Comprehensive Internationalization in the Pursuit of ‘World-Class’ Status: A Cross-Case Analysis of Singapore’s Two Flagship Universities [Scholarly Article - Higher Education Policy, December 2020]

Title:

Comprehensive Internationalization in the Pursuit of ‘World-Class’ Status: A Cross-Case Analysis of Singapore’s Two Flagship Universities

 

Author:

Justin S. Sanders

Graduate School of Human Sciences, Osaka University, Suita, Japan

 

Published:

Higher Education Policy, Volume 33, pp. 753-775 (December 2020)

https://link.springer.com/article/10.1057/s41307-018-0117-5

Abstract:

This paper uses John Hudzik’s (2015) Comprehensive Internationalization as a conceptual framework to examine how two Singaporean universities, the National University of Singapore (NUS) and Nanyang Technological University (NTU), leverage internationalization as a means to achieving ‘world-class’ status. Document analysis, semi-structured interviews and campus observations are used to provide a cross-case analysis of the universities’ strategies related to partnerships, student and staff mobility, and internationalization of the curriculum. This analysis is placed against the backdrop of wider state policy to explore the relationship between institutional approach and national context. Overall, the findings suggest that a global frame of reference is embedded in the two universities’ visions, and internationalization activities are aggressively pursued to achieve those visions. Factors related to each university’s approach to comprehensive internationalization are explored in the discussion section.

Scholarly Article (2020) - Dilemmas in Reforming Higher Education in India

Title:
Dilemmas in Reforming Higher Education in India

Authors:
Jandhyala B.G. Tilak

Published:
Higher Education for the Future, 30 January 2020
https://journals.sagepub.com/doi/pdf/10.1177/2347631119886417

Abstract:
"Higher education system in India facing daunting challenges from within—forces from within the institutions, and from outside within the country, and from global forces. The system needs major and somewhat pressing, if not emergency reforms. At the same time, we are confronted with a variety of dilemmas in reforming higher education. It is argued here that some dilemmas are redundant, a few valid and genuine, and some need a little bold re-thinking—drawing from traditional wisdom and contemporary world experience. The paper deliberates on these different types of education dilemmas."