Are Universities Best Suited to Promote Mutual Understanding Amongst Peoples Globally?
Internationalization vs. Globalization
Although internationalization and globalization are related, they are not necessarily the same. However, these two terms are constantly confused by individuals as being equivalent. So what makes globalization and internationalization different? Global Policy Forum states that "globalization refers to the economic integration of many formerly national economies into one global economy, mainly by free trade and free capital mobility, but also by easy or uncontrolled migration." With this being said, internationalization can refer to "the increasing importance of international trade, international relations, treaties, alliances, and so on."
Having the difference between globalization and internationalization defined and understood then leads to the relation of how both of these terms are related to higher education. Globalization has evidently, "pushed the 21st century higher education toward international involvement using its basic principles of economic, political and societal forces." Global capital for example has been introduced in knowledge industries worldwide which include higher education and advanced training. Internationalization of higher education can be composed of aspects such as global competition for talents and recruitment of international students, For example, this is offering evidence that, "institutes globally are competing for students from countries worldwide to join and academically pursue their university or college. Also, the development of international branch campuses between universities are providing the growth of internationalizing institutions." This provides students and staff to partake in exchange and study abroad programs that internationalize curriculum and can be taught in such a branch school.
Profit, Motivation, and Resources within Internationalization of Higher Education
International education can be described as education meant for international understanding, and universities are shown to be the platforms that contribute to this specific learning. Internationalization of education now days involves providing education both for profit and non-profit goals, but by and large, has been for nonprofit character.
"The enhancement of research and increasing cultural understanding, as well as knowledge, are the motives of non-profit universities regarding international education." Certain institutions have recruited students who are charged exorbitant fees. With this, the demand for international education is rising from several emerging countries where supply is shown as limited, and this has helped the for-profit universities continue this model. "International programs were the "vehicles" used by U.S. universities for a long time before the concept of globalization and internationalization where student exchange programs were common." This has been shown to help students gain an international perspective and become aware of diverse cultures and cross-culture perspectives. Study abroad, foreign language study, and providing sponsorship to students to study globally are different and common methods for universities to promote international education.
Universities have been a force of attraction for students, especially from the time when these institutions were established in Europe. The process of internationalizing higher education has now enhanced with the development of IT and the knowledge of economy and globalization. "The mobility of students has also increased due to globalization and has lead to the internationalization of education where professionals use opportunities in their working countries to further their knowledge as well as their goals." University campuses have thus become a culturally diverse place due to the number of people from different countries seeking education at these institutions. With costs of education increasing, students have shown to prefer to reside outside of their respective campuses. Individuals of different origins and culture thus live and study under a single roof or in a single apartment complex. Within the university, students complete research and participate in mundane activities sharing the resources available, and are given the opportunity to share common aspects of a country such as the cuisine. "Attending universities globally gives students the chance to interact and view culture more closely during several festivals, values, and beliefs celebrated and promoted at institutions." Culture programs with different orientations are also being increased and conducted at these universities, which overall promote internationalization of higher education.
Institutions are also platforms from which students begin their future of their occupation, and thus adopt the ways of country they study in for their future. Life at an university gives students the opportunity to understand the culture of the adopted country and its homeland people better, for these individuals can come together and overcome the culture barriers presented with studying at colleges.
International university education can influence fighting the prejudices that exist among the different cultures which interact. This type of learning can help increase the dialogue among the people of different countries worldwide. The appreciation of diversity is one of the important achievements of international education besides the global view one should adapt. The International University education can help in making people aware of the global interdependence between people and between nations. The international education can increase citizen diplomacy and respect for others which goes a long way in creating mutual understanding. It is a general opinion that students have an opportunity to create relations which are lifelong and also to discover themselves and the world around them. The understanding of the culture, language, history, issues, and the countries is important in promotion of mutual understanding among the global people.
Internationalization of Higher Education- The United States
International relations between institutions globally has become more dominant within the past decade in the United States. U.S. colleges and universities, and even private companies have begun to undertake hundreds of initiatives and partnerships to deliver cross-boarder education courses and programs. "The United States is known for being the most active and innovative nation regarding worldwide program and provider mobility, especially when concerning internationalization of education." Education today presented at universities must prepare students to live and eventually work in a world that is characterized as growing multiculturalism as well as having diminishing borders. Higher education institutions are introducing strategies that are making international education more prevalent to students than ever before. "These strategies include infusing curricula with global and international themes, emphasizing study abroad, creating new international partnerships, and seeking to attract international students to their campuses."
It is very important to look at the attitudes presented by college students concerning the topic of international education within their respective institutions they attend. Also, college leveled students need to begin to understand their values and beliefs of internationalization faced on their own campuses. "The majority of students enrolled in highly active universities generally show positive attitudes toward the presence of international learning." Students tend to share opportunities and experiences from which international students have broaden their horizons as fellow students and as their peers. Students have been shown to support requiring all students of their university to take courses with an international or global focus and to study foreign languages. Having students support internationalization of higher education on their own campuses provides assurance that international education can still be improved and flourished across institutions world wide.
With the rise in internationalization of higher education steadily increasing in the United States, there has been a record breaking amount of international students coming to American institutions to study. "Students from overseas make up approximately 4 percent of all university students in the United States, which now hosts most of the world's 4.5 million international students than any other country." Many international students from China attend institutions in America for a change of environment as well as a more holistic approach to the admissions process, for China's curriculum is very heavily based on standardized tests.
This video shows interviews with international students from China studying in the United States, as well as shows their experiences with studying abroad in the U.S.
Lastly, a way in which internationalization of education presented in universities can be improved within the years to come, is the role faculty play in developing an understanding of international education to their students. "Students who attend active institutions in the United States believe that all faculty on their campus should be involved with helping students become more aware of international and global issues." With this being said, many students who attend higher education institutions have "reported the unlikelihood or to hear faculty and advisers talk about topics regarding international activities and programs." Only moderately have students that were surveyed seen their faculty "engage in the promotion of international learning such as participate in international activities, introduced international reading material into courses, as well as discuss international experiences in the classroom." "A focus group of college level students shared however that they appreciate when faculty of their universities to incorporate international or global perspectives into their courses in which broadens students with cultural insights in the classroom."
Internationalization of Higher Education- China
China's higher education system in recent years has appeared to have a rapid growth of incoming international students attending their institutions. However, differing from The United States who has international students come from many countries worldwide, China has not had radical changes in their students composition by country of origin. In other words, international students who attend Chinese higher education facilities tend to come from East Asia countries such as Japan and South Korea. In fact, 70% of all international students in China are from Asian countries. So why does China not have as broad of an incoming international student population compared to other countries?
Curriculum is a major reason as to why China does not have a large income of international students from diverse countries compared to other countries worldwide. For example, "in Fudan University, more than 90% of international students followed courses in the Selection of Chinese-Language Training or the Selection of Chinese Language and Culture." These structures of classes are separated from other departments or institutes and catering only to international students. This makes international students not experience the whole process of international education and studying abroad, for they are separated from students that are from China, and do not get to engage and learn with their international peers. Certain institutions in China are finding ways to change this and are "beginning to move classes or educational structures specifically designated and separated from local students to departments or institutes where they can collaborate and take courses in the same classrooms as Chinese students."
However, it should be stated that "not all China's higher education institutes are qualified to recruit international students, even within institutions that are allowed to recruit international students worldwide." A major reason effected by this is that not all curriculum in Chinese institutions are open for foreign students to partake in. In other words, programs specifically designated for international students and programs that these students can attend are limited to accredited institutions.
Language as a culture barrier, affiliated with curriculum, is a reason as to why a majority of institutions located in China do not provide equal opportunities to international students. Normally, the "curricula provided for international students majoring in Chinese language, Chinese medicine and humanities are delivered in Chinese language." Chinese institutions are beginning to help international students better succeed in their country. "More prestigious universities located in China have begun to increase their non-degree programs in language and culture that are taught and delivered in English for a short-term international students."
Teaching both the language and culture of China to international students, helps them truly experience studying in a foreign country. If more institutes in China provide programs for international students to adjust to the higher education in China, this will benefit both the foreign students and the Chinese institutions. Internationalization of higher education in China will increase interest of international students studying in China if the education taught to them is understood and and overall will make the students more comfortable and eager to learn about aspects of China.
When Chinese students want to study in foreign countries, there are 3 typical types of study abroad methods for these Chinese students.The most common study abroad is studying as an undergraduate
at an institution. For this study abroad method, it takes over a year of
preparing and has a high expense need. For instance, "many Chinese
international students need to take the TOEFL test, the SAT, and submit their
high school transcripts as well as multiple personal statements." Through
this progress, students have to find intermediary agents for studying TOEFL and
SAT. "The agents take about $10,000 for taking care of these students'
application and visa only." It is the most common way to study abroad in the
U.S. for most Chinese students. Next, students also choose to study abroad from
when they graduate middle school. Before they apply for the school, these
students still need to take the TOEFL and SAT test. Personal statements and
interviews may be required too. Another study abroad method is called a “3+1” which means students study in China
for three years and then go to the collaborated American university to study
for a single year. There are also “3+2” and “2+2” like study abroad programs
available for Chinese students who wish to study in America, as well as other
countries. For instance, "Renmin University of China has collaborations
and partnerships located at universities in the United Kingdom, the United
States, Australia, New Zealand as well as many other countries.
Internationalization of Higher Education-Bulgaria
Bulgarian institutions of higher education participate in a process of Europeanization, a continental subdivision of internationalization. Development in higher education receives the means for its progress from international organizations, or educational foundations which focus their work in South-Eastern Europe. The EU abides by principles that reinforce the need for progress in the field of education. "A recommended 3% of the GDP of each member state should be invested for the development of higher education. However, in Bulgaria the investment is much lower amounting only to about 0.2%." Moreover, the value of a college degree in the country has evolved to that of a product in a market economy for skills. This trend for considering higher education is just another step on a career path, rather than as an experience which enlightens the student and allows teachers to shape a more informed community with a strong sense of citizenship, threatens the ethos of university education in Bulgaria. To that end, internationalization can reinforce the grounding principles of education as a means for nurturing a healthy society, rather than creating a limited number of extremely successful individuals.
"The highest ranking universities in the Bulgaria are St. Kliment Ohridski, the University of National and World Economy, and the American University in Blagoevgrad. The Sofia University, St. Kliment Ohridski, and the New Bulgarian University participate in the Erasmus+ and Fulbright programs."
Bulgarian universities are accessible to all third-country nationals who have received a certificate for secondary education entitling them to the right to continue their further studies. Any student coming from an EU member state is eligible to receive higher education in the country. "From 2006 to 2012 the number of international students in Bulgaria ranged between 350 and 1000. Turkish students have the most notable representation, around 250 students yearly, followed by nationals of Serbia and Macedonia." Bulgaria has contracts with 45 foreign academic institutions for conducting exchange programs. "Most of these institutions are located in Russia. However, there is a number of partnerships with Vietnamese, Turkish and Indian universities, as well as Ohio State University which also participates in foreign exchange with Bulgarian universities." The presence of foreign nationals in student communities facilitates processes of internationalization and cross-cultural cooperation.
Processes of globalization and the increase of mobility face the Bulgarian system for higher education with the threat of losing a majority of prospective students to foreign academic institutions. The growing preference among young people to receive education abroad is not monitored and organized by the state. While foreign exchange and international student communication foster development in Bulgarian society, the growing number of students pursuing education abroad reveals the lack of appeal that Bulgarian institutions have for young scholars. In general, internationalization lags among Bulgarian institutions of higher education while trends of globalization provide ambitious scholars with more viable alternatives for receiving a valuable, well-recognized education. Nevertheless, emerging support from EU and private educational foundations reinforce progressive educational methodologies and create exciting prospects for Bulgarian and foreign students who pursue their education in the country. The AUBG website offers a representative sharing his belief on internationalization in the university stating, "strong commitment to diversity, inclusion, and regret in an international academic community and Erasmus mobility is an integral component in achieving our mission." With this being said, a future aim within the American University in Bulgaria is to increase both incoming and outgoing mobility for faculty, staff, and students. "The American University in Bulgaria demonstrates and admits students as well as selects their employees regardless of race, ethnic origin, gender, sexual orientation, religion, age, or physical disability." The AUBG bases judgement about future prospects of the institution solely on upon their qualifications and abilities, respects and protects individual rights of privacy, association, belief and expression.
Two programs have been found to be encouraging in the internationalization of higher education in Bulgaria. Fulbright contributes to internationalizing higher education within institutions located in Bulgaria. Fulbright in Bulgaria has achieved developing multiple programs in aiming to internationalize education including, "core student and scholar program, senior specialist program, ETA program, Fulbright-Hays Summer seminars, New Century Scholars, Fulbright-CEE Trust research award", as well as the inclusion of other programs. Supplemental activities provided from Fulbright due to internationalization includes "advising and outreach, language training, paper-based and computer based testing, biennial conferences, seminars, workshops, and binational and regional projects such as FISI." These programs that Fulbright conducts supports students of merit to globalize their experience in education, which then introduces students along the path of internationalizing their education. FISI is an academic and cultural program introduced by the Bulgarian-American Fulbright in 2002. "FISI offers a one/two-week intensive unique courses in many subject areas that include politics and international relations, business and economics, law, communication, education, science, social studies, art, culture and Bulgarian studies." This curriculum is taught to students who qualify in English by distinguished Bulgarian, European and American professors, most of whom are Fulbright grantees or alumni.This program guides U.S. Fulbrighters to adjust to the Bulgarian educational and cultural environment, as well as establishes intercultural and interpersonal communication, by exposing students to diverse education models and philosophies. Also, "FISI offers interdisciplinary courses that are not taught to students in most universities especially in Bulgaria and with this, brings students from Bulgaria and the Balkan region to create positive contact."
This video is a presentation of the program Erasmus+ and how it provides to international education
"With 37 participant countries, the Erasmus+ program is one of Europe’s premium networks for international education. The program has fostered international exchange among member states of the EU since 1980." "Over 4,000 students are involved with the program at any given time and 927 academic institutions of higher learning offer spots for undergraduate, graduate and doctoral students to spend a period of time up to 12 months as regular attendees, earning transferable credit for the work they conduct." Since 2014, university faculty also has the opportunity to conduct teaching at foreign universities. The Erasmus program represents the highest ideals of the European Union for mobility and cooperation among a group of global citizens.
A majority of Bulgarian universities participate as member institutions in the Erasmus+ program. Such a membership grants Bulgarian applicants to the program with the opportunity to qualify for scholarships that cover a diverse range of expenses through the cycle of study. Candidates from the country can participate in multiple study cycles and trainee-ships. Linguistic preparation for the program is conducted at the sending institution. "Simultaneously to fostering exchange of students and faculty, the Erasmus program also emphasizes on a cross-national collaboration for the development of the higher education methodologies." A collaboration such as this requires the participation of educational institutions or foundations from at least three different member states. In a highly collaborative environment, Erasmus provides funding for the development of projects that facilitate the testing and implementation of progressive educational tools. The highlight of this program can consist of, "the initiatives that facilitate the use of technology as a means of education, and provide scholars from member states with the opportunity to engage with, and receive a certified training for using innovative educational tools."
The Erasmus+ program impacts the Bulgarian society even beyond the walls of academic institutions. "The third major aim of the program is to facilitate the internationalization of the political framework of education through EU member states." For Bulgaria, such an initiative can reap highest benefits in the sector of public education. The general education system in the country has undergone insufficient structural reform in the post-Communist period. The most impeding issues are related to the staunch curriculum which fails consistently to meet the demands of a learning community surrounded by a world in which knowledge expands rapidly. Dated teaching techniques prevent faculty from facilitating an atmosphere conducive to the learning habits of a generation plagued by decreasing attention spans and an information overload. To reform a dysfunctional system presented with this background knowledge, one requires taking an example from European countries with a stronger record of fostering general education. "The Erasmus+ program provides the framework for Bulgarian policy makers to observe the work of peer institutions through the EU and adapt good methodologies to the needs of a learning community in great demand for better education. The increased role of computer technologies in the learning process at professional schools in the fields of design, engineering, and architecture marks the first sign of progressive reform in Bulgarian education."
The Erasmus+ program is a great asset to internationalizing education in Bulgaria. Along with other initiatives led by the country and private and local international organizations, it creates a host of opportunities for scholars to engage in dialogue across nations and shape the future of the European Union.
Study Abroad Program ISEP: Impacting Internationalization of Higher Education
Study abroad is a main component and seen as most liked by students, regarding the increase of internationalization of higher education worldwide. A study abroad program called ISEP has stood out as being one of the top international education programs globally. "This non-profit educational community consists of 328 colleges and universities worldwide, located in 54 countries, and is dedicated to helping students overcome the financial and academic barriers that appear when making the decision to study abroad." ISEP is well-known for directly enrolling students into classes at their member institutions because, "as an organization as a whole, they value the personal transformation that comes from living and learning alongside locals." Many study abroad programs tend to lack engaging students within the culture of the country they are furthering their education. However, ISEP focuses and promises that students build connections and gain an understanding of what it is truly like to live, as well as learn, in another culture. Furthermore, by having ISEP utilizing existing academic resources in connection to their member universities, "the organization is able to achieve their aim to provide students the access to affordable, high-quality programs, that in return, help develop culturally sensitive skill sets needed for today's global workforce."
ISEP has two popular programs, ISEP Exchange and ISEP Direct, within their international exchange network that promote the studying abroad in multiple countries.
ISEP Exchange programs focus and allow students from the United States, and 51 other countries to exchange places at respective member universities for a semester and up to a year. Within the ISEP Exchange program, there are two different branch programs available. One branch program is the U.S.-International ISEP Exchanges. In this program, exchanges students are who are members of the United States and other countries, excluding India. The second branch program within the ISEP Exchange program is the International-to-International ISEP-Exchanges. Following this program requires students as members outside of the United States, residing in other countries. To qualify, "only students from U.S. ISEP-Exchange members or International ISEP-Exchange members can participate in ISEP-Exchange programs as a whole." "Exchanges within the ISEP-Exchange program are based on the overall balance of students exchanging places, rather than a monetary exchange." With this being said, a university abroad is faced with only accepting as many students as it sends out to the member university, making certain sites of institutions have a limited amount of accepting applications. With the concern of payment, "students pay a fee to their home college or university regarding tuition, fees, housing, and a meal plan, and then an application or placement fee is paid to ISEP." This program is interesting for it values two individuals, from two different countries, exchanging their lives and education to experience each others way in their respective home institutions. This program creates relations between not only individuals of foreign countries, but also building a stronger relation between countries, internationalizing the students' education and perspective of a foreign country.
ISEP Direct differs from ISEP Exchange due to having ISEP-Direct programs being open to students from all ISEP member institutions throughout the United States, as well as worldwide. With having the ISEP-Direct, members may enroll directly in a host institution, rather than exchanging places with another student, on a fee paying basis. The members of this program have the opportunity to "access over 60 programs in 30 countries worldwide, with an excellent chance of placement," compared to the exchange program where institutions are limited on accepting students. For qualified applicants, placement into partner universities are at a greater chance due to having most programs not limiting the number of participants to be selected. "It is shown that within the past three years, 99.7% of qualified applicants in the ISEP-Direct program were confirmed and admitted by staff and the host institution. Furthermore, when being accepted into the partner university, members of this program receive direct enrollment into the host institution's courses. Like the ISEP Exchange program, members are allowed to take classes alongside local students in the host language. However, "many institutions provide a variety of regular university classes that are available in English and non-English speaking sites." Going off on language, the ISEP Direct program is known for providing specialized language as well as cultural immersion programs. Throughout the years, "ISEP Direct partner universities have developed the inclusion of both language and culture engagement," which is impacting the internationalization of education even further within this program itself. These courses provide English-language curricula in non-English speaking sites. This method adjusts students fairly into studying abroad in a new country, and strengthens their appreciation for their host country. Not only are educational programs internationalizing members of the ISEP Direct program, but also programs pertaining to the focus on leadership, community engagement, and service learning are impacting these students while studying in a foreign country. This emphasizes that both education, and extracurricular activities within this program can shape an internationalize these members. Lastly, an important aspect while traveling abroad is affordability. Within ISEP Direct, "fees payed cover tuition, health insurance, and more often than not meal plans and housing." Instead of paying the home institution of the member, such as the ISEP Exchange program, ISEP Direct is payed directly to through the program. With choosing ISEP Direct, members utilize the strength of the ISEP network, for, "tutition costs are often discounted for them, and administrative fees are held to a minimum."
Overall, the ISEP Exchange and Direct contribute to the internationalization of higher education. Although they take different approaches, they emphasize the common goal of emerging students into foreign countries, reflecting and challenging their education and culture beliefs.
Neo-Colonialism and the MOOC impact on the Internationalization of Higher Education
Despite study abroad programs, there are online courses that not only promote, but also affect the mutual understanding internationally. With having online courses, students do not have to pack and take a considerable long time traveling to a foreign country, as they can stay at home in front of their computers, and use the internet for online courses in the comfort of their own home.
"Since 2012, the Massive Open Online Courses (MOOC) quickly swept the world. China, as an emerging developing country, which puts most concentration on education, almost unthinkingly follows the tide of this new style as an education model." However, after considering MOOC in a calm way, individuals should allow themselves to slow down and think from perspectives of avoiding detours and entering errors.
After the internet became more important in society and in individuals lives, many scholars and researchers had doubts regarding English, as the majority language of internet information, coerced Western values and ideologies. "This phenomenon exposed from the West to the East, from the North to the South, engulfs the whole world so that Neo-Colonialism is produced through the internet." However, the U.S., the world's largest, "information sovereign state," benefits from the Neo-Colonialism. Education is not only the main expression of culture, but also the important element of culture."This means that value systems of an influential first-world country can have tangible effects on the localized contexts of people worldwide." MOOC as the representative of the rapid spread of online education in the world, directly or indirectly change the concept of education and the academic philosophy in Western countries, which is seen as a possibly of Neo-Colonialism. This is the problem, which is worth considering.
"If people in other countries don't understand and recognize the actual essence of MOOC, but accept it and use it as a"panacea," MOOC will change the habits of their own thinking and teaching methods unconsciously." This is not a judgement toward MOOC, but is questioning that whether MOOC can apply to different countries and regions, different culture backgrounds and different stages of development. The content of the online courses depends on the professors, and MOOC is like a vehicle which carries supposition.
The internet not only changed the traditional industries, but also affected the traditional occupations. "In the traditional teaching model, the teacher is very lonely somehow. Although there will be communication and training between teachers, teachers are more likely to quietly prepare the lessons, teach students, and correct homework. Nevertheless, the MOOC makes teachers to become the internet product manager or project manager. "In order to teach MOOC courses in a better way, teachers should not only have the expertise and ability for lecture, but also have a certain level of information pertaining to technology and organizational skills."
In general, teachers will be faced and overcome unexpected changes throughout their occupation. First, teachers are faced with high and brutal competition. "MOOC breaks down geographical boundaries, and blurs the boundaries between public schools and private educational organizations." Students may choose to take online courses from well-known teachers of the MOOC, so at that time, what should the traditional school's teachers do? Second, many teachers' knowledge of technology is relatively limited. "MOOC courses are integrated, using a variety of new equipment, new technologies, and new applications." But different teachers' levels of information technology are uneven as well as imbalanced. Third, teaching methods, ways and habits from different countries are completely different. Many teachers can face hundreds of students and give a great lecture, but when they sit in the cold room and face the camera, they do not know what to teach. In addition, MOOC courses require a lot of preparing. For instance, Duke University offered a "Bio-electrical: Quantitative Methods" course. "This course took approximately 420 hours for preparing, recording, and editing. Teaching assistants, instructional supporters, and staff who worked for the program evaluation inputted about 200 hours for the one individual course". Teachers who are without help are faced with the difficulty to make a high quality, popular MOOC courses.
There's no doubt the MOOC promotes the mutual understanding internationally, but we cannot ignore the negative effects which have been brought through those kinds of new education models. MOOC should balance the differences between global and local. However, online education is not the upgrade of adult education, but is the reorganization of the generalized "knowledge industry" business model. There is not only a long historical process of change, but also is a gradual process. 'This multidimensional integrated change will create new teaching models and educational organization model, to achieve the educational "revolutionary change.""
Sources:
Internationalization vs.
Globalization
Internationalization of Higher
Education- The United States
Internationalization of Higher
Education- China
Internationalization of Higher
Education-Bulgaria
https://www.youtube.com/watch?v=KrgFPqQ7AyA (video)
Profit, Motivation, and Resources
within Internationalization of Higher Education
Neo-Colonialism & MOOC
Internationalization of Higher Education
ISEP- Study Abroad
yes i am agree with Universities Best Suited to Promote Mutual Understanding Amongst Peoples Globally. thanks for given this useful article.
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