Challenges of Internationalization of Higher Education

July 02, 2020

The World Development Report issued by the World Bank in 1991 made a very important observation that scientific and technological advances and productivity improvements in any country are closely linked to investment in human capital and the quality of the environment. Economical. However, scientific and technological opportunities are unevenly distributed throughout the world and are linked to the country's education system.

The twenty-first century has witnessed enormous changes in higher education systems both in terms of their complexity and in terms of their usefulness in making education an effective tool for social and economic change. There is a very interesting relationship between education and knowledge and the transformation of knowledge into commercially appropriate entities, wealth and the economy.

The internationalization of education includes policies and practices implemented by academic systems and institutions, and even individuals, to confront the global academic environment. Motives for internationalization include business advantages, acquisition of knowledge and language, improvement of the curriculum with international content and much more. As part of internationalization, among other things, special initiatives have been implemented such as university branches, cross-border cooperation agreements, programs for international students, curriculum design and English-language secondary education. Efforts to monitor international initiatives and quality assurance are an integral part of the international higher education environment.

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The higher education system around the world has experienced two more interesting revolutions. The first refers to the origin and use of computers in teaching and learning, as well as to research, and the second refers to the revolution in communication. Today, education transcends geographical boundaries. Moreover, the structure and context of academic work have undergone tremendous changes. The diversity of students and the administrative and pedagogical requirements of new styles for submitting study plans characterize today's academic work environment.

Achieving any educational change is associated with preparing teachers to apply new methods and innovative practices. This paper is an attempt to understand the role of teachers in the internationalization of higher education in India. The aim of this paper is to identify challenges and opportunities for teachers in the context of the internationalization of higher education and their tendency to adapt to change.

Literature review:

An increasing number of documents and studies document many of the ways in which the university experience of students, academics, and administrators has been radically reshaped [Chandler and Clark 2001, Deem 2001]. The diversity of students and the administrative and pedagogical requirements of new styles for submitting study plans characterize today's academic work environment. The identity of academics is under constant challenge as academic staff take on multiple and often conflicting roles as consultants, researchers, teachers, consultants, and international marketing experts. Support for academics involved in international activities is scarce, and central strategic control of resources jeopardizes their demands for flexibility and quality academic life.

The qualitative study examines the role of international experience in transformative learning for teachers in relation to professional development in the context of higher education. It also examines how educational products for these experiences can be transported to the participants ’country of origin. Nine American teachers and administrators worked on this study at universities in the Arab countries of the Gulf region. The results show that transformative learning for teachers is reflected in three axes: changing personal and professional situations, experiencing a new classroom environment that included the learning style of different students, unfamiliar classroom behavior, and spreading participants ’global views. Another study sought to assess how and why some higher education institutions have responded to aspects of globalization, and in particular how organizational culture influences universities ’responses to globalization. Using mainly a qualitative approach of mixed methods, experimental research was used

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Challenges of Internationalization of Higher Education

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