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The Academy of International Education: Navigating Challenges and Seizing Opportunities in a Globalized World
Author: Dr. Anya Sharma, PhD in International Relations, Professor of Global Education at Georgetown University. Dr. Sharma has over 15 years of experience researching and teaching on the impact of globalization on education systems worldwide.
Keywords: Academy of International Education, Global Education, International Student Mobility, Cross-Cultural Learning, Educational Challenges, Educational Opportunities, Internationalization of Education, Higher Education, Global Citizenship, Future of Education
Abstract: This article examines the burgeoning field of the Academy of International Education, exploring the significant opportunities and considerable challenges inherent in fostering global collaboration and intercultural understanding within educational settings. We will analyze the impact of globalization on curriculum design, student recruitment, faculty development, and the overall mission of the Academy of International Education.
1. Introduction: The Rise of the Academy of International Education
The Academy of International Education (AIE) represents a crucial response to the increasingly interconnected world. Globalization has fundamentally reshaped the educational landscape, demanding institutions to adapt and embrace a more internationalized approach. AIEs, whether standalone institutions or specialized departments within larger universities, are designed to cultivate global citizenship, promote intercultural understanding, and equip students with the skills and knowledge necessary to thrive in a globalized marketplace. This article will delve into the multifaceted nature of AIEs, exploring the exciting opportunities they present while acknowledging the significant challenges they must overcome.
2. Opportunities Presented by the Academy of International Education
The Academy of International Education presents numerous opportunities for both students and institutions:
Enhanced Global Perspective: AIEs foster a richer and more nuanced understanding of global issues, encouraging students to engage critically with diverse perspectives and worldviews. Through diverse curricula and international collaborations, students develop a global consciousness that transcends national boundaries.
Improved Employability Skills: In today's competitive global job market, international experience and cross-cultural competencies are highly valued. AIEs equip students with these crucial skills, enhancing their employability prospects significantly. The Academy of International Education curriculum often includes language acquisition, intercultural communication training, and global project management skills.
Expanded Research Opportunities: AIEs facilitate research collaborations across borders, allowing academics to engage in impactful research addressing global challenges. This collaborative approach fosters knowledge sharing and innovation, leading to advancements in various academic disciplines.
Increased International Student Mobility: AIEs act as hubs for attracting international students, enriching the campus environment and fostering cross-cultural interactions. This diversity contributes to a vibrant learning community and a more comprehensive educational experience.
Strengthened Institutional Reputation: The establishment of a successful Academy of International Education enhances the reputation of an institution both nationally and internationally, attracting top students and faculty.
3. Challenges Faced by the Academy of International Education
Despite the significant opportunities, AIEs face numerous challenges:
Funding and Resource Allocation: Establishing and maintaining an Academy of International Education requires significant financial resources. Securing funding, managing budgets effectively, and ensuring the allocation of resources to support diverse initiatives are crucial challenges.
Curriculum Development and Integration: Designing a curriculum that effectively integrates international perspectives across disciplines requires careful planning and coordination. Balancing the needs of a diverse student body with institutional requirements poses a significant challenge.
Faculty Development and Training: Educators need to be equipped with the pedagogical skills and cross-cultural competencies to effectively teach in an international context. Providing ongoing professional development opportunities for faculty is essential.
Assessment and Evaluation: Assessing learning outcomes in a diverse, internationally focused environment requires innovative approaches. Developing assessment tools that accurately measure the acquisition of global competencies is crucial for the success of the Academy of International Education.
Language Barriers and Cultural Differences: Navigating language barriers and cultural differences within the Academy of International Education requires careful planning and sensitivity. Addressing potential communication challenges and creating an inclusive learning environment is crucial for student success.
Maintaining Academic Rigor: While embracing international perspectives, it’s essential to maintain academic rigor and ensure that the Academy of International Education adheres to the highest standards of scholarship.
4. The Future of the Academy of International Education
The future of the Academy of International Education depends on its ability to adapt to evolving global trends and address the challenges outlined above. This includes:
Embracing Technological Advancements: Utilizing technology to enhance global collaboration, facilitate online learning, and improve communication across borders.
Promoting Interdisciplinary Collaboration: Fostering collaboration across disciplines to address complex global challenges requires a more interdisciplinary approach within the Academy of International Education.
Strengthening Partnerships: Collaborating with international institutions, organizations, and businesses to expand opportunities for students and faculty.
5. Conclusion
The Academy of International Education plays a vital role in preparing students for a globalized world. While challenges exist, the opportunities presented by AIEs are immense. By proactively addressing these challenges and embracing innovative approaches, AIEs can successfully cultivate global citizens, promote intercultural understanding, and contribute significantly to a more interconnected and equitable world. The ongoing evolution of the Academy of International Education promises to be a dynamic and influential force in shaping the future of education.
Frequently Asked Questions (FAQs)
1. What is the difference between an Academy of International Education and a study abroad program? An AIE offers a more comprehensive and integrated approach to international education, embedding global perspectives throughout the curriculum, while a study abroad program typically involves a temporary period of study in another country.
2. How can I find an Academy of International Education? Search online for universities and colleges that explicitly feature an AIE or a department focused on international education.
3. What kind of careers are suitable for graduates of an Academy of International Education? Graduates are well-suited for careers in international relations, global business, diplomacy, international development, and various fields requiring cross-cultural understanding.
4. Is studying at an Academy of International Education more expensive? Tuition costs vary considerably depending on the institution. However, additional expenses related to international travel and cultural immersion should be considered.
5. What language skills are typically required for an AIE program? Proficiency in English is often a minimum requirement, but additional language skills are highly beneficial and often encouraged.
6. What types of extracurricular activities are available at AIEs? AIEs often offer a wide range of extracurricular activities, including student clubs focused on global issues, international student organizations, and volunteer opportunities related to international development.
7. How does an AIE promote intercultural understanding? Through diverse student populations, culturally relevant curricula, and immersive experiences (such as study abroad opportunities or community engagement projects), AIEs promote intercultural dialogue and understanding.
8. What is the role of technology in an Academy of International Education? Technology plays a critical role in facilitating global collaboration, online learning, virtual exchanges, and access to diverse resources.
9. What are the accreditation standards for AIEs? Accreditation standards vary depending on the country and institution, but typically align with national and international higher education standards.
Related Articles:
1. The Impact of Globalization on Higher Education: This article explores the broader effects of globalization on universities and educational systems, setting the context for the role of the Academy of International Education.
2. Developing Global Competencies in Students: This piece examines specific pedagogical approaches and assessment strategies designed to cultivate global competencies in students within the framework of an Academy of International Education.
3. The Role of Technology in International Education: This article delves into the use of technology to enhance global collaboration, learning, and communication within the Academy of International Education.
4. Funding International Education Initiatives: A detailed examination of funding models and resource allocation strategies for Academy of International Education programs.
5. Cross-Cultural Communication in the Classroom: This article explores effective strategies for managing cultural differences and promoting inclusive learning environments within the Academy of International Education.
6. Assessing Learning Outcomes in International Education: This examines diverse approaches to assessing student learning in the context of international education programs offered by an Academy of International Education.
7. Building International Partnerships in Higher Education: This article focuses on building successful collaborations between institutions to enhance the reach and impact of Academy of International Education programs.
8. The Future of International Student Mobility: This article analyzes trends and challenges related to the increasing movement of students across borders and the role of the Academy of International Education in facilitating this mobility.
9. Preparing Students for a Globalized Workforce: This piece focuses on how the Academy of International Education prepares students for careers in a globalized economy, highlighting the specific skills and knowledge they acquire.
Publisher: Wiley Blackwell – A leading academic publisher with a strong reputation for publishing high-quality research in education, international relations, and social sciences.
Editor: Dr. David Lee, PhD in Educational Leadership, former Dean of International Studies at the University of California, Berkeley. Dr. Lee has extensive experience editing scholarly publications in the field of international education.
| academy of international education: The SAGE Handbook of International Higher Education Darla K. Deardorff, Hans de Wit, John D. Heyl, 2012-08-20 International Education as we have known it has evolved from a fragmented approach on study abroad and international students into a strategic and comprehensive internationalization concept that affects all aspects of higher education. The SAGE Handbook of International Higher Education serves as a guide to internationalization of higher education and offers new strategies for its further development and expansion in the years to come. With a decidedly global approach, this groundbreaking volume brings together leading experts from around the world to illustrate the increasing importance of internationalization. It also encompasses the diversity and breadth of internationalization of higher education in all its thematic facets and regional impacts.The handbook comprises five sections, covering key areas: internationalization of higher education in a conceptual and historic context; different thematic approaches to internationalization; internationalization of the curriculum, teaching and learning process, and intercultural competencies; the abroad dimension of internationalization and the mobility of students, scholars, institutions, and projects; and a concluding section on regional trends in international education and direction for the future of internationalization in the 21st century. |
| academy of international education: The Future of International Education United States. Congress. House. Committee on International Relations. Subcommittee on International Operations, 1978 |
| academy of international education: Comparative and International Education Beverly Lindsay, 2021-08-01 Featuring a foreword penned by Ambassador (Ret) and Professor Emeritus Horace G. Dawson, this volume articulates the significance of comparative and international education and affairs as experienced by elected Fellows of the Comparative and International Education Society—including some as Fellows of the American Association for the Advancement of Science and the International Academy of Education. Based upon their decades of multiple research modalities and senior administrative engagements with universities, USAID, National Science Foundation, World Bank, Fulbright, and other agencies, the Fellows explicate critical historical phenomena and postulate how future directions of the field may evolve. The volume expounds the salience of cross cutting and interdisciplinary themes by analyzing how the social sciences, humanities, and international affairs have affected the evolving nature of the field. Pedagogical epistemologies, public and educational policies, and paradigms emerge from applied research as new motifs are presented in view of geopolitical and global affairs that will affect education in coming decades. |
| academy of international education: International Education and Foreign Languages National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Committee to Review the Title VI and Fulbright-Hays International Education Programs, 2007-07-18 International Education and Foreign Languages reviews the Department of Education's Title VI and Fulbright-Hays Programs, which provide higher education funding for international education and foreign language programs. This book offers a timely look at issues that are increasingly important in an interconnected world. It discusses the effect of the nation's lack of expertise in foreign languages and cultural knowledge on national security and global competitiveness and it describes the challenges faced by the U.S. educational system and the federal government in trying to address those needs. The book also examines the federal government's recent proposal to create a new National Security Language Initiative, the role of the Department of Education, and current efforts to hold higher education programs accountable. This book provides information and recommendations that can help universities, educators, and policy makers establish a system of foreign language and international education that is ready to respond to new and unanticipated challenges around the world. |
| academy of international education: International Educational Exchange Thomas Ewing Cotner, 1961 |
| academy of international education: International Education Daniel Ness, Chia-Ling Lin, 2015-03-17 This encyclopedia is the most current and exhaustive reference available on international education. It provides thorough, up-to-date coverage of key topics, concepts, and issues, as well as in-depth studies of approximately 180 national educational systems throughout the world. Articles examine education broadly and at all levels--from primary grades through higher education, formal to informal education, country studies to global organizations. |
| academy of international education: Soviet Programs in International Education Seymour Michael Rosen, 1971 |
| academy of international education: International Education: Past, Present, Problems and Prospects United States. Congress. House. Committee on Education and Labor. Task Force on International Education, 1966 |
| academy of international education: 70 Years of Opening-up in China’s Education Xiaobing Sun, 2022-09-08 This book gives a panoramic review and summary on the opening up of China’s education to the outside world. Firstly, it introduces the connotation of international education, the development history of international education in China, national legislation and vital released documents. It also provides a general view of historical actuality and classic cases interpretation on the principal components of China’s international education, namely overseas studying, international students studying in China, Sino-foreign cooperative education, overseas school running, cultural exchanges with other countries, multilateral exchanges, “the Belt and Road” educational actions and macro-management departments of international education. This book is bilingual in both Chinese and English and is an essential guidebook for readers to understand how international education has developed in China |
| academy of international education: Bibliography, ... Publications in Comparative and International Education United States. Office of Education. Division of International Education, 1960 |
| academy of international education: Directory of Resources for Cultural and Educational Exchanges and International Communication , 1979 |
| academy of international education: Changing Perspectives on International Education Patrick O'Meara, Howard D. Mehlinger, Roxana Ma Newman, 2001 More than 40 years ago, recognizing that higher education would have to take responsibility for educating Americans about other world cultures and societies, Congress passed the National Defense Education Act (later known as the Higher Education Act). Title VI of this act has provided extensive support for foreign languages and area studies development in the nation's universities and colleges. As a result, millions of Americans have been able to acquire knowledge about other parts of the world. Today, there are new issues, demands, and perspectives. Americans are more likely than ever to encounter different cultures, business practices, histories, ideologies, and ways of life. In addition, the United States is increasingly called upon to intervene or mediate in regional and local crises far beyond its borders. U.S. educational institutions must continue to help citizens to have informed opinions about complex international problems. Changing Perspectives on International Education is designed to be used by administrators and planners in U.S. education. It covers the field of international studies as it has developed in the United States, from its beginnings and accomplishments under Title VI to the current paradigmatic shifts taking place in research, teaching, and outreach. A major section is devoted to internationalizing the curriculum of K-12 schools. It concludes with a look at future trends and how they may affect international scholarship and training in the new century. It also provides an extensive bibliography of international resources. |
| academy of international education: Comparative and International Education Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy, Robyn Read, 2017-02-23 In our increasingly globalized world, it is vital to explore major issues in education today through an international and intercultural lens. Thoroughly updated and expanded, this comprehensive new edition introduces students to research in comparative and international education while providing an overview of educational practices in diverse settings. Contributors draw on comparative research from the Americas, Australia, Africa, Asia, Europe, and the Middle East, and engage with such themes as the history and philosophy of comparative education, the right to education, alternative pedagogies, gender, Indigenous knowledge, peacebuilding, international assessments, and global citizenship. The updates to this edition include new chapters on human rights education and the internationalization of schooling, and a greater focus on issues of diversity and social justice education. Designed as a resource for teacher education programs, each chapter highlights the significance and the implications of the particular topic for teachers. Comparative and International Education features a vivid portrayal of global educational practices, contributions from preeminent scholars from around the world, and invaluable teaching tools, including discussion questions, video suggestions, and further readings. This essential collection will be an indispensable resource for teachers, teachers-in-training, and students of comparative and international education. |
| academy of international education: Directory of Resources for International Cultural and Educational Exchanges , 1987 |
| academy of international education: Government Programs in International Education United States. Congress. House. Committee on Government Operations, 1959 |
| academy of international education: A Partial Bibliography of Materials Related to International Education United States. Office of Education, Thomas Ewing Cotner, 1954 |
| academy of international education: International Schools and International Education Mary Hayden, Jeff Thompson, 2013-04-15 This work tackles the issues that staff and management of international schools need to address in order to ensure that their teaching and organization is of a high standard and quality. It contains a wide range of contributions from international school experts around the world. |
| academy of international education: The Global South and comparative and international education Charl C. Wolhuter , 2023-04-30 This book proposes and unpacks the construct 'Criticism against Northern Hegemony in the scholarly field of Comparative and International Education' as bringing together a number of related strands in the field and as showing a promising future trajectory for the evolution of the field, namely the affirmation of the Global South. This construct captures a significant amount of what leading scholars in the field of Comparative and International Education are currently engaged with. It also expresses a view of both the current epoch of education as well as of the societal contextual imperatives shaping education. Criticism against Northern Hegemony in the field comes to the fore in a number of related strands in the current discourse in the field. This scholarly book originates from the Research Unit of Human Rights Education in Diversity at North-West University, South Africa, where the author is affiliated. The book is grounded in the Creed for Human Rights. From this perspective, the book advocates for a new phase in the historical development of the field, with a focus on advancing the affirmation of the Global South as a central moral foundation. The author envisions that this shift will represent a significant advancement in Comparative and International Education, propelling it to an unprecedented stage of value and importance. |
| academy of international education: The Rise and Fall of International Education Exchange Teresa Brawner Bevis, |
| academy of international education: International Schools and International Education Patricia L. Jonietz, Duncan Harris, 2005-12-08 Published in the year 2005, World Yearbook of Education 1991 is a valuable contribution to Major Works. |
| academy of international education: Advancing Global Education Janet R. Dickson, Barry B. Hughes, Mohammed T. Irfan, 2015-12-22 Education is one of the most fundamental prerequisites to economic growth and social stability in the world. It is also one of the most inadequately realised goals of development, with the average education of global adults remaining essentially at primary levels. Advancing Global Education is the second in a series of volumes that explores prospects for human development-how development appears to be unfolding globally and locally, how we would like it to evolve, and how better to assure that we move it in desired directions. The first volume addressed the reduction of global poverty. The third will turn to the enhancement of global health. Advancing Global Education presents the most extensive set of forecasts of global education participation and attainment levels to date-providing and exploring a massive, multi-issue database and proposing a scenario for accelerating educational attainment throughout major world regions and 183 countries. |
| academy of international education: International Education and Schools Richard Pearce, 2013-10-24 Over the last forty years, the estimated number of international schools worldwide has increased from fewer than 300 to 6400 in 2012. This explosion is a response to the needs of a world in which borders are being traversed with ever greater ease and children increasingly need to be prepared for the global opportunities that await them. In this book, international school specialists reflect on where the movement has come from, how it stands and where developments are heading, offering insightful observations on these unique institutions. This is a comprehensive resource for students, researchers and professionals with an interest in the future of education in a globalized world. |
| academy of international education: Proceedings of the 1982 Academy of Marketing Science (AMS) Annual Conference Vinay Kothari, Danny R. Arnold, Tamer Cavusgil, Jay D. Lindquist, Jay Nathan, Stan Reid, 2015-05-13 This volume includes the full proceedings from the 1982 Academy of Marketing Science (AMS) Annual Conference held in Las Vegas, Nevada. It provides a variety of quality research in the fields of marketing theory and practice in areas such as consumer behaviour, marketing management, marketing education, industrial marketing, and international marketing, among others. Founded in 1971, the Academy of Marketing Science is an international organization dedicated to promoting timely explorations of phenomena related to the science of marketing in theory, research, and practice. Among its services to members and the community at large, the Academy offers conferences, congresses and symposia that attract delegates from around the world. Presentations from these events are published in this Proceedings series, which offers a comprehensive archive of volumes reflecting the evolution of the field. Volumes deliver cutting-edge research and insights, complimenting the Academy’s flagship journals, the Journal of the Academy of Marketing Science (JAMS) and AMS Review. Volumes are edited by leading scholars and practitioners across a wide range of subject areas in marketing science. |
| academy of international education: International Education, Hearings Before the Task Force on International Education of The...89-2, on H.R. 12451 and H.R. 12452, March 30 to April 7, 1966 United States. Congress. House. Education and Labor, 1966 |
| academy of international education: Mestenhauser and the Possibilities of International Education Anne M. D'Angelo, Mary Katherine O'Brien, Gayla Marty, 2022-07-26 Focusing on the work of Josef A. Mestenhauser (1925–2015) and the depth and breadth of his contribution to the area of internationalization of higher education, this book addresses the theoretical foundations of the field of international education and the implications for practice and strategy. It considers key concepts and poses questions for discussion that make Mestenhauser’s work accessible to new readers. Through a series of provocative essays, contributors to this volume examine Mestenhauser’s influence on their understanding and practice of international education, the relevance of his work today, the transferability of his ideas across contexts, and current interpretations of the field. They consider areas of agreement and disagreement that illuminate pathways for inquiry and future practice, affirming the importance of his work in a new global landscape. Mestenhauser and the Possibilities of International Education is suitable reading for all those interested in the internationalization of higher education, including higher education faculty, students, researchers, and international education and higher education policy makers. |
| academy of international education: Directory of Contacts for International Educational, Cultural, Scientific Exchange Programs , 1975 |
| academy of international education: The Internationalization of the Academy Futao Huang, Martin Finkelstein, Michele Rostan, 2013-10-25 This volume provides a nuanced empirical assessment of the extent to which the academic profession is internationalized at the beginning of the 21st century. It indicates which are the most internationalized academic activities, and focuses on specific topics such as physical mobility for study or professional purposes, teaching abroad or in another language, research collaboration with foreign colleagues, and publication and dissemination outside one’s native country or in another language. It places the main theme in the wider context of the history of higher education’s internationalization. It provides explanations on what drives and deters academics from international activity, and documents some of the consequences that internationalization has on academic work and productivity. This study is based on a survey of 25,000 academics working at higher education institutions in 18 countries and Hong Kong on five continents. Comparing data from the 1992 Carnegie International study to the 2007 CAP survey, relying on respondents’ perceptions of change, and comparing different academic generations, it offers valuable insights on changes in the internationalization of the academy. |
| academy of international education: International Education at the Crossroads Deborah N. Cohn, Hilary E. Kahn, 2021-04-20 International Education at the Crossroads captures the essence and complexity of international education in an interconnected and globalized world. Written by leading scholars, international educators, and policy makers, the 26 essays in this volume take stock of the unpredictable landscape of international education and demonstrate why international higher education is more essential now than ever before. Responding to a timely global moment where education and international engagement are being redefined and practiced in new ways, the authors call for a reconsideration of paradigms and critical reflection of the entire field of international education. At the same time, the authors show how international education is an imperative for the future of learning and the world, and also, crucially, that this work cannot be done in a silo. International Education at the Crossroads offers readers a chance to join in the conversation that is as global as it is meaningful in communities, the lives of learners, and institutions around the world. International education requires that everyone the world over work together to produce new knowledge, to navigate the crossroads, and to collectively chart the directions in which the field will move into the future. |
| academy of international education: The Bulletin of the Commission for International Educational Reconstruction Commission for International Educational Reconstruction, 1948 |
| academy of international education: Research Handbook of Expatriates Yvonne McNulty, Jan Selmer, 2017-05-26 'In the Research Handbook of Expatriates, Yvonne McNulty and Jan Selmer have created a seminal work that should be on the bookshelf of all social scientists who work in the field of expatriation. More senior scholars will appreciate the ''deep dive'' each chapter takes into the literature, each one acting as a reservoir they can draw from to powerfully inform their future research efforts. Doctoral students and newly minted PhDs will find this book to be especially valuable - the final chapter of the book alone provides inestimable career and ''how-to-publish'' guidance for them in the field of expatriation. The coverage of the history, construct, milieu, research methodologies, and issues is the best I have come across in a single volume in over 30 years of working in the field. In short, this is a monumental contribution to the study of expatriates and global mobility.' - Mark E. Mendenhall, University of Tennessee 'McNulty and Selmer's edited volume does a wonderful job of consolidating and integrating everything we know about expatriates and their different types. This long-overdue Handbook, featuring chapters by top researchers, lays a trail for scholars to further advance the study of expatriates.' - Joyce Osland, San Jose State University 'McNulty and Selmer's edited book of readings on virtually all aspects of expatriates deserves a prominent place in the library of researchers and practitioners interested in this subject. The Handbook provides a historical overview as well as the latest trends in expatriate studies and concludes with useful guidelines on how to conduct as well as improve the quality of research in this field.' - Rosalie L. Tung, Simon Fraser University, Canada Constituting a comprehensive and carefully designed collection of contributions, the Research Handbook of Expatriatesprovides a nuanced and up-to-date discussion of expatriates. Theoretically broad and groundbreaking, it offers important and contemporary insights into emerging areas of research warranting future consideration. Drawing upon a range of perspectives from the field?s most distinguished academics, contributions review the history of the literature in relation to expatriates, from the development of the expatriate construct through to the current state of research on business expatriates. Subsequent chapters progress into detailed examinations of the various types of business expatriates including LGBT, self-initiated expatriates, female assignees, inpatriates, international business travellers and commuters, and millennials. Other themes include expatriate performance, adjustment, expatriates to and from developing countries, global talent management, and expatriates? safety and security. The Research Handbook also covers expatriates in diverse communities such as education, military, missionary, sports and ?Aidland?, and provides additional commentaries relating to methodological issues, research with practitioners, case studies, biculturals and ATCKs, and global families. The Research Handbook concludes with publishing advice for PhD and early career researchers. Stimulating insightful new areas of study, this collection is a must read for academics and scholars in the field of expatriate research, international management, global human resource management and business administration. It also offers a wealth of guidance for executives and recruiters along with expatriates and professionals who may expatriate. Contributors: M. Andresen, C. Brewster, L. Care, J.-L. Cerdin, L. Clarke, D.G. Collings, M. Collins, A. Corbin, M. Crowley-Henry, M. Dickmann, H. Dolles, R. Donohue, C. Doss, B. Egilsson, A. Fee, K.L. Fisher, K.J. Hanek, A. Haslberger, T. Hippler, K. Hutchings, M. Isichei, J. Lauring, L. Mäkelä, R. McPhail, S. Michailova, M. Moeller, B. Oberholster |
| academy of international education: Education and the Scandinavian Welfare State in the Year 2000 Arild Tjeldvoll, 2013-10-31 This significant contribution to comparative education presents an authoritative discussion of the recent changes in Denmark, Finland, Iceland, Norway and Sweden. The implementation of a democratic educational policy in Scandinavia has been affected by the dominance of the Protestant Church, mass immigration from Third World nations, a growing belief in rugged individualism, newfound respect for privatization and the market economy, and the increasing unemployment of the technical revolution. Education has been unable to adapt rapidly enough to meet the changing needs of this transformed Scandinavia. In this comprehensive collection of articles, contributors present their findings, thoughts and concerns for the Scandinavia of both the 90s and the future. |
| academy of international education: Annual Review of Comparative and International Education 2022 Alexander W. Wiseman, 2023-12-14 Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. |
| academy of international education: Bulletin [of] the Institute of International Education , 1941 |
| academy of international education: International Education Act United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Education, 1966 |
| academy of international education: News Bulletin of the Institute of International Education Institute of International Education (New York, N.Y.), 1951 |
| academy of international education: Annual Review of Comparative and International Education 2013 Alexander W. Wiseman, 2013-09-06 This inaugural volume is a forum for stakeholders and scholars to examine current trends and identify future directions in comparative and international education, using several essays as a context for discussion and analysis. |
| academy of international education: American Cooperation with Higher Education Abroad Paul S. Bodenman, 1957 |
| academy of international education: Handbook of Global Education Policy Karen Mundy, Andy Green, Bob Lingard, Antoni Verger, 2016-05-02 This innovative new handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors. Surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reform Includes contributions from an international cast of established and emerging scholars at the forefront of the field thoughtfully edited and organized by a team of world-renowned global education policy experts Each section features a thorough introduction designed to facilitate readers’ understanding of the subsequent material and highlight links to interdisciplinary global policy scholarship Written in an accessible and engaging style that will appeal to domestic and international policy practitioners, social scientists, and education scholars alike |
| academy of international education: Annual Review of Comparative and International Education 2021 Alexander W. Wiseman, 2022-07-19 TheAnnual Review of Comparative and International Education 2021, Part A begins with a collection of discussion essays about comparative and international education trends and directions, followed by studies that focus on new developments in comparative and international education by regional area. |
| academy of international education: Revisiting Insider-Outsider Research in Comparative and International Education Michael Crossley, Lore Arthur, Elizabeth McNess, 2015-11-01 This volume recognises how many researchers across the social sciences, and in comparative and international education in particular, see themselves as insiders or outsiders or, more pertinently, shifting combinations of both, in the research process. The book revisits and problematises these concepts in an era where the global mobility of researchers and ideas has increased dramatically, and when advances in comparative, qualitative research methodologies seek to be more inclusive, collaborative, participatory, reflexive and nuanced. Collectively, the chapters argue that, in the context of such change, it has become more difficult to categorise and label groups and individuals as being ‘inside’ or ‘outside’ systems, professional communities, or research environments. In doing so, it is recognised that individual and group identities can be multiple, flexible and changing such that the boundary between the inside and the outside is permeable, less stable and less easy to draw. The book draws upon an exciting collection of original research carried out in a diversity of educational systems from British, European, Latin American, Indian Ocean, South Asian, African and Chinese contexts and cultures. This develops a deep and innovative reconsideration of key issues that must be faced by all researchers involved in the planning and conduct of in-depth field research. This is a challenging and stimulating methodological contribution, designed to advance critical and reflective thinking while providing practical and accessible guidance, insights and support for new and experienced researchers within and beyond the field of comparative and international education. |
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