Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- International and Comparative Education (763)
- Social and Behavioral Sciences (6)
- Arts and Humanities (4)
- Higher Education and Teaching (3)
- Teacher Education and Professional Development (3)
-
- Bilingual, Multilingual, and Multicultural Education (2)
- Educational Administration and Supervision (2)
- Educational Sociology (2)
- Race and Ethnicity (2)
- Race, Ethnicity and Post-Colonial Studies (2)
- Sociology (2)
- Accessibility (1)
- Adult and Continuing Education Administration (1)
- Africana Studies (1)
- Applied Linguistics (1)
- Asian American Studies (1)
- Community-Based Research (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Leadership (1)
- English Language and Literature (1)
- Ethnic Studies (1)
- European Languages and Societies (1)
- Health and Medical Administration (1)
- Higher Education Administration (1)
- Indigenous Education (1)
- Keyword
-
- Higher education (228)
- International (143)
- Comparative (139)
- HEI (138)
- International students (68)
-
- Internationalization (56)
- Higher Education (31)
- COVID-19 (26)
- N/A (22)
- International Students (19)
- China (14)
- International education (13)
- Study abroad (12)
- Canada (11)
- Identity (11)
- Japan (11)
- Chinese international students (10)
- Student mobility (10)
- Australia (9)
- Integration (9)
- International student (9)
- International student mobility (9)
- Racism (9)
- Pandemic (8)
- Race (8)
- Acculturation (7)
- Higher education institutions (7)
- Intercultural competence (7)
- International higher education (7)
- Micro-level (7)
Articles 91 - 120 of 764
Full-Text Articles in Higher Education
Cultivating A Sense Of Community: International Students Navigating Community Engaged Learning Opportunities In Line With Their Social Goals, Katherine Lyon, Nicole Malette
Cultivating A Sense Of Community: International Students Navigating Community Engaged Learning Opportunities In Line With Their Social Goals, Katherine Lyon, Nicole Malette
Journal of Comparative & International Higher Education
International students often envision their time studying abroad with particular academic, professional, social, linguistic, and identity-related goals in mind (Fong, 2011; Jones, 2013; Montgomery & McDowell, 2009; Page, 2019; Page & Chahboun, 2019). Post-secondary institutions can provide resources and opportunities to help this heterogeneous group of students bring their vision into fruition. One such opportunity is community engaged learning (CEL), which has been shown to help students expand their social and academic abilities as they make contributions to an organization (Arnold, 2019; Greenberg, London & McKay, 2020; Mayer et al., 2019). Through in-depth interviews with 25 new international students who …
Patterns Of Teaching And Professional Development Practices In Brazilian-Finnish Transnational Education, Terhi Skaniakos, Tahani Z. Aldahdouh, Johanna Annala, Pauliina Alenius, Vesna Holubek, Leonardo Drummond Vilaça, Vesa Korhonen
Patterns Of Teaching And Professional Development Practices In Brazilian-Finnish Transnational Education, Terhi Skaniakos, Tahani Z. Aldahdouh, Johanna Annala, Pauliina Alenius, Vesna Holubek, Leonardo Drummond Vilaça, Vesa Korhonen
Journal of Comparative & International Higher Education
This study investigates teachers’ professional practices during the delivery of a transnational professional development programme by one Finnish university for a cluster of Brazilian private universities. The objective is to identify local instructors’ patterns of teaching (teachers’ personal-professional qualities), which are conceptualised as approaches to teaching and self-efficacy beliefs, as well as participation in professional development practices (professional cultures and professional development activities). An online questionnaire was sent to the teaching staff of five universities and 201 responses were received and analysed. The most important explanatory aspect was self-efficacy beliefs, which formed the basis for categorising teachers into meaningful clusters. …
Book Review, Rita Locatelli
Book Review, Rita Locatelli
Journal of Comparative & International Higher Education
No abstract provided.
Do Micro-Level Support Areas Impact International Students’ Perceived Academic Success?, Taiwo O. Soetan
Do Micro-Level Support Areas Impact International Students’ Perceived Academic Success?, Taiwo O. Soetan
Journal of Comparative & International Higher Education
This study examined the micro-level support areas for international students at a higher education institution (polytechnic) in Canada to determine their perceived academic success using the Bronfenbrenner theory of human development at the micro-level. A quantitative study was conducted to measure the impact of micro-level support areas on international student’s perceived academic success. A target sample of 399 international students was recruited to participate in a hard copy, one on one survey in the 2019 winter semester. The results of this study show that international students’ support areas at the micro-level were strongly related to their perceived academic success. The …
Alternative Multilingual Paradigms Using Translanguaging: Decolonizing Strategies For Blacks And Indigenous Literacies In The Global South, Mercia Santana Flannery, Oseas Bezerra Viana Júnior (Universidade Federal Do Agreste De Pernmabuco, Brazil),, Kleber Aparecido Da Silva (Universidade De Brasília, Brazil).
Alternative Multilingual Paradigms Using Translanguaging: Decolonizing Strategies For Blacks And Indigenous Literacies In The Global South, Mercia Santana Flannery, Oseas Bezerra Viana Júnior (Universidade Federal Do Agreste De Pernmabuco, Brazil),, Kleber Aparecido Da Silva (Universidade De Brasília, Brazil).
Journal of Comparative & International Higher Education
No abstract provided.
An Autoethnographic Study: Perspectives And Insights Of A Cross-Cultural Educator On Curriculum And Pedagogical Variation In Internationalization Of Higher Education, L. Ge
Journal of Comparative & International Higher Education
This auto-ethnographic inquiry utilizes autobiographical narrative to delve into my experiences and narratives as a cross-cultural educator simultaneously teaching at a Chinese and Canadian university. The aim is to ponder the interconnections, differences, and challenges within formal cross-cultural curriculum design and pedagogy, informal curriculum, and hidden curriculum and engage with academic environments and broader communities. Specifically, the study will examine the content, teaching methodologies, student learning, assessment practices, and the learning environment based on my experiences in an intercultural educational setting, as well as my coping strategies. The constructivist paradigm serves as the theoretical framework to explore my perceptions and …
Aprender Inglés En La U-Diversidad: The Case Of Colombian University Students With Multiple Marginalized Identities Disrupting Colonial Language Policies And Curricula, Maure Aguirre-Ortega, Yenny Chavarría, Claudia Gutiérrez
Aprender Inglés En La U-Diversidad: The Case Of Colombian University Students With Multiple Marginalized Identities Disrupting Colonial Language Policies And Curricula, Maure Aguirre-Ortega, Yenny Chavarría, Claudia Gutiérrez
Journal of Comparative & International Higher Education
Required to learn English, Black, Indigenous, Migrant and Rural Colombian university students often find themselves oppressed by a colonial curriculum that overlooks their intersecting marginalized identities. Drawing from decoloniality and intersectionality, this paper discusses how coloniality and students’ plethora of identities converge in the English classroom and engage in a dance of oppression and resistance. Mediated by participatory dialogues, results of this (case) study indicate that engaging these minoritized students in a collective initiative to decolonize the English classroom enabled them to a) value the social, cultural, and linguistic identities of their territories b) reflect on the implication of colonial …
The Need For Alternative Pedagogies, Mercia Santana Flannery, Oseas Bezerra Viana Júnior (Universidade Federal Do Agreste De Pernmabuco, Brazil), Kleber Aparecido Da Silva (Universidade De Brasília, Brazil)
The Need For Alternative Pedagogies, Mercia Santana Flannery, Oseas Bezerra Viana Júnior (Universidade Federal Do Agreste De Pernmabuco, Brazil), Kleber Aparecido Da Silva (Universidade De Brasília, Brazil)
Journal of Comparative & International Higher Education
Our ever-evolving societies have faced a myriad of changes in a relatively short span of time. From a heavy focus on globalization to its undesired effects in education across the Global South, from migratory movements, shifting political and ideological landscapes to technological innovations, the impacts on how our students learn and engage with the world has also been in flux. Considering these complexities, this chapter highlights the urgent need for alternative practices and perspectives in language education, and for adaptation in light of the context specific contingencies that teachers and learners face.
The (In)Effect Of Trump-Era Anti-Immigrant Policies And Rhetoric On International Students: Perceptions Of And Experiences In Us Higher Education, Odunayo O. Omotilewa, Kayla M. Johnson (University Of Arizona)
The (In)Effect Of Trump-Era Anti-Immigrant Policies And Rhetoric On International Students: Perceptions Of And Experiences In Us Higher Education, Odunayo O. Omotilewa, Kayla M. Johnson (University Of Arizona)
Journal of Comparative & International Higher Education
This exploratory study investigates international graduate students’ experiences studying in the US during the years of the Trump Administration, its influence on their mental health, and how their experiences have been different since. We surveyed international graduate students at a large public research institution in the Southeastern US who started their degrees in the US between 2017 and 2020, using a mixed-methods approach. The findings reveal that students had a negative perception of Trump Administration policies and rhetoric and were most negatively affected by those relating to visa status during the pandemic, travel bans, and student work authorization (OPT, CPT). …
Introduction, Rosalind Latiner Raby
Introduction, Rosalind Latiner Raby
Journal of Comparative & International Higher Education
No abstract provided.
Teacher Educators’ Languaging For More Just English Language Education In Ecuador, Adeline De Angelis
Teacher Educators’ Languaging For More Just English Language Education In Ecuador, Adeline De Angelis
Journal of Comparative & International Higher Education
This article describes how English language teacher educators in Ecuador envision their languaging practices contributing to more just English language education in a Global South context. The study took a capabilities approach informed by Latin American decolonial theory. Findings are based on a qualitative thematic analysis of focus group interviews conducted with 37 instructors teaching English language teacher education content courses at 18 universities. The findings illustrate two distinct theories of change: through best practices and through contextualization. Teacher educators linked English-only practices with developing teacher English proficiency, holding teachers accountable to standards, and preparing them to ultimately enact global …
Book Review, Borey Be
Book Review, Borey Be
Journal of Comparative & International Higher Education
No abstract provided.
Full Pdf Issue 17(4) 2025
Journal of Comparative & International Higher Education
No abstract provided.
Decolonizing Colombian Foreign-Language Classroom Assessments: A Meaningful Framework, Patricia Grillet Rodriguez
Decolonizing Colombian Foreign-Language Classroom Assessments: A Meaningful Framework, Patricia Grillet Rodriguez
Journal of Comparative & International Higher Education
In Colombia, foreign-language evaluation validity appears to be mainly related to the analysis of instruments, leaving aside students’ characteristics, affective schemata and expectations. Drawing from critical pedagogy, this study aimed at raising authenticity and meaningfulness in the development of valid foreign-language assessments in a higher education classroom. Framed in the sociocultural perspective, the teacher/researcher and her students obtained substantial gains by adapting a syllabus and evaluation system to better respond to the needs of their context. It was a collaborative process that implied contextualizing contents, establishing a concept of language ability, and including students’ voices in the design of assessments, …
Educational Reforms In West Africa: Push And Pull Factors Analysis Of Student Mobility In Ghana, Nigeria, And The Ivory Coast, Aya Kouao
Journal of Comparative & International Higher Education
The interconnectivity of global capitals has led to the increasing movements of people across borders for political, social, and economic reasons. However, there has been an increased interest in countries located in the West. This paper focuses on the context of student mobility in West Africa, especially in the countries of the Ivory Coast, Ghana, and Nigeria for a better understanding of students’ attitudes toward pursuing their higher education in Western countries. Drawing from the push and pull theory, the purpose of this study is to explore the drivers of migration intentions among West African students while looking at the …
Understanding And Experiencing American Identity During A Single-Semester Study Abroad Program In London, Polly Penter
Understanding And Experiencing American Identity During A Single-Semester Study Abroad Program In London, Polly Penter
Journal of Comparative & International Higher Education
The United States government is actively promoting and seeking to increase the number of Americans who study abroad. While institutions promise students intercultural development, Dolby (2007) asserts that “critical reflection on national identity is both obtainable and an important step toward global citizenship” (p. 141). An understanding of how students understand and experience their national (American) identity is therefore imperative for Study Abroad providers to develop effective programming. This qualitative study, using Interpretative Phenomenological Analysis, attempts to gain such an understanding. Drawing on Mezirow’s theory of Transformative Learning, it finds that those who experience Mezirow’s “disorienting dilemma” are not necessarily …
Introduction: 17(3) Emerging Scholar Summaries 2025, Rosalind Latiner Raby
Introduction: 17(3) Emerging Scholar Summaries 2025, Rosalind Latiner Raby
Journal of Comparative & International Higher Education
No abstract provided.
“Even If I’M An International Student, I Have A Voice And I Should Make A Stand”: A Phenomenological Inquiry Into International Students’ Development Of Critical Agency In U.S. Higher Education, Sarang Kim
Journal of Comparative & International Higher Education
International students’ experiences with race and racism in U.S. higher education have received increasing scholarly attention. However, few empirical studies explore how these students resist and develop critical agency in response to systemic racism. This represents a significant gap, as international students can serve as important transnational allies in racial and social justice movements both in the U.S. and globally. To address this gap, this dissertation employs a phenomenological approach to examine the development of critical agency among 19 international students of color in the U.S. higher education. This study contributes to the broader discourse in Comparative and International …
Echoes In Autoethnography: A Reflexive Exploration Of Higher Education Service-Learning By A Caribbean Practitioner, Shilohna K. Phillanders
Echoes In Autoethnography: A Reflexive Exploration Of Higher Education Service-Learning By A Caribbean Practitioner, Shilohna K. Phillanders
Journal of Comparative & International Higher Education
Service-learning is a useful pedagogical tool in higher education which encourages experiential learning; empowering students to become active participants in their own learning progress. While existing literature predominantly focuses on student and community outcomes, there's a notable gap in the literature addressing topics related to the practitioner, including their personal development. This autoethnographical study employs the iterative reflection process supported by the theory of critical pedagogy to reflect on service-learning from a Caribbean viewpoint. Within comparative and international higher education, this study serves to build scholarly discussions, providing diversity in the voices and contexts for researchers interested in understanding varied …
Comparative Data Science Education Policy And Management: United States And Europe, Torbet Mcneil
Comparative Data Science Education Policy And Management: United States And Europe, Torbet Mcneil
Journal of Comparative & International Higher Education
This study examines what “good” curricula and administration for undergraduate data science are by surveying and interviewing U.S. and European data science educators and administrators. Many U.S. and European higher education institutions have embraced data science education with a kind of inertial sensibility, i.e., it is inevitable that data science education needs to be offered to students. Information and data affect so many areas of knowledge that higher education administrators feel they must assure students are “ready” for the world they are inheriting. Academic capitalism and isomorphism theories help elucidate social and market forces influencing higher education decision-making. Topics to …
Embedding Internationalization At Home – What Do Irish Heis Need?, Nidhi Piplani-Kapur, Don O'Neill, Helen Murphy, Suzanne Denieffe
Embedding Internationalization At Home – What Do Irish Heis Need?, Nidhi Piplani-Kapur, Don O'Neill, Helen Murphy, Suzanne Denieffe
Journal of Comparative & International Higher Education
In Irish higher education, only four percent of learners have benefited from mobility opportunities. Whilst mobility continues to be accessible to a limited few, Irish higher education institutions (HEIs) increasingly realize the need to engage in 'Internationalization at home (IaH)' to provide international experiences to all learners. However, as evident from the literature review, IaH has been underdeveloped and understudied to date in the Irish context. Grounded in organizational and curriculum design and change management theories, this study critiques the development of IaH and suggests strategies to embed a culture of IaH in Irish HEIs. It adopts a constructivist-interpretivist methodology …
Innovating Higher Education - A Case Study Of Challenger Universities In Africa, Andrea Lane
Innovating Higher Education - A Case Study Of Challenger Universities In Africa, Andrea Lane
Journal of Comparative & International Higher Education
Sustainable Development Goal (SDG) 4 seeks to provide accessible and affordable higher education by 2030. While traditional universities in Africa evolve slowly to meet this goal, challenger universities are emerging to disrupt higher education. Examining the innovation practices of two of these institutions, this case study identifies four key practices: financial innovation, the Hub and Spoke model, competency-based online education, and the application of emerging technologies. Drawing on innovation management and higher education theories, the study draws new insights into how challenger universities address Africa’s unique challenges.
Ph.D. Productions And Employment Prospects In Zimbabwe; Imperative From Education 5.0 Heritage-Based Education System, Kudakwashe Muchena, Tendai C. Muhle
Ph.D. Productions And Employment Prospects In Zimbabwe; Imperative From Education 5.0 Heritage-Based Education System, Kudakwashe Muchena, Tendai C. Muhle
Journal of Comparative & International Higher Education
The production of PhDs has been a topical issue for debate about the need for such a qualification as a foundation for development. Literature is awash with arguments that support the need for a Ph.D. as a development thrust in many countries. In most countries in the West and Europe, their developmental thrust has been anchored on the production and employability of Ph.D. holders. Although this has been the case elsewhere, the same may not be accurate in Africa, particularly Zimbabwe. Zimbabwe engaged in an ambitious project called Education 5.0 Heritage-Based Education System as an impetus to develop the country …
The Perceptions Of Senior International Officers On Internationalization Strategies At Research Universities, Iyonka M. Strawn-Valcy
The Perceptions Of Senior International Officers On Internationalization Strategies At Research Universities, Iyonka M. Strawn-Valcy
Journal of Comparative & International Higher Education
This dissertation utilized semi-structured interviews with 15 Senior International Officers at U.S. research universities to interrogate three institutional issues: 1) motivations for internationalization, 2) strategies for internationalization, and 3) leadership for internationalization. Through inductive data analysis, the first finding uses globalization theory to explore how SIOs navigate the tension between global collaboration and competition, serving as both mission stewards and strategic advisors within research universities. The second finding utilizes contingency theory to depict how internationalization is a driver of mobility, cross-cultural learning, and global integration, yet often disrupts institutional norms, introduces unfamiliar ideas, and challenges the status quo. The third …
Highlighting Lgbtq+ International Students Activism Via Participatory Theatre, Fatemeh Gharibi
Highlighting Lgbtq+ International Students Activism Via Participatory Theatre, Fatemeh Gharibi
Journal of Comparative & International Higher Education
This research explores the political activism of LGBTQ+ international students (LGBTQ+ IS) in the Greater Toronto Area in Canada. Building on critical scholarship in research with international students and drawing from queer, feminist, and decolonial frameworks, the study aims to create a space for collective voices and respond to the current political climate of crackdowns on free speech and rising anti-immigrant and anti-LGBTQ+ sentiments. The study employs participatory theatre to understand LGBTQ+ IS’s activist practices in relation to their intersecting identities. The production may contribute to raising public awareness about the challenges faced by these students and their leadership in …
Decolonizing Links Between International Scholarships And Peace Insights From A Critical Realist Study In Palestine, Anas N. Almassri
Decolonizing Links Between International Scholarships And Peace Insights From A Critical Realist Study In Palestine, Anas N. Almassri
Journal of Comparative & International Higher Education
In this article, I summarize my doctoral research of the potential contribution of international graduate scholarships to peace in the occupied Palestinian territory (OPT). The research challenges predominant explanations of scholarships' contribution to peace on account of advancing human and global capitals and facilitating Western-style liberal-democratic socialization. Within a critical realist paradigm, interview and documentary data from 32 Palestinian scholarship alumni were analyzed in a three-stage process. First, the descriptive findings show that the participants perceive significant gains from scholarships in their academic, career, and multidimensional identity development. Second, the inferential findings demonstrate that these gains represent increased effective ability …
Intercultural Interactions And Transcultural Competence In The Internationalized Classroom: A Mixed-Method Case Study, Andreana Pastena
Intercultural Interactions And Transcultural Competence In The Internationalized Classroom: A Mixed-Method Case Study, Andreana Pastena
Journal of Comparative & International Higher Education
This study explores the relationship between intercultural interactions and the development of Transcultural Competence among first-year local and international undergraduates in a multi-dimensionally internationalized classroom at a university in Catalonia, Spain. Transcultural Competence accounts for cognitive, affective, linguistic, and identity dimensions within intercultural settings. It adopts a mixed-method approach, including three Transcultural Competence questionnaires, a contact generator, and individual interviews. Findings reveal that while students initially self-reported high levels of Transcultural Competence, they preferred interactions with classmates with a similar linguistic and cultural background. However, close intercultural friendships positively influenced Transcultural Competence and four patterns of the interaction between these …
Reflections Of Chinese International Postgraduates’ Conceptualisation Of Critical Thinking In A Uk University, Luman Zhou
Journal of Comparative & International Higher Education
Some literature often highlights Chinese international students’ challenges in conceptualising critical thinking, contributing to a partial and stereotypical representation of them as deficient (Lomer & Mittelmeier, 2021; Moosavi, 2022). There is limited research on how Chinese international students conceptualise and develop their CT over time. The study aims to explore Chinese international students’ conceptualisation, development, and application of critical thinking at the master’s level at a UK university over time. Nineteen participants in the MA International Education program at a UK university are taken as an example. The participants are interviewed in three rounds, using their drawings and draft assignments …
Exploration Of Language And Identities Among Study Abroad Participants In Non-Anglophone Context: Experience Of Asian International Students Studying Abroad In Belgium, Long Yat Ding
Journal of Comparative & International Higher Education
This Research Summary examines the study abroad experiences of Asian international students who study in non-anglophone Belgium. This research investigates how the experiences of mobility programme participants impact individual identity, with a focus on national, regional, and global citizenship identity. Eighteen qualitative in-depth semi-structured interviews were implemented. Mixed lived experiences and reactions towards national, regional and global identity after participation in mobility programmes were identified. Findings showcase non-anglophone European Higher Education and the study abroad experience of non-anglophone speakers from Asia in the post-COVID-19 era. The Research Summary provides a critical snapshot of Asian International students’ lived experience, especially under …
Full Issue 17(2) 2025
Journal of Comparative & International Higher Education
No abstract provided.