The Internationalization of Higher Education and the Transformation of Universities

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (30 June 2019) | Viewed by 24641

Special Issue Editor

Department of Curriculum Studies, University of Saskatchewan, Saskatoon, SK S7N 5A3, Canada
Interests: educators; developing quality e-learning; design-studio learning experiences; studying the social impacts of technology; investigating experiential learning and design-studio learning environments

Special Issue Information

Dear Colleagues,

The internationalization of higher education can be understood, in part, as the response of universities to the transformative processes of globalization. Internationalization includes transformation of the core missions of universities as well as the systems and processes enabling the realization of those missions. It can be argued that universities are in the knowledge ‘business’. Conceptualized in terms of knowledge processes, the core missions of universities are knowledge discovery and creation (research), knowledge transmission and exchange (teaching and learning), and knowledge translation and application (service).

This Special Issue of Social Sciences will examine the nature and consequences of the internationalization of these core missions. Both empirical and conceptual papers addressing the internationalization of universities are welcomed. Topics of interest include, but are not limited to

  • collaboration and competition for, and recruitment of, international students, staff and faculty members;
  • collaboration and competition related to research and graduate student education and training;
  • innovation in undergraduate teaching and learning, including changes to programming, curricula, and pedagogies;
  • innovation in the translation and application of research knowledge, including its commercialization, to social and economic development;
  • transformation of the leadership, governance, administration, and financing of universities.

Dr. Jay Wilson
Guest Editor

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. Social 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

  • Internationalization
  • Higher Education
  • Universities
  • Knowledge Production
  • Knowledge Exchange
  • Knowledge Application
  • Research
  • Teaching
  • Learning
  • Commercialization

Published Papers (2 papers)

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Research

14 pages, 349 KiB  
Article
Flipped Classroom to Improve University Student Centered Learning and Academic Performance
by Ángel Custodio Mingorance Estrada, Juan Granda Vera, Gloria Rojas Ruiz and Inmaculada Alemany Arrebola
Soc. Sci. 2019, 8(11), 315; https://doi.org/10.3390/socsci8110315 - 15 Nov 2019
Cited by 31 | Viewed by 8005
Abstract
In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. [...] Read more.
In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment. Full article
17 pages, 244 KiB  
Article
“Because of the Christian Fellowship, I Decided to Stay”: How Participating in a Christian Community Shapes the Social Experiences of Chinese International Students
by Anke Li, Chi Nguyen and Jinhee Choi
Soc. Sci. 2019, 8(8), 234; https://doi.org/10.3390/socsci8080234 - 07 Aug 2019
Viewed by 16015
Abstract
This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and [...] Read more.
This ethnographic study examines how participation in a Christian church community shapes Chinese international undergraduate students’ social experiences in an American university. Our findings reveal that Chinese international undergraduate students identify the church and its fellowship as (1) a social support community and (2) an informal learning community, one which fills in the gap in counseling services and interpersonal activities that the university fails to offer. Recommendations are made for higher education institutions to provide stronger support for international students, regardless of their nationalities and religions. Full article
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