Internationalization of Higher Education Institutions in North Cyprus

Internationalization has become one of the hotly debated issues in higher education institutions due its role in competitive advantage. Countries around the world encourage their universities to engage in competition and cooperation on the local and global level, and this can't be achieved without internationalization. This chapter is proposed to shed light on a unique case study: internationalization of higher education in North Cyprus, which is a politically unrecognized country. To achieve the aim of this chapter, a survey from International Association of Universities (IAU) was adapted to evaluate the internationalization in the four largest and oldest universities in North Cyprus.

Risk Management and Internationalization in Education Institutions

internationalization plays a great role to foster the quality in education systems. In this respect, leadership and risk managements are essential factors to disseminate the quality in education. Therefore, this chapter encapsulates the essence of risk management and leadership in order to enlighten the merits of internationalization context. In addition to this, a detailed examination on risk management and leadership in a school becomes a model for further implications for the internationalization. Qualitative research was conducted to set the criteria on risk management and leadership within a school.

National Prospects and Regional Challenges for Internationalization of the Palestinian Higher Education

Most of the challenges faced by the Palestinian higher education institutions (HEIs) towards internationalization stem from the problematic nature of bilateral relations of the Palestinian Authority (PA) in West Bank and Gaza Strip (WBGS) with Israel. Evaluating the geo-political, socio-economic, historical, and organizational barriers to internationalization of higher education in the WBGS, the chapter elaborates on the cumulative effects of the Israeli direct and indirect control over the WBGS on the development of universities, the impact of geo-political restraints of being a conflict zone, and logistical restrictions imposed on the movement of academics, visitors, and academic materials. Various domestic challenges including the political and ideological differences within the PA, the quality of national-level governance, and planning in higher education and financing are also highlighted throughout. Referring to the catalysts and obstacles, the chapter concludes with a reflection on the future challenges and prospects facing the Palestinian HEIs in a dynamic yet challenging context.

Policies and Initiatives for the Internationalization of Higher Education in Oman

This chapter studies the globalization of higher education in context of The Sultanate of Oman. It is a study on the understanding of internationalization of higher education which results in conclusions and recommendations on the enhancement of the future of internationalization of higher education in Oman. Internationalization of higher education is not new. In today's age of global knowledge and technology, an interconnected network and global awareness are increasingly viewed as major and sought-after assets. With the current labor market requiring graduates to have international, foreign language, and intercultural skills to be able to interact in a global setting, institutions such as World Trade Organization (WTO) and the General Agreement on Trade in Services (GATS) are placing more importance on internationalization. Complying with WTO and GATS agreements, Oman had to liberalize its HE, open the door for foreign universities to have campuses inside its borders, and encourage outbound and inflow of students.

The Role of International Student Mobility and Language Policies in the Process of Internationalization of Higher Education

The current study, based on the quantitative research approach, is structured on the basic question of whether participation in exchange programs and foreign language variables affect attitudes towards intercultural communication sensitivity. The research, which was conducted with the participation of university students from seven different geographical regions and from different educational fields, provides findings that support the existence of a relation between the contact with a foreign culture and language. Learning about different cultures and learning a foreign language in interaction with the culture reinforce individuals' language skills and improve their awareness about different cultures. Furthermore, it is remarked that the participants who acquired a foreign language through participating in an international exchange program are more confident and responsible in their interactions compared to the other group.

Internationalization of Higher Education in Southeast Asia

In 1997, during the second ASEAN (Association of SouthEast Asian Nations) informal summit held in Kuala Lumpur, ASEAN Vision 2020 was adopted laying emphasis on integration of education and human capital development which was echoed in Hanoi Plan of Action (December 1997) and later on in Vientiane Action Programme (2004). During the first meeting of ASEAN Ministers of Education held at Singapore in 2006 the Cha-am Hua Declaration highlighted role of education in achieving enduring solidarity and unity among the nations and people of ASEAN. Recently an ASEAN Socio-Cultural Community Blueprint 2025 was launched in 2016 recommending an innovative ASEAN approach to higher education with the purpose to promote greater people-to-people interaction and mobility within and outside ASEAN. This chapter discusses policies and practices for internationalization of higher education in South East Asia and how it is strengthening regional and global cooperation.

Reverse Internationalization?

This chapter first describes UK HE from a systems theory perspective through reflection on the history of UK HE and the current system in relation to the criteria that are used to assess and audit universities. The current position of UK HE within the larger global HE system is then considered through analysis of the latest university rankings lists. Having identified the key elements of the current UK HE system and highlighted the centrality of international academic staff within that system, the rhetoric in the academic and political discourse and the printed media is then focused upon in order to highlight the potential impact of Brexit on how UK HE performs as an open system. A best case/worst case scenario narrative follows, resulting in the recommendation of fast action from the UK government to safeguard the retention and hiring of international faculty, a key element in the enviable current open system that is UK HE.

Internationalization of Higher Education in Kazakhstan

This chapter highlights the internationalization of the higher education system in the Republic of Kazakhstan. It briefly discusses Kazakh national initiatives to enhance the country's global economic competitiveness through modernization and capacity-building in the field of higher education and science. National experience on integration to the international educational space by the consecutive implementation of Bologna principles is reflected. The importance of the Bolashak presidential scholarship program is addressed as a strategy for human capital development. This chapter also underlines trends, tendencies, and issues of internationalization of higher education in globalization. Key aspects of internationalization considered through the prism of the Kazakhstani experience include academic mobility, accreditation, university rankings, and research and development (R&D).

The Significance of International Higher Education in Environmental Issues

Libya, potentially with enormous landmass and environmental resources, has what it takes to spearhead the African continent and can equally stand as a sustainable nation. The authors have identified three broad areas that can electronically transform the government intentions into reality; these are an institutional framework, management, and public services for collaborative partners internally and externally, and infrastructural capacity building that will enhance government. This chapter has presented a theoretical concept for further research works that will help to reshape the e-government system which is an exemplary prototype of the procedures of obtaining the higher degree in tertiary institutions; thus, Libya must compete with the standards of other countries in university policies toward sustainable environmental practices. This is the higher aim of Libya state to acquire hi-tech skills as a fundamental step toward environmental issues prior to the implementation of e-learning systems and GIS aiming to control the investment of time, effort, and financial resources.