英国高校国际学生学费的变化及其对高等教育的影响

在全球化时代，高等院校学生的全球流动给国际学生输入国的政治、经济以及高等教育带来了重要影响。英国作为国际学生的主要接收国之一，其优质的高等教育吸引着来自世界各地的学生。在新自由主义意识形态、国际教育服务贸易理念与高等教育财政拨款投入制度的影响下，英国逐步向国际学生收取高额学费。英国高校国际学生学费的变化呈现出新的特点，影响着国际学生的来源结构、生源数量与质量，可能导致高校课程调整与师资流失。国际学生学费的变化引发了英国社会对高等教育市场化取向与国际学生公平教育权益的讨论，并实施了将国际学生学费与院校国际教育质量挂钩、以奖助学金形式平衡国际学生学费压力等具体改革举措。     

中国高等教育国际化:一个类型框架与评价

高等教育国际化是发展中国家建设高水平大学的必然路径,而中国高等教育国际化须以现状的分析与掌握为前提.基于此,本文以高等教育管理和国际商务理论为基础,构建了一个中国高等教育国际化的类型框架,然后利用该框架对中国高等教育国际化现状进行了较为全面的评价.研究结论为:中国高等教育国际化类型划分须结合方式和方向两个维度;中国高等教育内向国际化质量有待提高,外向国际化有待大力发展;学生流动是中国高等教育外向国际化的主要形式;中国高等教育的内向与外向国际化互相影响,促使中国高等教育国际化水平不断提升.     

Education in Foreign Languages at Vilnius Technical University

The paper deals with studies of engineering programmes in foreign languages at Vilnius Technical University (VTU), Lithuania. In order to organize studies in foreign languages, an International Studies Centre was established in 1992. The following aims were pursued: integrating into the systems of university education of European countries and promoting international exchange of students and staff. BSc studies (architecture, civil engineering, mechanical engineering and electronic engineering programmes) are organized in English, French and German. Over 150 undergraduate students from Lithuania and foreign countries are studying at the centre. About 150 students are enrolled for the next academic year.     

Financing student flows: The effects of recent policy trends

Rapid growth during the 1970s in the number of foreign students, led several countries to introduce quotas or differential fees to regulate or restrict foreign student enrolments. An analysis of the effects of full-cost fees, introduced in Britain in 1980, shows that this caused a reduction in the number of students, particularly from developing countries, but since 1983 a policy of targeted scholarships has helped to redress the balance. Many countries are now reassessing the costs and benefits of foreign students and developing new policies, to ensure that both sending and receiving countries benefit from increased student mobility.     

江苏高校发展来华留学生教育战略研究

江苏外国留学生事业正面临着全国范围内和全球范围内的激烈竞争和角逐,江苏高校要立足现有的基础,把握机遇应对新一轮挑战,在对策上尤其必须注重五个方面的建设,即:加强专业课程体系建设,提升留学生教育教学水平;加强师资队伍建设,培育国际水准的留学生师资;加强国际化校园建设,构建学校"大外事"格局;加强留学生管理队伍建设,完善留学生管理运行机制;增设奖学金和助学金项目,增强优秀留学生就学吸引力。     

我国内、外向直接投资的发展及其对国际贸易的影响

本文简略描述了我国内外向直接投资从改革开放到近年来的变化情况,以及根据邓宁外国直接投资周期论反映出来的我国直接投资的发展趋势,同时在考虑外国对我国直接投资和我国对外国直接投资各种动机的基础上,研究内外向直接投资对我国国际贸易发展的影响.     

The emergence of doctoral programmes in the Colombian higher education system: Trends and challenges

The international literature contains few formal analyses of the state of Colombian higher education and its most critical issues. This article systematically and comparatively analyzes the emergence of Colombian doctoral programmes within a national and international context. It shows that, while Colombia has experienced a significant growth in the number of Ph.D. graduates per million people over the last decade, it continues to lag behind other Latin American countries. Further, it is critical for Colombia to increase funding for doctoral training, both by increasing the number of scholarships for graduate studies and by improving the mobility of researchers and strengthening the infrastructure of doctoral programmes. Increasing its numbers of Ph.D. holders is vital if Colombia is to succeed in entering the knowledge-based economy.     

Distance Education in Bahrain: Situation and needs

In Bahrain, 36 international universities from 10 different countries provide distance education services through 21 local agencies to more than 800 students. Results from a survey suggest that the majority of the distance education students are working, married, of middle income class, and studying for a Bachelor's degree. The students find the distance education option attractive because: (1) there are a limited number of places in the conventional Bahrainian universities and on particular courses, and limited scholarships and financial support available for conventional students; (2) the distance system is more open and flexible in respect of their regulatory requirements; and (3) the students find it caters better for those with poor secondary school scores, low income, family and job responsibilities.     

On analysis of electrical engineering programme in GCC countries

Electrical engineering (EE) curricula in the Gulf Cooperation Council (GCC) region have gone through an evolutionary process, and are now approaching a maturity level. In order to address academic and local industrial needs in a unified way, a need has been felt to investigate EE curricula in a way that highlights theoretical understanding, design experience and skills development. This paper focuses on a comparative study of electrical EE programmes offered in various GCC region universities. The general and some focused programmes are analysed with respect to their breadth and depth. Using cluster analysis, we identify five major distinct EE programme clusters, each grouping a set of universities. This outlines where EE programmes in the GCC region are headed.     

Ethical dilemmas in individual and collective rights‐based approaches to tertiary education scholarships: the cases of Canada and Cuba

One of the ongoing debates in Canadian higher education is the dilemma of the brain drain and the seemingly conflicting goals between the strategies and intentions of various government departments. While Citizenship and Immigration Canada aims to recruit the brightest students from across the globe to study in Canada and to enable their long‐term stay as permanent residents and ultimately as citizens, the Canadian International Development Agency is mandated to strengthen human capacity in developing countries. This paper provides a critical analysis of the brain drain problem by juxtaposing Canadian policies with Cuban policies as manifested in the two countries’ divergent approaches to international students and tertiary education scholarships for students from poorer countries. Following an overview of the existing scholarship programmes in both countries, ethical and philosophical considerations are examined that appear to underlie the two countries’ individual‐rights‐based and collective‐rights‐based justifications for making decisions about the terms on which students from other countries are permitted to study in Canada and Cuba.     

LIFELONG EDUCATION AND THE UNIVERSITIES OF THE UNITED KINGDOM

The higher education system of the United Kingdom, of which the universities are only part, is changing rapidly. Although broad social conditions explain why universities should be centres of lifelong learning and specific institutional needs are in fact pushing them in this direction, changing demography is only one explanation among many. The kinds of programmes and related policies concerning students, teaching and curricula which are seen as relevant to continuing or lifelong education are widening and diversifying as the political and funding environment of higher education also changes. Research on continuing education and that generated by it are also being perceived differently. The new decade of the 1990's seems likely to witness significant changes in what is identified as continuing education as present trends in favour of integration or mainstreaming accelerate and new arrangements are made for more accessible and flexible forms of study both for degrees and for short courses. This process will be a part of a wider and more fundamental change as higher education moves somewhat towards a mass from an élite model and as the concept of a university and of a university education changes in step behind these changes in practice. The possibility exists that more fundamental changes in the initial undergraduate curriculum will also make universities more effective centres in terms of preparing their young students for lifelong learning.     

新建本科院校导入大学形象识别系统的研究

大学形象识别系统从企业形象识别系统转化而来,在高等教育竞争日益激烈的环境下得到了越来越多高校的重视。新建本科院校在形象建设中导入大学形象识别系统,能够促进院校实现特色发展,在竞争中突围制胜;能够将特色理念贯彻到制度和行为中,切实提高院校的实力;能够有效传播、打造院校的知名度。新建本科院校在导入大学形象识别系统时要注意避免模仿其他高校而产生形象上的雷同;注意避免急于求成的心态;注意调动全校师生职工的积极性,全员参与。     

Development of professional culture for academic staff and students by European projects

The Department of Electrical and Electronic Engineering of University of Miskolc has been involved in six European Union Tempus projects since 1991, with the objectives of upgrading academics, modernizing laboratories and introducing new curricula, courses and up-to-date teaching methods in order to approach EU university standards. Microelectronics, electrical drives in automation, mechatronics, energy engineering, PhD engineering programmes in English and telecommunications were focused by the projects. One hundred and thirtytwo Miskolc students prepared their diploma theses at EU universities and academics could spend 1100 weeks within the mobility scheme at EU universities. To enlarge the European dimension and prepare academic staff, students and engineers working in industry, two Jean Monnet projects for European integration studies were also awarded.     

Accreditation,Job Opportunities,and Professional Application for Canadian Teachers Trained in Australia

Over the past decade, Australian universities have been at the forefront in the recruitment of international students into professional programmes. These students undertake a variety of postgraduate programmes in such professions as nursing, computing, and education, but there is not a great deal of documented systematic evidence regarding the effects of such training on the professional aspirations and experiences of these graduates once they return to their countries of origin. This article attempts to provide such an assessment through case studies and interviews with forty-six Canadian students who were trained in Australia to become teachers in Canada. Access to a large number of alumni is of assistance in formulating a relatively accurate picture of the value of professional training in the context of a foreign location, at least in the teaching profession.     

Teacher students’ meaningful learning in widening learning worlds

ABSTRACT

This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.     

“双校园”中外合作办学项目中的本科教学计划衔接探讨

由于中外高校办学体制的不同和教学计划的差异,"双校园"模式在实施时面临的主要困难之一是教学计划的衔接问题.本文以国内外同类本科专业教学计划的对比为切入点,讨论了在学分互认、课程衔接和加强能力建设基础上的教学计划衔接方式,并就"双校园"模式教学计划中的英语教学学时数、"双校园"模式学生的进退机制和教育主权、文化安全意识等存在问题提出了解决对策.     

Why do theories matter? The Czech scholarships programme for students from developing countries examined through different theoretical lenses

Theoretical understanding of development-oriented international scholarships programmes becomes critical for their planning, implementation and evaluation. This article thus firstly overviews different theories thorough which these programmes can be comprehended and identifies their focal parameters. These parameters are then examined empirically on a case study of the Czech international scholarship programme for students from developing countries. The analysis draws on quantitative and qualitative data collated earlier for its two subsequent external evaluations covering the period 2008–2017. We found substantial deficiencies with respect to the programme’s declared goals linked to the reasoning behind the human capital model, the rights-based approach and the soft-power perspective. By contrast, the programme seems to work comparatively well when assessed from the perspective of the capability approach, even though this rationale did not resonate in the programme’s strategy. Historical institutionalism and the garbage can model provide useful frameworks for explaining policymaking behind the Czech programme and the identified conflicts between the declared goals and the actual performance.     

CANADA'S UNIVERSITIES AND INTERNATIONAL DEVELOPMENT: AN OVERVIEW

This article presents a brief overview of the many facets of the involvement of Canadian universities in international development. To begin with, questions of development are included in the international affairs and area studies curricula of a number of universities. A few universities have specialized institutes focussed upon development. A number of Canadian universities have linkages of one kind or another with universities in developing countries. Some of these are partly supported by the Canadian International Development Agency. Two university programmes directed specifically at technology transfer are cited. A number of foreign countries have expressed interest in Canada's vast experience in distance education. Finally, through the normal research and publication activities of Canadian universities and their faculty members, Canadian professors have undertaken projects of various sorts concerned with development, some of them funded to a greater or lesser extent by the Canadian International Development Research Center which has also funded the research projects directed at questions of development undertaken by certain Third World scholars.

     

Higher education students’ experiences of a short-term international programme: Exploring cultural competency and professional development

Background: Globalisation trends such as increased migration to and within European countries have led to even greater cultural diversity in European societies. Cultural diversity increases the demand of cultural competency amongst professionals entering their work field. In particular, healthcare professionals need knowledge and skills to equip them to work with clients from different cultural backgrounds. Within higher education (HE), the professional development of cultural competency should ideally feature in undergraduate education and is often promoted as a by-product of a study abroad period. However, recognising that logistical and financial barriers often exist for extended study abroad, one alternative approach could be participation, at home or abroad, in a short-term international programme set within students’ own HE institutions.

Purpose: The aim of this study was to explore HE students’ experiences of participating in international ‘short-term mobility week’ programmes at three European universities.

Methods: Each university involved in the research offered short-term programmes for healthcare professions students at their own institution, where both local students and students from abroad could participate. Participants were healthcare students in the programme at one of the three universities. Data were collected through focus group interviews (4–8 students per group; n = 25). The data were transcribed and then analysed qualitatively, using a content comparison method.

Results: The analysis identified six categories, which reflected students’ journeys within the short-term international experiences.

Conclusions: The analysis suggested that, for these students, engagement in a short-term mobility week programme provided valuable opportunities for encounters with others, which contributed to personal and professional development, greater confidence in the students’ own professional identities, as well as an increasing sense of cultural awareness.     

对来华留学政府奖学金政策的审思——基于来华留学研究生的学习经验感知

高等教育的国际化发展使中国人才流失的问题日益凸显。通过对来华留学政府奖学金生的学习经验感知进行探究发现,中国文化与汉语是吸引其前来的重要动力;尽管在学段和专业方面存在差异,但来华留学政府奖学金生学习过程的整体满意度较高,收获了预期的内容;毕业后的回流意向明确。从人才流动的视角反思来华留学政府奖学金政策得出,一方面,中国政府为世界人才的培育贡献了巨大力量,有力推动了世界人才环流。但同时此种借助资本换取人才的策略所产生的社会综合效益较低,政治和文化的外交意义仍是发展来华留学教育的轴心。因此提升来华留学教育质量及完善相关政策是吸引人才的重要途径。