Discourses of Wellbeing in New Zealand Chapter 6: Pandemic and Paradigm Shift in Internationalization: From Competition, Mobility and Exclusivity to Cooperation, Virtuality and Inclusion Chapter 7: Border Imperialism in International Remote Learning Contexts Chapter 8: Evolution or Revolution? Dualities in Internationalization Through Student Mobility Programs as an Imprint of the Pandemic in Higher Education Chapter 9: VTBound: Overcoming Barriers to Matriculation and Promoting Academic Success of International Students During the Pandemic Chapter 10: Internationalization Disrupted: Advancing STEM Training in Africa Beyond COVID-19 Chapter 11: Understanding International Student Experiences and Career Preparation Challenges Through COVID-19 Part 3: The Mobilization and Acceleration of Learning Technologies in Response to COVID-19 Chapter 12: Collaborative Online International Learning (COIL) During the Pandemic: The Momentum for Developing Global Competency Through Equitable, Partnership-based Intercultural Learning Chapter 13: International Education and ICT During and Post-COVID-19: Japan's Experiences and Perspectives Chapter 14: The Impact of the COVID-19 Pandemic on Global Health Education Chapter 15: Impact of the COVID-19 Pandemic on the Processes of Internationalization and Virtualization of Higher Education: Antecedents, Current Events, and Possible Scenarios in the Cases of Chile and Mexico Index

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