LiHE'16 Aegina Island, Greece - Globalisation of Higher Education

Страна: Греция

Город: Aegina Island

Тезисы до: 31.01.2016

Даты: 29.05.16 — 02.06.16

Область наук: Педагогические;

Е-мейл Оргкомитета:

Организаторы: Institute for Learning in Higher Education


The globalisation of higher education is nothing new. Indeed, international student mobility dates back to the 4th century BCE. The University of Oxford welcomed its first international student, Emo of Friesland, in 1190. And Sultan Ulug Beg, the 14th century ruler of a vast area of Central Asia from Kyrghyzstan to Afghanistan, built one of the world’s first observatories in Samarkand along the Silk Road, thereby attracting scholars from far and wide to study astronomy and geometry.   Today, the globalisation of higher education is a ‘big business’. Higher education is now Australia’s third largest export, behind coal and iron ore. And according to a report by the Institute of International Education, 2013 was a record year for both international students studying in the United States and Americans studying abroad: 819 644 and 283 000 students respectively.   A small semantic shift, however, reveals a second meaning to the globalisation of higher education, wherein globalisation becomes of the subject of higher education— more like the higher education of globalisation. Indeed, with globalisation also comes the push in higher education to teach globalisation… to teach about its scope, about the forces which drive it, about the controversies which it raises. In 2009, for example, the Center for Global and Intercultural Study was founded at the University of Michigan in order to provide students with “a wide variety of global engagement and learning opportunities”.   For this anthology, therefore, the editors seek chapters which explore the globalisation of higher education (from both the globalisation of higher education and the higher education of globalisation perspectices), with an emphasis on learning, as per the focus of LiHE. They welcome chapters from all scientific disciplines and which follow any methodological tradition.   The editors will be guided, however, by the two broad but interrelated perspectives of theory and practice:   Theory: What are the effects of globalisation on learning, for example? How does learning differ with culture? When can learning be standardised, and when must it be customised, based on cultural differences? How does globalisation change demand for education? Why do students want to study internationally? How does international education change human resource capabilities? What are the effects of international education on economic development? Answering these types of questions will increase our understanding of thenatureof the globalisation of higher education. Practice: What are the different modes of globalisation in higher education? How can a college or university globalise its programmes? What are the best practices of globalising higher education? Which activities facilitate the learning of globalisation? What are the requirements for a global classroom? Which novel pedagogical tools have been introduced in response to globalisation? Answering these types of questions will increase our understanding of the implementation of the globalisation of higher education. Any chapter, however, irrespective of the guiding perspective, must address globalisation, learning,and higher education explicitly.    

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