This edited book examines the use of English as a Medium of Instruction (EMI) in a variety of international higher education contexts. The internationalization of education – indicated by increasing mobility of students, staff and ideas, as well as by policies and programmes put in place to facilitate educational exchange - has led to increasing adoption of English as a Lingua Franca (ELF) for educational purposes. In this book, the authors present the results of empirical research into the implementation, assessment, development and use of EMI programmes in different settings, presenting the case for more structured training of teachers and staff. It will be of interest to second/foreign language teaching and administrative staff, as well as anyone else involved in teaching in English at higher education level.

This book addresses challenges that higher education institutions face when bridging the gap between internationalisation as a key university strategy and their delivery of interculturally competent and responsible graduates. Combining international case studies and research outcomes, it provides an in-depth understanding of the role educational developers can play in the internationalisation of higher education and in the provision of an internationalised learning experience for all students. The book situates international education in global and local contexts and contributes to the design and delivery of internationalised curricula in very concrete terms. In doing so, it suggests how academic staff may enhance the quality of their programmes by leveraging the opportunities of international classrooms where students have diverse academic, linguistic, and cultural backgrounds. The content of the book is therefore also foundational for continuing professional development (CPD) programmes that enhance staff competences for designing and teaching inclusive internationalised programmes and include topics such as: An international competence profile for educational developers Intercultural competence as a graduate attribute Internationalised curriculum design and delivery Intercultural group dynamics The role of languages in internationalised higher education classrooms Reflective processes for teaching and learning in the international classroom This book is essential reading and a go-to resource for any academic looking to internationalise their education programmes. It will also be of interest to those directly involved in curriculum development, learning, and teaching as well as those who have more strategic responsibilities within and beyond HEIs, or who are involved in higher education research.

This volume provides a broad examination of how technology and globalisation have influenced contemporary higher education institutions and how moves towards internationalisation within and between educational providers continue to be a force for change in this context. Showcasing the varied responses to and utilisation of new technologies to support international teaching and learning endeavours at a range of higher education institutions, this book introduces content from around the world, emphasising the global importance of the internationalisation of education. Featuring contributions from some fresh young voices alongside the work of experienced and internationally renowned scholars this collection critically scrutinises the potential of information and communication technologies (ICTs) on the capacities and patterns of university education; assesses and refines the contention that ICTs are facilitating the (re-)shaping of university practices as well as challenging traditional educational models and learning strategies; provides a comprehensive portrait of the ways in which ICT use engages higher education providers, society, and individuals to facilitate potentially more democratic, globally focussed access to knowledge generation, creation, investigation, and consumption processes through internationally focussed education; and examines the differing pace and scope of change in international educational practice and context between and within countries and disciplines. With an international range of carefully chosen contributors, this book is a must-read text for practitioners, academics, researchers, administrators, policymakers, and anyone interested in the future of the university in an information age.

With increasing numbers of international students, this book explores how best to broaden the approaches to learning and teaching in the higher/further education environment. Rather than seeing internationalization as a problem to be addressed, this text embraces the opportunities for the enrichment of the learning environment through a values-driven approach to internationalization. Taking a positive and practical approach to internationalizing higher education, the book considers a range of questions about how to bring in global perspectives to the learning environment and education provision. Packed with case studies and vignettes from around the globe, the book proposes that the international student lies at the heart of the university as a source of cultural capital and intentional diversity, enriching the learning experience, enhancing staff experience and building a more powerful learning community.

This volume introduces Virtual Exchange (VE) as an innovative form of online intercultural learning and investigates the myriad of ways VE is being carried out across universities, ultimately arguing for its integration into university internationalisation policies and course curricula. Against the backdrop of increased digitalisation initiatives throughout universities given the effects of the pandemic, chapters focus not only on providing new research findings, but also on providing a comprehensive introduction and argumentation for the use of VE in university education and also in demonstrating how it can be put into use by both university decision-makers and educators. Reviewing the limitations of the activity, this timely work also fundamentally posits how VE and blended mobility more broadly could be developed in future higher education initiatives. This book will be of interest to researchers, academics, scholars, and students involved with Open & Distance Education and eLearning, approaches to internationalisation in education, and the study of higher education more broadly. Those interested in innovative methods for teaching and learning, as well as educational research, will also benefit from this volume.

This volume brings together selected articles focused on higher education internationalization published in University World News (UWN) and International Higher Education (IHE) between 2011 and 2016. Researchers, policy makers, and practitioners alike further the development of higher education internationalization as a field of study through public and ongoing conversations. It is news, analysis, and commentary publications like UWN and IHE that facilitate this dialogue and keep pace with the most up-to-date developments in the field. Together, the articles included in this volume—alongside the section introductions—offer a rich and relevant picture of the dynamic state of higher education internationalization globally. While both publications are freely available online, this book provides a thematically coherent selection of articles, offering an accessible and analytic perspective on the pressing concerns of contemporary higher education internationalization.

Internationalisation of the contemporary university has become a pervasive and powerful development theme during the past three decades. In many countries, higher education is now a major export industry. The UK has longstanding experience of overseas student recruitment, international partnerships between universities and trans-national education. It has led the world in the development of the quality assurance of overseas activities. This collection of essays brings together articles published in the journal of the UK Association of University Administrators (AUA). Several of the pieces are members of AUA whilst others are by authors who work in other countries. Overall, in this volume, there is a practitioner focus that provides the reader with lessons learnt by those with experience of implementing policies to promote the internationalisation of higher education. We are interested both in how universities can manage the challenges that they face, and in how the experience of students can be enhanced by participation in internationalisation. Because the AUA has an enduring commitment to the professionalization of management and administration, readers of this anthology will find accessible, focussed and brief articles that are solution-oriented. This book was originally published as a special issue of Perspectives: Policy and Practise in Higher Education.

Higher education is a high stakes process involving engagement with curricula and often entails coping with the onslaught of assessments and examinations. This process creates a level of intensity that impacts on the student experience in higher education. It is, therefore, important to consider not only the motivational aspects of learning but also quality of life issues, as they have profound effects on students. Quality of life affects the way students interact with their formal education, and has wide-reaching effects on future careers and their ability to coordinate everyday events. Integrating these two concepts, student motivation and quality of life, brings together the explicit elements that underpin learning in the higher education context, creating links between the affective and social aspects of the student life. This synthesis is integral to improving student retention and quality of life and has important ramifications for educationalists, administrators, pastoral care and academic support service personnel, and students themselves. Some highlights of the book include: Applied Positive Psychology in Higher Education Internationalisation and Quality of Life: A Taiwanese Perspective The Computer Assisted Learning for the Mind (CALM) Website: Teaching Skills to Increase Resilience The Oxford University Peer Support Programme: Addressing the Wellbeing of Students Higher Education and Student Stress: Reclaiming Light, Liberty and Learning Improving academic quality of life through attribution- and motivation-focused counselling

This book brings together up-to-date statistics, case studies and policy reports on the major trends and developments in cross-border post-secondary education in North America, Europe, and the Asia Pacific region.

Co-published with AIEAInternational higher education has evolved, in some respects dramatically, in the decade since publication of the first edition of this handbook. The new issues, trends, practices and priorities of research that evolved over this time have in some instances been transformed by one of the most dynamic and tumultuous periods in the history of international higher education, brought on by the pandemic, a re-emergence of nationalism, and the recognition of the power imbalances between the developed economies and the global south, and racial inequities within and across borders. This new edition addresses the myriad changes across all aspects of international education, each chapter addressing to the extent possible the reality of the present in which they were written and offering some insights for the future. While updating a number of chapters from the first edition, it also includes a preponderance of new chapters written by contributors representing wider and more diverse backgrounds.In keeping with the first edition, the overall message is that the internationalization of higher education has a vital role to play in a world that is more interconnected than ever before. Recognizing changing economic, geopolitical, climatic, and public health issues, as well as the importance of international and cross-cultural collaboration to address global problems, this handbook offers a comprehensive range of models, data and ideas to stimulate new directions in the conception and practice of international education.This edition reflects today’s concerns around inclusion, diversity and equity, and how international education is being changed by issues such as decolonization, the focus on learning outcomes, the impact of digital tools to enhance access and learning and collaboration such a virtual exchange, competition for resources, risk, new patterns of mobility, and new models such as joint programs and qualifications.As with the first edition, the chapters often intentionally pair scholars and practitioners from different parts of the world, and include text boxes that highlight concrete institutional, national, or regional experiences, providing diverse voices and perspectives from around the world. This comprehensive new edition provides ideas, concepts, theories and practical ideas from around the world for those seeking to enhance the quality of the three core functions of higher education: teaching, research and service to society. It constitutes an essential resource for everyone involved in the delivery of international education and in determining its future direction. Summary of ContentsMaintaining a similar structure of the first edition, this revised Handbook is comprised of four sections. The first section includes five chapters that address national, regional and international frameworks and contexts. The second addresses key aspects of internationalization at the strategy level, covering leadership, institutional strategies, outcomes assessment, resources and financing, risk management, and institutional linkages and partnerships. The third describes core functions of internationalization, addressing intercultural competence development, the internationalization of the curriculum, teaching and learning, virtual exchange, international perspectives on the work of student affairs professionals, student engagement, engaging staff and faculty, the internationalization of research and finally, and a chapter on serving communities.