Index
Internationalization and Imprints of the Pandemic on Higher Education Worldwide
ISBN: 978-1-83753-561-3, eISBN: 978-1-83753-560-6
ISSN: 1479-3679
Publication date: 27 June 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Wiseman, A.W., Matherly, C. and Crumley-Effinger, M. (Ed.) Internationalization and Imprints of the Pandemic on Higher Education Worldwide (International Perspectives on Education and Society, Vol. 44), Emerald Publishing Limited, Leeds, pp. 287-295. https://doi.org/10.1108/S1479-367920230000044018
Publisher
:Emerald Publishing Limited
Copyright © 2023 Alexander W. Wiseman, Cheryl Matherly and Max Crumley-Effinger
INDEX
Academic activities
, 269
Academic advising
, 166–167
Academic affairs
, 67–68, 237, 242
Academic exchange
, 114–115, 117–118
Academic integrity
, 170
Academic leaders
e-leadership in management model
, 52
lead innovation in teaching and learning processes
, 55–56
needs of students and staff
, 53–54
partnership-driven governance and leadership models for future of TNHE
, 56
professional development of staff in home institutions
, 55
strategic decision-making
, 54–55
transformational approach during and after COVID-19 pandemic
, 51–52
virtual teams and network development in partner institutions
, 52–53
Academic leadership in TNHE
, 46–47
Academic mobility
, 114
Academic partnerships
, 62
Academic staff
, 45, 53, 55, 230, 241, 243, 273
Academic success
, 169–170
Acculturation
, 190
“Adhocracy or create” culture
, 28–30
Administrative operations
, 88–89
Admissions
, 81, 86, 88–89, 234
Advanced Information Technology (AIT)
, 50
Advantage VT
, 165
Africa
, 176
African Institute for Mathematical Sciences (AIMS)
, 176
AIMS–IVADO framework
, 180
AIMS Industry Initiative (AI2)
, 176
Analyst triangulation
, 22
Analytical approach
, 22
Association of East Asian Research Universities (AEARU)
, 234
Association of Pacific Rim Universities (APRU)
, 232
Assurance
, 45–46, 56, 97, 107–108
Axial coding
, 22
Balkans
, 215, 220, 222
Be Global Project (BGP)
, 233–235
Bibliographic research methodology
, 117
Biocultural conservation
, 62
Blended learning
, 44, 239, 243–245
Bologna Process
, 114
Border imperialism
, 130
carceral technologies of labor
, 133–136
expansion
, 142–143
Gestell
, 131
historical and present Canadian context
, 131–133
international remote learning in neoliberal capitalist context
, 136–137
international remote liberation
, 140–141
international remote resistance
, 139–140
Liberal Welcome
, 141–142
political solidarity and division
, 137–139
Bosnia and Herzegovina (BiH)
, 215
Brain circulation
, 180
Brazil
, 114
Brazilian Ministry of Education (MEC)
, 120
Bronfenbrenner’s model
, 187
Budgeting
, 102
Canadian economy
, 139
Canadian Government
, 76
Canvas site
, 166
Capability approach to wellbeing
, 100
Cape Horn International Center (CHIC)
, 66–67
CAPES PrInt
, 115, 120
Carceral space
, 133
Carceral technologies of labor
, 133–136
Career development
, 190
Career preparation and internships
, 189–191
Center for International Education and Cooperation (CIEC)
, 238
Chiang Mai University (CMU)
, 215
Chile
, 62, 65
“Clan or collaborate” culture
, 27–29
Clarivate analytics web of science
, 46
Code of Practice on Pastoral Care of International Students
, 94–95, 97
Coding process
, 22
Collaboration
, 34–35
Collaborative Online International Learning (COIL)
, 9–10, 116, 118, 210–213, 232, 239, 277
case context
, 213–214
case programs
, 214–215
enabling environment
, 216–217
equitable learning experience
, 218–220
findings
, 216–223
future perspective
, 224–225
global awareness and bonding
, 222–223
methodology
, 215–216
partnerships and collaboration
, 220–221
self-reflection and inner changes
, 221–222
technological aid
, 217–218
College experience
, 188
Colombo Plan
, 96
Communication
, 32
“Community composition” framework
, 140
Community engagement
, 62
Community health
, 252
Community health workers (CHWs)
, 255
Comparative case study methodological approach
, 22
Competing values framework (CVF)
, 27
Competition
, 115
Constant comparative methods
, 256
Content analysis approach
, 22
Cooperation
, 115
Coronavirus disease 2019 pandemic (COVID-19 pandemic)
, 250
Course Jukebox
, 232
COVID-19 Digital Classroom
, 255–256, 259
COVID-19 pandemic
, 2, 20–21, 42, 94, 148, 165, 210, 230, 276–281
electronic leadership and
, 50–51
and internationalization agenda
, 67–68
transformational leadership and
, 49–50
COVID-19 realities
, 81
flexibility and innovation
, 81–82
international student support
, 82–85
COVID-19 Training for Healthcare Workers
, 259
Cranwell International Center
, 164
Crisis management
, 34
Critical discourse analysis (CDA)
, 94
Cross-checking process
, 22
Cultural wealth model
, 187
Culture
, 27
Curricular innovation
, 180
Curriculum
, 5, 173
Data
, 21–23
reduction
, 154
representation
, 154
Digital education
in global health education prior to pandemic
, 252
in pandemic
, 253–255
Digital gap
, 116
Digital health
, 250
Digital resources and technologies
, 116
Digital transformation (DX)
, 273
Digitalization
, 179
Disruptions
, 9, 42–43, 51, 116, 180
Disruptive change
, 176
Distance education
, 116, 121, 245, 269, 275
Diversity, equity, and inclusion (DEI)
, 167
Dualities in education
ethical principles of research
, 153
FGI questions
, 152
findings
, 154–157
methods and research question
, 151–152
results
, 157–160
theoretical frameworks
, 148–151
Ebscohost e-journal databases
, 46
Ecological model
, 187
Economic wellbeing
, 102–103
Education
, 103, 130
Education abroad
, 75, 201
Education New Zealand (ENZ)
, 96
Educational exchange
, 230–231
Educational systems
, 32, 268–269
Electronic leadership and COVID-19
, 50–51
Elsevier BV’s Scopus
, 46
Engineering
, 66, 166
English as an additional language (EAL)
, 117
English Medium Instruction (EMI)
, 117
English without Borders (EwB)
, 115
Enrollment
, 169
data
, 255
management
, 164
Entrepreneurship
, 178
Equity
, 214
Erasmus scheme
, 4
Erasmus+ exchange program
, 152–153
Erasmus+ KA2 Strategic Partnership project
, 152
Ethic of care
, 109
Faculty
, 189
Financial investments
, 168–169
First-year experience (FYE)
, 167–168
Flipped classrooms
, 253
Focus Group Interviews (FGI)
, 152
questions
, 152
Foreign language
, 114, 116, 120, 158, 215, 217, 219, 239
Fragility of international cooperation partnerships
, 116
Future Global Leadership (FGL)
, 234
General Agreement of Trade in Services (GATS)
, 44, 96
Gestell
, 130–131
Global
, 5
Global 30 (G30)
, 230
Global Citizenship Education (GCED)
, 212
Global collaborations
, 254
Global education
, 85
Global health
, 251
Global health education
acceleration of digital education tools into global health classroom
, 257–260
digital education in global health education prior to pandemic
, 252
digital education in pandemic
, 253–255
faculty’s role in knowledge translation and supporting access to
, 261–262
findings
, 256–257
growth of internationalization in health education curricula prior to pandemic
, 250–252
methods
, 255–256
pandemic health education needs
, 252–253
sharing of health education content by transnational networks
, 260–261
Globalization
, 2
Go Global Japan (GGJ)
, 230
GobblerFest
, 171
Google scholar
, 46
Health and wellbeing
, 103
Health education
, 11, 263
Health knowledge
, 263
Healthcare access
, 251
“Hierarchy or control” culture
, 28, 30–31
High-income countries (HICs)
, 250
Higher education (HE)
, 114, 130, 148 (see also Transnational higher education (TNHE))
programs
, 4
Higher education institutions (HEIs)
, 3–5, 20, 74, 114, 148, 268
Higher education internationalization
, 2–3
imprints across time and level
, 11–13
setting scene
, 3–5
thematic areas, provocative questions
, 6–11
Hokie Spirit
, 165
Home ownership
, 135
Hospitality
, 140–141
Idealized influence
, 49
In-depth interviews
, 255
Inclusion
, 103
Individual competence
, 32
Individualized consideration
, 49
Inductive analysis
, 256
Infection Prevention and Control (IPC)
, 258
Information and communication technologies (ICTs)
, 118, 230, 269
Innovation
, 30, 275
Inspirational motivation
, 49
Institute for Innovative Global Education (IIGE)
, 232
Institute of Ecology and Biology (IEB)
, 64
Institute of International Education (IIE)
, 74
Institutional policies in public universities facing scenario of sanitary confinement in face of COVID-19 pandemic
, 276–281
Institutional theory
, 47–49
Institutionalization of partnership during COVID pandemic
, 65–66
Intellectual stimulation
, 49
Inter-University Exchange Project (IUEP)
, 230
Intercultural Collaborative Learning (ICL)
, 233
Intercultural leadership
, 31–32
Intercultural learning
, 214
International Association of Universities
, 4
International collaboration
, 11, 13, 66, 221, 223, 251, 272
International education
, 7
in New Zealand
, 95–96
at universities
, 230
International educational exchange efforts during pandemic
, 232, 239–240
background and factors enabling KGU’s initiatives
, 240–243
background and factors facilitating BGP
, 234–238
KGU and efforts for internationalization
, 238–239
overview of TU and efforts for internationalization
, 232–234
International higher education
, 4
International learning
, 152, 154–157, 214, 245
International remote learning in neoliberal capitalist context
, 136–137
International remote liberation
, 140–141
International remote resistance
, 139–140
International Student Division (ISD)
, 236
International student mobility in higher education
, 149
International student wellbeing in New Zealand
, 94–95
International students
, 74, 186
career preparation and internships
, 189–191
implications
, 197–201
literature review
, 188–189
methods
, 192–193
purpose and positionality
, 191–192
results
, 194–197
theoretical framework
, 187–188
International Students Plan
, 230
Internationality
, 269
Internationalization
, 2, 115–116, 131, 176, 251, 268
challenges and new scenarios
, 279–281
in educational offer of higher education
, 270–276
in health sciences education
, 251
institutional policies in public universities facing scenario of sanitary confinement in face of COVID-19 pandemic
, 276–281
methodology
, 270–281
Internationalization abroad (IA)
, 149
Internationalization at a distance (IaD)
, 148, 150
Internationalization at home (IaH)
, 118, 148, 230, 233
Internationalization of higher education (IHE)
, 114, 148–150, 230, 269
literature review
, 117–120
methods
, 120–122
results
, 122–124
Internet
, 116, 134
Internships
, 189–191
Japan
government policy for international education in Japan before pandemic
, 230–231
international educational exchange efforts during pandemic
, 232–243
prospects and challenges
, 244–246
responses of Japanese universities to pandemic
, 231–232
similar factors in cases
, 243
Japan Student Services Organization (JASSO)
, 211, 233
Japanese organization
, 236
Japanese universities
, 234–235
Kwansei Gakuin University (KGU)
, 230
and efforts for internationalization
, 238–239
Language
, 94
Languages without Borders (LwB)
, 115
Latin American educational systems
, 268
Latin American region
, 272
“Lead for Good” program
, 171
Leadership and policy
, 6
Learning Management System (LMS)
, 257
Learning technologies
, 9–11
Liberal Welcome
, 141–142
Linguistic gap
, 116
Low-and middle-income countries (LMICs)
, 250
Loyola Marymount University (LMU)
, 215
Macro internationalization
, 12–13
Market or compete culture
, 28, 31
Massachusetts Institute of Technology (MIT)
, 272
Massive Open Online Courses (MOOCs)
, 116, 119, 177
Masters in Public Health (MPH)
, 262
Matriculation
, 169
Members of Parliament (MPs)
, 130
Meso internationalization
, 12–13
Micro internationalization
, 12–13, 179
Microsoft Teams
, 21
Mindful Minimalism
, 170
Ministry of Education (MOE)
, 97
Ministry of Education, Culture, Sports, Science and Technology (MEXT)
, 213, 230
Mintzberg’s theory
, 24
Mobility and experiences
, 7–9
Moodle
, 148
Mutual-understanding, Intellectual Relations and Academic Exchange Initiative (MIRAI)
, 215
National Association of Colleges and Employers (NACE)
, 190
National Council for Science and Technology (CONACYT)
, 273
National Science Foundation International Research Experiences for Students grant (NSF IRES grant)
, 64
National Survey of Student Engagement (NSSE)
, 192
Navigational capital
, 188
Neo-racism
, 143
Neoliberalism
, 99
New normal
, 31, 245–246
New Zealand
, 94
international student wellbeing in
, 94–95
typology of wellbeing discourses in New Zealand international education sector
, 101–102
wellbeing turn in New Zealand International Education
, 95–98
New Zealand Education International (NZEI)
, 96
New Zealand International Education Marketing Network
, 96
New Zealand Market Development Board (NZMDB)
, 96
Next Einstein Forum (NEF)
, 176
Objective circumstances
, 154
Online assessments
, 253
Online learning
, 216, 253
Open coding
, 22
Open Doors
, 74, 76, 78–79
Open University and Distance Education System (SUAyED)
, 276
OpenWHO platform
, 254
Optional Practical Training (OPT)
, 76, 190
Orbis digital platform
, 179
Organization for Economic Cooperation and Development (OECD)
, 212
Organizational culture
, 27
adhocracy or create culture
, 29–30
clan or collaborate culture
, 28–29
hierarchy or control culture
, 30–31
market or compete culture
, 31
Organizational support
, 35
Pandemic
, 2, 116, 186
academic integrity
, 170
academic success
, 169–170
challenges
, 171–172
enrollment and matriculation
, 169
health education needs
, 252–253
pandemic-related internationalization challenges and outcomes
, 169, 178–180
student engagement
, 170–171
Paradigm shift
, 4, 7, 116
Partnerships for health
, 250
Peace education
, 223
Peer mentoring
, 168
Peri-pandemic effects
, 11–12
Personal Protective Equipment (PPE)
, 254
Physical mobility
, 7–10, 117, 122, 124–125, 154, 243, 245
Plan de Desarrollo Institucional 2019–2023
, 275–276
Plan Nacional de Desarrollo 2019–2024
, 274–275
Plan Sectorial de Educación 2019–2024
, 274–275
Political Discourse Analysis approach
, 270
Political solidarity and division
, 137–139
Post-pandemic effects
, 11–12
Post-pandemic social reality
, 280
Postsecondary education
, 20
Pre-pandemic effects
, 11–12
Presidential leadership
, 21
collaboration
, 34–35
contextual awareness
, 36
data
, 21–23
implications for presidents
, 34–37
institutional focus
, 36–37
university presidential leadership approaches
, 23–34
Provider
, 43, 110
Provocative questions
, 2
Public health
, 251
Purposeful sampling technique
, 21
Push and pull factors
, 74
Qualitative research
, 151
Quality
, 3, 27, 275
Quality assurance
, 45–46, 56, 97, 107–108
Quantum Leap Africa (QLA)
, 176
Racism
, 130
Remote
, 9
Remote anatomy models
, 253
Remote learning
, 130, 139, 172, 253
Remote WIL
, 179–180
Saturation
, 22
Science, Technology, Engineering and Mathematics (STEM)
, 114
Science without Borders program (SwB program)
, 114–115
Seasonal Agricultural Worker Program (SAWP)
, 132
Security
, 135
Selective coding
, 22
Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2)
, 250
Shanghai Ranking’s Academic Ranking of World Universities
, 4
Simulations
, 253
Skills development
, 176, 190
Skills for Employability (SFE program)
, 176–177
Sleep Dealer
, 136
Slow scholarship
, 139
Social capital
, 188
Social media
, 253
Social network services (SNS)
, 211
Soft power
, 142
Sophia University (SU)
, 210
State University of New York (SUNY)
, 211
STEM
, 176
background and institutional description
, 176
intended outcomes
, 177–178
pandemic-related internationalization challenges and outcomes
, 178–180
program description
, 178
recommendations
, 181–182
Strategic lines
, 273
Strategic partnerships
, 62, 64–65
COVID pandemic and internationalization agenda
, 67–68
first steps in partnership collaboration
, 64
institutionalization of partnership during COVID pandemic
, 65–66
origins
, 63
reasons for success
, 66–67
Student affairs
, 85
Student comments
, 188
Student engagement
, 170–171
Student exchange
, 158, 213
Student learning
, 55, 210, 216
Student mobility
, 33, 62, 74
COVID-19 realities
, 81–85
flows before COVID-19 pandemic
, 74–77
effect of historical world events on academic mobility flows
, 76–77
lessons learned
, 85–89
US international student mobility flows amid COVID-19
, 77–80
Students
, 31–34
Students learning
, 150–151
Students’ learning
, 151
Study abroad
, 45, 65, 191, 244, 246
Sub-Antarctic Biocultural Conservation Program Field Station
, 64
Sustainability
, 10–11, 99
Teaching
, 107
Teams
, 148
Technological transformation
, 11
Technologies of labor
, 130
Technology
, 9–10, 263
Teleconferences
, 253
Telehealth
, 253
Thailand
, 210, 212, 215
Third mission
, 176
Three-step approach to coding qualitative data
, 22
Times Higher Education’s World University Rankings
, 4
Tohoku University (TU)
, 230
Top Global University Project (TGUP)
, 230
Tourism New Zealand
, 96
Trade New Zealand
, 96
Transformation
, 43, 269
Transformational leadership and COVID-19
, 49–50
Transformative learning
, 151
Transitions
, 192–193
Transnational education
, 4, 44–45
Transnational higher education (TNHE)
, 42 (see also Internationalization of higher education (IHE))
advantages
, 45
context
, 44–46
literature review
, 46–51
proposals for promoting academic leadership roles in TNHE during and after COVID-19
, 51–56
research methods
, 46
Transnational higher education institutions (TNHEIs)
, 43–44
Transnational research
, 62
U.S. Citizenship and Immigration Services (USCIS)
, 190
UN Sustainable Development Goals (SDGs)
, 4
Undergraduate education
, 164
United Kingdom (UK)
, 4, 75
United Nations Children’s Fund (UNICEF)
, 255
United Nations Educational, Scientific, and Cultural Organization (UNESCO)
, 74, 212
United States (US)
, 4
Universidad Católica de Chile
, 270–273, 277–278
Universidad Nacional Autónoma de México
, 270, 273–276, 278
University Mobility in Asia and Pacific (UMAP)
, 232
University of Magallanes (UMAG)
, 62
University of North Texas (UNT)
, 62
UNT-UMAG collaboration
, 62
University of Sarajevo (UoS)
, 215
University president
, 21
University presidential leadership approaches
, 23
complex role of university president
, 23–27
organizational culture
, 27–31
presidents and students
, 31–34
University’s culture of taking on new challenges
, 234–236
US international student mobility flows amid COVID-19
, 77–80
USA
, 124
Video conferencing
, 253
Videoconferencing platforms
, 130
Virginia Tech
, 164–165
Virtual advising
, 87–88
Virtual consultations
, 253
Virtual exchange (VE)
, 119, 239
Virtual mobility
, 231
Virtual programming
, 85–87
Virtual reality
, 253
Virtual travel components
, 253
Virtualization
, 269
in educational offer of higher education
, 270–276
institutional policies in public universities facing scenario of sanitary confinement in face of challenges and new scenarios
, 279–281
methodology
, 270–281
Virtualization of higher education
, 270–271
Visiting faculty
, 253
VTBound
, 164
academic advising
, 166–167
financial investments
, 168–169
FYE courses
, 167–168
intended outcomes
, 165
pandemic-related internationalization outcomes and challenges
, 169–172
peer mentoring
, 168
program structure
, 166
recommendations
, 173
Webinars
, 253
Wellbeing
absent discourse of wellbeing as inclusion
, 104–106
conceptualizing
, 98–100
narrowing operations of international student wellbeing
, 102–103
real targets
, 106–108
turn in New Zealand International Education
, 95–98
typology of wellbeing discourses in New Zealand international education sector
, 101–102
Work-integrated learning (WIL)
, 176
World Conference on Higher Education (WCHE)
, 275
World Education Services (WES)
, 186
World Trade Organization
, 44
Zoom
, 21, 148
Zoombombing
, 134
- Prelims
- Imprints of the Pandemic on Higher Education Internationalization Worldwide: Thematic Intersections Across Time and Level
- Part 1: Higher Education Leadership and Policy in Times of Crisis
- Chapter 1: “We Will Survive and Thrive”: A Comparative Study of Presidential Leadership During the Global Pandemic
- Chapter 2: The COVID-19 Crises and the Future of Academic Leadership in Transnational Higher Education: The Case of Ghana
- Chapter 3: Navigating and Nurturing a US-Chilean Strategic Partnership at the Southern Summit of the Americas
- Part 2: International Mobility and Student Experiences Modified by COVID-19
- Chapter 4: Student Global Mobility During Disruption: The Resilience and Redefinition of US International Educational Exchange During the COVID-19 Pandemic
- Chapter 5: Wellbeing, International Students, and the Pandemic: A Critical Analysis of International Education Discourses of Wellbeing in New Zealand
- Chapter 6: Pandemic and Paradigm Shift in Internationalization: From Competition, Mobility and Exclusivity to Cooperation, Virtuality and Inclusion
- Chapter 7: Border Imperialism in International Remote Learning Contexts
- Chapter 8: Evolution or Revolution? Dualities in Internationalization Through Student Mobility Programs as an Imprint of the Pandemic in Higher Education
- Chapter 9: VTBound: Overcoming Barriers to Matriculation and Promoting Academic Success of International Students During the Pandemic
- Chapter 10: Internationalization Disrupted: Advancing STEM Training in Africa Beyond COVID-19
- Chapter 11: Understanding International Student Experiences and Career Preparation Challenges Through COVID-19
- Part 3: The Mobilization and Acceleration of Learning Technologies in Response to COVID-19
- Chapter 12: Collaborative Online International Learning (COIL) During the Pandemic: The Momentum for Developing Global Competency Through Equitable, Partnership-based Intercultural Learning
- Chapter 13: International Education and ICT During and Post-COVID-19: Japan's Experiences and Perspectives
- Chapter 14: The Impact of the COVID-19 Pandemic on Global Health Education
- Chapter 15: Impact of the COVID-19 Pandemic on the Processes of Internationalization and Virtualization of Higher Education: Antecedents, Current Events, and Possible Scenarios in the Cases of Chile and Mexico
- Index