Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
International Higher Education: Knowledge, Culture and Public Diplomacy
share announcement

International Higher Education: Knowledge, Culture and Public Diplomacy

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Higher Education".

Deadline for manuscript submissions: closed (15 December 2024) | Viewed by 5863

Special Issue Editors

Prof. Dr. Sheng-Ju Chan

E-Mail Website
Guest Editor
Graduate Institute of Education, National Chung Cheng University, Chiayi 621301, Taiwan
Interests: comparative education; higher education; education policy and management
Prof. Dr. Cheng-Cheng Yang

E-Mail Website
Guest Editor
Department of Education, National Chiayi University, Chiayi 621302, Taiwan
Interests: Higher Education, Education Policy, Educational Administration

Special Issue Information

Dear Colleagues,

Higher education has increasingly been positioned as a strategic sector for promoting national status, economic competitiveness, and even cultural influence on the international stage. A wide range of initiatives and schemes have been launched by Western societies and other emerging donors with the aim of strengthening their diplomatic relations with foreign audiences through networking higher education institutions. As engines of knowledge production and scientific innovation, universities hold significant power in reshaping the dynamics of technological advancement on a global scale. Certainly, the mobility and circulation of students, researchers, and professionals across national boundaries also have significant cultural implications from the perspective of public diplomacy. It is widely believed that exchange programs tend to create positive cultural impressions due to affinity, interaction, and mutual understanding at the individual level. However, despite these assumed relationships, the diplomatic roles and positions of higher education are still subject to the complexities of domestic and international contexts in various countries. Changing geopolitics, economic competition, and national security concerns among major countries also alter the interactive patterns of the higher education sector. These new political and economic forces bring about dramatic transformations in public diplomacy within the context of higher education. It is within these broader contexts that this Special Issue aims to address the following themes:
  1. How and why are governmental policies in higher education formulated and crafted to address their diplomatic purposes at the international level?
  2. How do governments, non-state actors, and higher education institutions network to foster diplomatic relationships?
  3. What are the changing roles and strategies of universities in coping with intensified geopolitical competition and national conflicts at the institutional level?
  4. What are the effects and impacts of particular schemes and initiatives in higher education on foreign countries in terms of soft power?
  5. How can innovative conceptual or theoretical frameworks in international relations or political sciences empirically interpret these new developments?
  6. How are the identities, feelings, and values of individual actors restructured within the arena of public policy in higher education?

Prof. Dr. Sheng-Ju Chan
Prof. Dr. Cheng-Cheng Yang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • higher education
  • public policy
  • soft power
  • knowledge/education/culture diplomacy
  • international relation
  • institutional cooperation

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (6 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

12 pages, 218 KiB  
Article
Internationalization, Diplomacy, and Beyond: Considering Studying Abroad as a Medium of Learning Through the Lens of Cultural Studies and Public Pedagogy
by Sae Shimauchi
Educ. Sci. 2025, 15(5), 544; https://doi.org/10.3390/educsci15050544 (registering DOI) - 28 Apr 2025
Abstract
Studying abroad has been emphasised to increase the cultural influence of sending countries and promote international understanding. This study re-examines study abroad as part of the internationalisation of higher education, using concepts of soft power, knowledge diplomacy, public diplomacy, and cultural diplomacy. Specifically, [...] Read more.
Studying abroad has been emphasised to increase the cultural influence of sending countries and promote international understanding. This study re-examines study abroad as part of the internationalisation of higher education, using concepts of soft power, knowledge diplomacy, public diplomacy, and cultural diplomacy. Specifically, the study highlights the limitations of the conceptual frameworks of ‘nation’ and ‘formal educational opportunities’ in studying abroad, and discusses a perspective on learning that goes beyond the physical space of the university and the formal educational opportunity. Furthermore, this study considers cultural studies and a public pedagogy perspective to examine where and how studying abroad and international learning can occur. Therefore, this research aims to provide a more interdisciplinary perspective on higher education research surrounding the phenomenon of studying abroad, and to examine the academic boundaries that define the field of research on the internationalisation of higher education. The paper concludes that studying abroad and international education should be reconsidered as a ‘medium’ that promotes cross-border learning by understanding culture and social structure. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
17 pages, 1118 KiB  
Article
Impact of University Reputation and Academic Quality on University Selection Among Vietnamese Postgraduate Students: A Moderation Analysis of Gender
by Azadeh Amoozegar, Ly Bao Duy Nguyen, Hariharan N. Krishnasamy, Boonyarit Omanee and Asokan Vasudevan
Educ. Sci. 2025, 15(5), 536; https://doi.org/10.3390/educsci15050536 (registering DOI) - 27 Apr 2025
Viewed by 86
Abstract
This study investigated the phases involved in postgraduates’ decision-making process when selecting a university in Vietnam. By analyzing the key factors that influence these decisions, the research provides insights into how these elements impact students’ university choices, offering a deeper understanding of enrolment [...] Read more.
This study investigated the phases involved in postgraduates’ decision-making process when selecting a university in Vietnam. By analyzing the key factors that influence these decisions, the research provides insights into how these elements impact students’ university choices, offering a deeper understanding of enrolment behavior in the Vietnamese educational context. The survey was conducted by gathering quantitative data. With an emphasis on gender moderating university choice decisions, a 16-item questionnaire was used to measure university reputation and academic quality. Utilizing a quantitative approach, data were collected from a sample of postgraduate students and analyzed using Structural Equation Modeling (SEM) via SmartPLS 4. The results reveal that both university reputation and academic quality significantly influence university choice decisions. However, the moderating effect of gender on these relationships was found to be insignificant. These findings contribute to the limited literature on higher education marketing in Vietnam, particularly concerning postgraduate students, and offer valuable insights for university administrators. This study is in line with SDG 5 (Gender Equality), which includes topics like gender parity, inclusive participation, and gender equity, and SDG 4 (Quality Education), which highlights the significance of academic quality and reputation when choosing a university. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
►▼ Show Figures

Figure 1

23 pages, 627 KiB  
Article
Advancing Intercultural Competence in Higher Education: Strategies for Engaging Generation Z
by Aki Yamada
Educ. Sci. 2025, 15(3), 341; https://doi.org/10.3390/educsci15030341 - 10 Mar 2025
Viewed by 575
Abstract
This study examines how Japanese Generation Z, “digital natives” currently in higher education, engage in cross-cultural learning and develop global skills. In the modern digital era, encountering and studying international topics, cultures, and languages is no longer limited to the traditional physical movement [...] Read more.
This study examines how Japanese Generation Z, “digital natives” currently in higher education, engage in cross-cultural learning and develop global skills. In the modern digital era, encountering and studying international topics, cultures, and languages is no longer limited to the traditional physical movement of people to acquire new experiences. We seek to investigate a modernized educational model for intercultural exchange, learning, and internationalization that emphasizes the technological information, platforms, and tools that the digital native generation uses daily. We use survey data from 123 Japanese higher-education students to investigate this subject and help reveal how they can operate and learn global skills in an increasingly digital landscape. Our findings indicate a strong desire to gain intercultural competence through digital sources, remote communications, and interactions with inbound international students. Digital information provides a significant opportunity for students to gain foundational international knowledge and competencies without the level of investment and limited accessibility of traditional study-abroad programs. We consider the pros and cons of integrating digital information into future academic endeavors. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
►▼ Show Figures

Figure 1

13 pages, 608 KiB  
Article
Bridging Intellectual Traditions Through a Bi/Multi-Cultural Intellectual Mind
by Yuting Shen and Rui Yang
Educ. Sci. 2025, 15(2), 175; https://doi.org/10.3390/educsci15020175 - 2 Feb 2025
Viewed by 675
Abstract
This article examines why and how scholars could bridge intellectual traditions in research by developing the notion of “a bi/multi-cultural intellectual mind”. It begins with outlining the historical emergence of Western-centric dominance in global academia and its consequential unequal worldwide knowledge flows. Drawing [...] Read more.
This article examines why and how scholars could bridge intellectual traditions in research by developing the notion of “a bi/multi-cultural intellectual mind”. It begins with outlining the historical emergence of Western-centric dominance in global academia and its consequential unequal worldwide knowledge flows. Drawing on elements from the model of bicultural competence, including attitudes, knowledge, skills, and behaviors, this study suggests research directions for examining individual scholars to bridge intellectual traditions. It emphasizes that individual efforts can bridge intellectual traditions in research truly effectively. This article then highlights research pathways of examining intermediaries in global intellectual history, who successfully navigate Euro-American and their own intellectual traditions. In doing so, it proposes an analytical framework for the study of a bi/multi-cultural intellectual mind. Finally, this study calls for diverse and inclusive approaches to research on bridging intellectual traditions, while encouraging an equal dialogue between Euro-American and other intellectual traditions in the global higher education landscape. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
►▼ Show Figures

Figure 1

36 pages, 3220 KiB  
Article
Quality Assurance System of Higher Education in Kazakhstan Through Stakeholders’ Eyes: An Empirical Study to Identify Its Challenges
by Aidos Mukhatayev, Serik Omirbayev, Khanat Kassenov and Yuliya Idiyatova
Educ. Sci. 2024, 14(12), 1297; https://doi.org/10.3390/educsci14121297 - 26 Nov 2024
Viewed by 1291
Abstract
The purpose of this study is to identify the problems of the quality assurance system of higher education in the Republic of Kazakhstan. To do this, the opinions of the stakeholders (students, teaching staff, employers, administrative, and managerial staff) in the process were [...] Read more.
The purpose of this study is to identify the problems of the quality assurance system of higher education in the Republic of Kazakhstan. To do this, the opinions of the stakeholders (students, teaching staff, employers, administrative, and managerial staff) in the process were screened. The data obtained were compared with the results of independent international ratings and other parameters. For screening, field studies were conducted using a questionnaire for students, teachers, non-academic employees of universities, and employers covering all regions of Kazakhstan in terms of quality assurance components. Based on the constructivist approach, the answers were interpreted to identify the problems of the quality assurance system in the understanding of the study participants. This study revealed that participants rate the quality of the content at a below-average level, the quality of the contingent at an average level, the quality of staff at a lower-than-average level, and the quality of infrastructure at a low level. Comparing the results of the survey and interviewing with the analysis of the results of entrance exams and ratings made it possible to identify the most pressing problems in ensuring the quality of educational programs, contingent, staff, and infrastructure of universities and draw conclusions about its improvement. The obtained results will help to customize the system of quality assurance of higher and postgraduate education, thus contributing to the training of highly competitive specialists for the country’s economy. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
►▼ Show Figures

Figure 1

28 pages, 611 KiB  
Article
Transcending Shallow Internationalization: Best Practices for Attaining Excellence in International Higher Education
by Gerald W. Fry
Educ. Sci. 2024, 14(9), 968; https://doi.org/10.3390/educsci14090968 - 2 Sep 2024
Cited by 1 | Viewed by 2037
Abstract
The context for this study is the volatile, turbulent, and disruptive environment that affects higher education everywhere. A plethora of key problems facing higher education are identified. Among these are escalating costs and declining public support for higher education. This means that international [...] Read more.
The context for this study is the volatile, turbulent, and disruptive environment that affects higher education everywhere. A plethora of key problems facing higher education are identified. Among these are escalating costs and declining public support for higher education. This means that international education must compete with other possible priorities, such as strengthening disciplines or making campuses more attractive to prospective students. The basic aim of this paper is to develop a set of best practices to promote excellence and rigor in international higher education. In that sense, this could be called action research. This could also be considered the story of how to develop excellence and rigor in international higher education. The major methodology for this study is multiple case studies research and mixed methods research. Another method is reflective participant experience based on the author’s seven decades of engagement with the internationalization of higher education. Both value premises and positionality, which might influence the research are openly shared. In terms of theoretical foundations, key genres of internationalization are identified and described, such as critical, comparative, and comprehensive internationalization. Then, in terms of results, in the next quantitative section of the paper, eight statistical tables are shared that show the current status of international higher education, primarily in the U.S., while also including a table showing the most international universities in the world. Then, in the next qualitative part of the study, 11 exemplary cases are presented, such as CAMPUS Asia, Volunteers in Asia (VIA), and the International Cooperative Learning Project. These projects involve a total of about 20 countries. The criteria for selection were factors such as depth, sustainability, and impactful, transformative learning. The paper concludes with an articulation of the best practices to achieve excellence in international education and the principle that true liberal education is inherently international and intercultural. Full article
(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-6
Back to TopTop