CC BY
103
Kulijanov U.
INTERNATIONALIZATION OF HIGHER EDUCATION
Tashkent State Pedagogical University
Ключевые слова: глобализация, интернационализация, высшее образование, качество, превосходство, рост, эффективность, культура.
Аннотация: В данной статье феномен интернационализации описывается как процесс внедрения межкультурных, международных и глобальных измерений в высшем образовании для улучшения целей, функций и предоставления высшего образования, а также для повышения качества образования и исследований.
Key words: globalization, internationalization, higher education, quality, excellence, growth, efficiency, culture.
Abstract: In this article the phenomenon of internationalization is described as a process to introduce intercultural, international and global dimensions in higher education to improve the goals, functions and delivery of higher education, and with that to improve the quality of education and research.
Globalization is a "process that focuses on the worldwide flow of ideas, resources, people, economy, values, culture, knowledge, goods, services, and technology", while internationalization of higher education is described as "the process of integrating an international, intercultural and global dimension into the goals, teaching/learning, research and service functions of a university or higher education system". Internationalization emphasizes the relationship between and among nations, people, cultures, institutions, systems while globalization stresses the concept of worldwide flow of economy, ideas, culture, etc. The difference between the concept of "worldwide flow" and the notion of "relationship among nations" is both striking and profound. Thus these two concepts are very much related to each other but at the same time different. Debate continues whether internationalization of higher education is a catalyst, reactor or agent of globalization.
Internationalization of higher education is a relatively new phenomenon, but one that has evolved into a broad range of understandings and approaches. Internationalization has become an important issue in the development of higher education. Although one can trace the international mobility of the university students and academics back to the Middle Ages, and refer this activity to the internationalization of higher education. Yet, at that time, universities were not so widely spread, and most international
mobility was in Europe. From the end of the Renaissance to the beginning of the twentieth century, the main areas of international academic activities were the individual mobility of well-to-do and academically qualified students to the top centers of learning in the world.
The international dimension of higher education is in the direction of more international cooperation and exchange, and due to the global context change, the regional cooperation has strengthened. Today, internationalization is a key issue in the public debate on higher education (Teichler, 2004), and internationalization of higher education is widely acknowledged in current higher education policy.
The most commonly accepted definition of internationalization is "the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education" (Knight, 2008, p. 21). However, there is also increasing acknowledgement of the complexity of the concept and its relationship to globalization and regionalization, and the role of higher education in those two processes (Altbach, Reisberg and Rumbley, 2009; Kehm and de Wit, 2005; Knight, 2008; Maringe and Foskett, 2010; Scott, 1998; Teichler, 2004). Internationalization has become a broad umbrella term that covers many dimensions, components, approaches and activities. It includes credit and degree mobility for students, academic exchange and the search for global talent, curriculum development and learning outcomes, franchise operations and branch campuses, for both cooperation and competition.
In the globalized knowledge society, international competition in the area of higher education has become more intense and the interest in measuring this phenomenon has increased simultaneously (Delgado-Marquez, Hurtado-Torres and Bondar, 2011). Many HEIs are becoming global as competition has accelerated, and exchange programs and international branches have proliferated decreasing the "psychic distance" between all involved, and increasing the "push-pull" experienced by students, professors or whole institutions (Khan, et. al. 2014). In this way, the new "academic capitalistic system" has pushed universities towards higher degrees of competitiveness and merit, thereby competing more successfully with each other in attracting the best students, the highest quality of professors and funding so as to increase their status, prestige in an ever reinforcing circle. Similar to the business sector, this service industry is vying for resources, faculty and students as HEI management decision-making is being constantly tested for (may bring resources) or against (may use too many resources) internationalization of the institution. Hence, the impact of HEI internationalization is being widely felt everywhere and should be helped along, promoted and supported by both the private and
public sectors to increase innovation and competitiveness within and among institutions, and in countries at large (Khan, et. al. 2015). As global education becomes even more demanding, complex and competitive, international alliances in the forms of partnerships in diverse activities, which enhance the links and mobility issues between universities of different countries and regions, should become the main strategy of these institutions. Not only will they attract the most talented student body, but will further enhance the competitiveness of faculty, which in turn, will continue attracting the best students, thus increasing the international prestige of the institution. And finally, as universities are relying ever more on their own sources for self-financing, these international alliances seem to be the most efficient strategy for acquiring the necessary assets for its long term survival. Added to this, are an ever increasing number of online programs which will bring paying "customers" to an efficient and relatively low cost platform of exchange and learning. As our society changes, the definition and purpose of a university of the 21st Century is bound to change accordingly. Only time will tell if these changes are the right ones for our society as a whole (Delgado-Marquez, Hurtado-Torres and Bondar (2011).
Internationalization of HEIs can bring out a range of benefits from different perspectives (institutional and strategic) and at different levels (faculty, students, research collaborations and academic programs). Combined all these together, the following potential benefits are associated with the internationalization of HEIs' programs and initiatives:
1. Internationalization increases awareness among students about global issues including cultural diversity and making students open-minded and global citizens (Denson, Loveday and Dalton, 2010).
2. Learning and teaching activities including core-curricular and co-curricular activities are adjusted to international standards. Also, curricula can be jointly developed by international partners and thus offering international curricula to national students as well as offering national curricula to international students (Luijten-Lub, 2007).
3. Sharing knowledge, experience, and best practices improve gradually and definitely the quality of teaching and learning both for the institution and the students (Van Der Wende, 2006).
4. Internationalization strengthens institutional research and knowledge production capacity by complementing resources, skills and knowledge (Knight, 2009) through a variety of inter-universities alliances and collaborations.
5. Internationalization is considered as an effective strategy in order to enhance the international presence, brand, profile, reputation and ranking of the university (Chan and Dimmock, 2008; Saisana et al, 2011).
6. Academic institutions develop their internationalization in order to benchmark and measure their positions in the context of international standards and consequently improve their practices and performance comparatively to their competitors and peers (Knight and De Wit 1995; European Union, 2015).
7. Internationalization contributes to ensuring international cooperation and networking, and thus creating synergies, as well as capitalizing collective efforts and investments (Altbach and Knight, 2007).
8. Internationalization is also seen as a source of increased and diversified revenue generation since it can expand the number of full-fee paying foreign students (Knight and De Wit, 1995).
We can conclude that internationalization has become a need or a must and not an option for the HEIs all over the world. The effects of rapid globalization are strongly felt in social, economic, business and political environmental aspects. In the same velocity, globalization has also affected and is affecting HEIs. Therefore, internationalization is the only way-out that helps institutions to succeed in facing the globalization waves for several reasons (Cantwell and Maldonado-Maldonado, 2009). First of all, it gives competitive advantages to participative institutions by updating their academic programs and services in line with the demands of their present and future students (Mansor, 2009). Secondly, international student exchange programs allow students to go abroad and learn from foreign countries. It is learning by doing and learning from the reality on ground. These programs help students to learn the language of host countries, build intercultural management competencies and promote universal knowledge (Daly, 2011). Thirdly, international recognitions, accreditations and rankings represent also emerging forces behind the growing internationalization programs in HEIs. This is due to the fact that the degree of potential competition for attracting faculty students in the education industry has increased tremendously (Knight, 2009). These reasons complete those related to the growing demands for international research resources, facilities and needs for the support of federal governments.
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Толстых А.А., Кузнецова Е.Д., Поддубный С.С.
ВИДЫ И ОСОБЕННОСТИ ИСПОЛЬЗОВАНИЯ ОБРАЗОВАТЕЛЬНЫХ БЛОГОВ
Воронежский государственный аграрный университет им. Императора Петра I
Ключевые слова: образовательный блог, информационные технологии, образование, взаимодействие с преподавателем.
Аннотация: В данной статье рассмотрена классификация и специфика функционирования образовательных блогов в современной образовательной среде, проведен анализ.
Keywords: educational blog, information technologies, education, interaction with the teacher.
Abstract: In this article, the classification and specific features of the functioning of educational blogs in the modern educational environment are considered, and an analysis is made.
Новейшие информационные технологии в совокупности с повсеместным использованием возможностей глобальной сети Интернет требуют высокого уровня информационной культуры современного общества. В том числе и перед образованием стоят задачи формирования личности, конкурентоспособной и успешной в постоянно развивающейся электронной информационной среде.
