康奈尔Assignment代写:高等教育

2017-05-26 01:00

高等教育的世界正在发生变化，高等教育在其中发挥着重要作用的世界也在发生着变化。无论是在一个全球化的经济或学术机构的愿望产生的额外收入，甚至需要建立一个受过良好教育的劳动力的熟练劳动力的运动的推动下，高等教育的国际维度变得越来越重要，复杂，混乱。为了成为全球竞争力的大学，采用了越来越国际化的方式来提供高等教育。国际化已经成为目前高等教育的口号。奈特（1994）定义为“国际化整合一个国际跨文化维度引入到教学过程中，研究和服务职能的机构”的研究（2004）简单的说“国际化是对全球化的回应”，这意味着教育国际化是全球化或者至少意味着利用答案的情况下机构的过程。这是一个突然的现象？好不是真的。多年来，学生为了提高他们的高等教育而出国旅行。高收入国家为教师和学生提供了助学金和额外奖励。在英国，2008／09的非学生总数为368970人，较2007／325985上升了8%。增长最快的是全职教授的研究生课程，非英国学生增加了17%（英国国际学生事务委员会，高等教育统计）。再加上流动性的增加学生的大学已经采取了措施来审查他们的程序和特定的制度策略以促进国际化的课程实施（黑格，2002）。
康奈尔Assignment代写:高等教育
The world of higher education is changing and the world in which higher education plays such a significant role in is also transforming. Whether it is driven by the movement of skilled labour in a globalised economy or the desire of the academic institutions to generate additional revenue or even the need to build a more educated workforce, the international dimension of higher education is becoming increasingly important, complex, and confusing. In order to become globally competitive universities are adopting an increasingly international approach to the provision of higher education. Internationalisation has become the catchword of these present times in higher education.Knight (1994) defines internationalisation as "the process of integrating an international/ intercultural dimension into the teaching, research and service functions of the institution" Altbach (2004) simply states that "internationalisation is the process of institutions responding to globalisation" which implies that internationalisation of education is the answer to globalisation or at least a means of capitalising on the situation.Is this a sudden phenomenon? Well not really. For a number of years students have traveled outside of their own countries in order to advance their higher education. High income countries have provided grants and additional rewards to both teachers and students. Within the UK the total number of non-UK students for 2008/09 was 368,970, compared with 325,985 in 2007/08, an increase of 8%. The strongest growth was in full-time taught postgraduate programmes, up 17% for non-UK students (UK Council for International Student Affairs, Statistics on Higher Education). Coupled with this increased mobility of students universities have taken steps to review their programs and specific institutional strategies in order to facilitate the implementation of an internationalised curriculum (Haigh, 2002).

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