Suchergebnisse

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government's recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward. ; Peer reviewed ; article ; Originally Published in Canadian Journal of Higher Education

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government's recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward. ; Bien que le milieu de l'enseignement supérieur au Canada soit engagé depuis longtemps en matière d'éducation internationale, de partenariats, et de projets de recherche et de développement, l'encadrement récent de l'éducation à titre d'industrie profitable pour pallier le sous-financement de certaines institutions est troublant. Cette approche est entérinée à la fois par les instances provinciales et fédérales, notamment par la nouvelle Stratégie pour l'éducation internationale, qui vise à doubler le recrutement d'étudiants internationaux d'ici 2022 (Canada, 2014). Sans nier les apports économiques de ces étudiants pour les institutions et collectivités qui les accueillent, nous devrions également prendre en considération les défis potentiels pour l'éducation que ces nombres dissimulent. Aujourd'hui, alors que beaucoup d'institutions luttent pour s'internationaliser par divers moyens, un nombre grandissant s'oriente principalement vers la majoration du recrutement d'étudiants internationaux. Nous proposons ici un recadrage de l'internationalisation au Canada, de façon à reconnaître les retombées économiques qu'il engendre tout en les pondérant avec les résultats sociaux et académiques nécessaires à tous les étudiants pour perfectionner leurs connaissances, attitudes et aptitudes, fondamentales à une participation efficace à titre de professionnels et de citoyens dans des contextes de plus en plus multiculturels et mondiaux. Pour que l'internationalisation atteigne son plein potentiel, un recadrage au Canada, éclairé par une éducation citoyenne essentielle et planétaire, peut devenir une façon d'accomplir des résultats socioéconomiques qui soutiendraient à l'avenir une approche éthique, inclusive et équitable.

The article aims to analyze the constructs of interculturality and internationalization based on a theoretical framework that is rooted in sociology and political economics (internationalization) and in sociology and decolonial studies (interculturality) and to understand the contributions of critical interculturality to the development of an alternative notion of educational internationalization. Methodologically, this work is constituted as a qualitative study, of the descriptive and exploratory type, using bibliographic sources. In the first and second part of the article, the main approaches and debates about interculturality internationalization of higher education that take place in Latin America, are discussed. In a third part, these two approaches are analyzed in dialogue, emphasizing similarities between them. Finally, the main contributions of critical interculturality to the development of an alternative process of educational internationalization are presented, highlighting the importance of prioritizing inclusion, of establishing relationships under conditions of equity and an expanded epistemic field.

AbstractThis paper examines leadership in internationalization strategies for an asymmetric cost duopoly where firms choose between exports and foreign direct investment (FDI) in a sequential setting. The incentive to lead and to engage in FDI is stronger for the more efficient firm. With sequential choices and the efficient firm playing in advance, it is less likely that firms pick identical internationalization strategies in equilibrium, as compared with simultaneous choices; this is more so for greater cost asymmetry. It also happens for large enough oligopoly profitability when the inefficient firm plays in advance. Follow‐the‐leader behaviour in FDI arises for low values of the setup cost. Although entry in FDI by both firms is best for consumers, total welfare can be higher with opposite internationalization strategies. Were firms given the opportunity to lead or wait and enter later, the efficient firm would emerge as the leader in exports/FDI depending on the well‐known proximity‐concentration trade‐off. Interestingly, the less efficient firm might prefer to wait for strategic reasons.