International Education

Engaging first-year students in education abroad introduces them to ideas and concepts early in their degree and can be the first step toward a more engaged college experience.  It challenges them to be bold in their early decisions, often taking timid new students and returning them to campus with a sense of confidence and ownership of their academic future.  This often overlooked population in education abroad has a high likelihood of engaging with other high impact practices on- and off-campus, such as internships, leadership positions, honors programs, and even additional studies abroad.  Additionally, returning students encourage their peers to study abroad by sharing their experiences and directing them to known resources within the college or university.  While some professionals may have concerns about fit and maturity, the experience of those faculty and staff involved has been quite positive.  This presentation explores two models of first-year study abroad programming at two different institutions, and will review the learning outcomes achieved by participants. Using Astin’s theory of student involvement and Kolb’s model of experiential learning as frameworks, the panel will discuss how first-year education abroad programming has served as a springboard to a successful undergraduate experience, how it has ignited a passion for future study abroad, and how they have encouraged their peers to engage in similar experiences.

While education abroad – including studying, volunteering, researching, and interning abroad – is increasingly emphasized as a critical factor in preparing undergraduates for a globally interconnected world, diversifying the pool of participants in such activities has proven challenging. Framed within the concept of “inclusive excellence” with the objective of promoting diversity, inclusion, and equity in higher education as foundational to educational excellence, the contributors present research and practices that have been proven successful in improving participation among groups of students traditionally underrepresented in education abroad.

The International Heliophysical Year (IHY) aims to advance our understanding of the fundamental processes that govern the Sun, Earth, and heliosphere. The IHY Education and Outreach Program is dedicated to inspiring the next generation of space and Earth scientists as well as spreading the knowledge, beauty, and relevance of our solar system to the people of the world. In our Space Weather Monitor project we deploy a global network of sensors to high schools and universities to provide quantitative diagnostics of solar-induced ionospheric disturbances, thunderstorm intensity, and magnetospheric activity. We bring real scientific instruments and data in a cost-effective way to students throughout the world. Instruments meet the objectives of being sensitive enough to produce research-quality data, yet inexpensive enough for placement in high schools and universities. The instruments and data have been shown to be appropriate to, and usable by, high school age and early university students. Data contributed to the Stanford data center is openly shared and partnerships between groups in different nations develop naturally. Students and teachers have direct access to scientific expertise.

The article explores the repertoires and meanings that educational agents give to journeys in the institutional projects of their schools, considering that these organizations cater students that most certainly could travel on their own. In this sense, the basic proposition guiding this analysis is based on the fact that, due to the processes of universalization and school massification, educational institutions develop strategies of institutional differentiation to "capture" their public, and in those strategies, school trips take a fundamental place. Through a qualitative work nourished by interviews with institutional agents in international schools, that is, schools that adhere to the International Baccalaureate (IB) program or are binational institutions, where their degrees are valid for a second educational system, we study the main advantages and benefits represented by the inclusion of school trips in the curricula of these institutions. The analysis is complemented with institutional documents.

Universities have always been international in the sense that the very nature of knowledge imparted by them does not know national boundaries. The connection between university and universalism is self-evident. However, internationalisation as an operational expansion of particular universities beyond national boundaries is a relatively new phenomenon. This case presents some of the leadership challenges associated with the internationalisation of a medium scale teaching oriented state university located in the West Coast, USA. For this university, the priority for internationalisation has moved from the fringes to the very core, bringing with this a range of challenges and opportunities. The senior administration of the Case University needs to reinforce its leadership intent and make certain key strategic policy decisions, if the internationalisation effort is to sustain and grow.

Molnár Gabriella - Zuti Bence

Egyetemi kontextusú globális-lokális paradoxon a tanuló régiók keretfeltételei között: a „negyedik generációs” egyetemek irányába

Napjainkban felértékelődött a tudás szerepe, felgyorsultak az innovációk, a tudásalapú gazdaság és társadalom korszakában élünk. Az egyetemek is jelentős szerepet játszanak ebben a folyamatban, a fejlett országokban nemzetközi sikereket érnek el, nemzetközi hallgatói körrel és kutatási eredményekkel rendelkeznek, emellett szorosan beágyazódtak a helyi gazdaságba is. Napi kapcsolatot ápolnak az ipari szférával és a kormányzattal, tartós versenyelőnyeik a lokális térségben gyökereznek. Ezzel szemben Magyarországon még nem tapasztalható ez a kettősség, számos esetben ugyanis ezek az egyetemek a helyi gazdaságtól, társadalomtól, munkaerőpiactól elhatárolva tevékenykednek, ugyanakkor nemzetközi sikerekre törekednek. Ebből a problémakörből kiindulva jelen dolgozat elsődleges célja, hogy megvizsgálja, megadhatóak-e egy nemzetközileg sikeres, ugyanakkor a helyi gazdaság és társadalom igényeit a lehető legnagyobb mértékben kielégítő egyetem ismérvei. E kérdés megválaszolásához három fő fejezeten át vezet az út. A dolgozat leíró jellegű módszertant alkalmaz, a témához szorosan kapcsolódó szakirodalom bemutatása után felvázolja az egyetemek sikerességi faktorait egyetemi rangsorok és nemzetközi benchmark példák alapján, mindezeket felhasználva végül kísérletet tesz arra, hogy megadja egy sikeres „negyedik generációs” egyetem keretfeltételeit. Modellek felállítására kerül sor, melyek megmutatják, hogyan is kellene kinéznie egy „negyedik generációs” egyetemnek, hogyan értelmezhető a globális-lokális paradoxon egyetemi kontextusban, illetve milyen mértékű szerepet tölt be egy „negyedik generációs” egyetem egy újraértelmezett Triple Helix modellben. Mindezek vizsgálata a tanuló régiók keretfeltételei között történik. Kutatásunk egyik legfontosabb megállapítása, hogy az egyetemek esetében is definiálható a globális-lokális paradoxon, hasonlóan a vállalatokhoz, az egyetemek nemzetközi törekvései mellett tartós sikereik forrásai a lokális térségben gyökereznek. Vizsgálódásunk további következtetése, hogy a vállalatok iparági versenyelőnyei forrásainak kategorizálása párhuzamba állítható az egyetemek versenyelőnyei forrásainak osztályozásával, definiálhatók a Porter-féle rombusz modell tényezői egyetemi dimenzióban, valamint a Triple Helix újraértelmezésével egy olyan modellt kapunk, melyben az egyetem kapja a leghangsúlyosabb szerepet, és az egész modell a helyi gazdaság és társadalom keretein belül értelmezhető.


Gabriella Molnár - Bence Zuti

Global-local Paradox in the Context of Universities within the Framework of Learning Regions: Towards the “Fourth Generation” Universities

Nowadays the role of knowledge is revalued, innovations are created even more swiftly, and we live in the era of knowledge-based economy and society. The universities play a notable role in this process as they achieve international success in developed countries, possess a number of foreign students and internationally acknowledged research results; meanwhile they integrate themselves into the local economy. They have day-to-day relations with the industrial sector and the government as their permanent competitive edge resides in the local area. Contrarily, this duality cannot be recognized in Hungary, namely the local universities function separately from the local economy, society and labor market, at the same time they aim to achieve international success. Based on this the primary goal of the paper is to examine if there are describable criteria of a university that is both internationally successful and completely satisfactory regarding the demands of local economy and society. To answer this, we compiled three main chapters. In the paper we applied descriptive methodology, after the introduction of related literature; we outline the success factors of universities with the help of university rankings and international good practices. By using these, we make an attempt to establish the framework conditions of a successful “fourth generation” university. We generate models that reveal how the “fourth generation” university should function, how can the global-local paradox be interpreted into a university context and what role does a “fourth generation” university play in a redefined Triple Helix model. All of these examinations are done within the framework of learning regions. One of the most important statements of our research is that, the global-local paradox can be interpreted in the context of universities and similarly to enterprises the permanent resources of success reside in local areas aside from international endeavors of universities. Another conclusion of our research is that the categorization of industrial competitiveness of enterprises can be parallel to the classification of competitiveness of universities, so the factors of Porter’s diamond model can be defined within the dimensions of universities. Furthermore with the reconsideration of the Triple Helix we obtain a model in which the university has the most emphasized role within the framework of local economy and society.

This paper examines shifts in manufacturing related to globalization. The purpose of the paper is to provide design educators with a better understanding of changes taking place in manufacturing, with the aim of generating discussion around educational responses to these changes in the subject area of design. In the first part of the paper, the broad transformations taking place in manufacturing are outlined, with a focus on concurrent engineering and agile manufacturing.

Next, the ways these changes are affecting the contemporary organization of product development teams are examined. Then, the implications of these shifts for design education are considered. It is argued that changing trends in manufacturing, and related changes in the organization of product development, highlight the importance of equipping design students with skills for working in globally networked organizations. Finally, we overview an educational response to globalization in the subject area of design.

The International Baccalaureate (IB) has become a powerful educational brand by developing a reputation for combining progressive approaches with academic rigor. This can be identified by the growing number of schools adopting IB programmes globally and especially in Asia Pacific. Reflecting this pattern, the IB Middle Years Programme (MYP), aimed at students between 11 and 16 years old, has expanded significantly in recent years. However, in Asia Pacific the MYP remains less popular relative to IB’s Primary Years Programme and Diploma Programme. This paper compares the motivations of IB coordinators for choosing the MYP in Asia Pacific with their counterparts in other parts of the world. To achieve this, IB coordinators from 175 schools across 54 countries were surveyed. Findings revealed that IB pedagogy, holistic approach, philosophy, and global citizenship were the most popular reasons to offer the MYP. Yet, coordinators in Asia Pacific put relatively greater weight on marketing, the MYP Certificate, and external validation of school-based assessments. The paper argues that this emphasis may stem from a high concentration of schools operating in the private sector and discusses the potential for the MYP to continue to expand across the Asia Pacific region.

Keywords: International Baccalaureate, Middle Years Programme, Asia Pacific, Coordinators