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Articles 61 - 90 of 746
Full-Text Articles in International and Comparative Education
Investigating The Connection Between Liberal Arts And Sciences Education And Democracy: Representing Marginal Groups, Hamdi Echkaou, Jaouad Elbakili
Investigating The Connection Between Liberal Arts And Sciences Education And Democracy: Representing Marginal Groups, Hamdi Echkaou, Jaouad Elbakili
Journal of Comparative & International Higher Education
This study investigates the role of liberal arts and sciences (LAS) education in fostering democratization through the representation of Morocco’s Amazigh community. Drawing on interviews and focus groups with Amazigh students at Al Akhawayn University (AUI), the research employs a qualitative framework to explore themes of linguistic identity, curriculum inclusivity, and institutional support. Findings reveal gaps in cultural representation despite AUI’s commitment to global citizenship, highlighting the need for representative curriculum, cultural programming, and faculty representing that community. The study contributes to comparative higher education by underscoring LAS institutions’ potential to advance democracy through equitable representation of marginalized groups. Recommendations …
Intercultural Transofmrational Experiences Of International Faculty In An American University, David Benefo, Wisdom Mensah
Intercultural Transofmrational Experiences Of International Faculty In An American University, David Benefo, Wisdom Mensah
Journal of Comparative & International Higher Education
This qualitative interpretive study investigated the intercultural and transformational experiences of selected international faculty in a public university in the southeastern United States. This study collected data using semi-structured interviews with seven African and Asian international faculty from a public university in the southeastern United States. The themes that emerged from the data showed that time was of the essence in achieving proficiency in the communication systems of the host environment. Learning about the culture of the host environment was a gradual learning process that involved strategies such as total cultural immersion in the university activities, regular interaction with American-born …
Introduction To 17(6) 2025, Rosalind L. Raby
Introduction To 17(6) 2025, Rosalind L. Raby
Journal of Comparative & International Higher Education
No abstract provided.
International Education And Spiritual Emptiness A Reflection From Europe, Nitya N. Timsina
International Education And Spiritual Emptiness A Reflection From Europe, Nitya N. Timsina
Journal of Comparative & International Higher Education
This essay is a revolt against a biased understanding called “internationalization” in education which grounds all historical, geographical, philosophical, ecological, and cultural distinctions in the world into a Platonic absolute. The key to this problem, this essay argues, lies in the drive to ontological, conceptual, or theoretical understanding in our approach to knowledge with its primacy in the Western thought. This essay calls into question this absolute sphere of influence, power and mastery enjoyed by the Western sciences, and a sense of space and authority it enjoys to make others impossible in the world. It does so by bringing different …
Book Review Of Douglass, J.A. (2021). Neo-Nationalism And Universities: Populists, Autocrats, And The Future Of Higher Education., Bhavika Sicka
Book Review Of Douglass, J.A. (2021). Neo-Nationalism And Universities: Populists, Autocrats, And The Future Of Higher Education., Bhavika Sicka
Journal of Comparative & International Higher Education
No abstract provided.
Experiences Of College Students With Visual Disabilities During The Covid-19, Bhuwan Shankar Bhatt, Kanchan K. Joshi, Purna B. Lamichhane
Experiences Of College Students With Visual Disabilities During The Covid-19, Bhuwan Shankar Bhatt, Kanchan K. Joshi, Purna B. Lamichhane
Journal of Comparative & International Higher Education
This case study explores the experiences of Nepalese college students with visual disabilities during the COVID-19 pandemic, applying Bronfenbrenner’s Ecological Systems Theory as a theoretical framework. Through in-depth interviews with eight students with visual disabilities studying bachelor and master level at a public college, this research describes challenges and chances across five primary domains of the ecological perspective. The study showed the critical role of immediate support circles in academic and social contexts, the needed interactions between parents and educational institutions, observable gaps in institutional support and government policies, and the dual role of the pandemic as a challenge and …
Unpacking The Role Of Virtual Exchange In Promoting Student Well-Being, Mona Pearl, Kelly Tzoumis, Allison E. Hill, Spencer D. Sutherland
Unpacking The Role Of Virtual Exchange In Promoting Student Well-Being, Mona Pearl, Kelly Tzoumis, Allison E. Hill, Spencer D. Sutherland
Journal of Comparative & International Higher Education
Educational institutions and workplaces are grappling with the task of promoting the well-being of their students and employees. From 2021 to 2023, students from Brazil, Canada, Hong Kong, Mexico, The Netherlands, and the US participated in virtual exchange collaborations in the form of global virtual teams (GVTs) and were assessed pre (n=201) and post (n=251) their GVTs experience. We used structural equation modeling (SEM) to assess changes in learner well-being from participation in GVTs. Based on the impact to student perceived well-being from the GVT experience, we found important results that can be useful for both employers and academic institutions …
The Third Goal Of Higher Education Internationalization: A Reflective Essay, Wei Liu, Gavin Palmer
The Third Goal Of Higher Education Internationalization: A Reflective Essay, Wei Liu, Gavin Palmer
Journal of Comparative & International Higher Education
The third goal of higher education internationalization is a global education goal of building a more equitable world, after the individual goal of preparing students’ intercultural competence for a global job market and the national goal of gaining a country’s competitiveness in the global knowledge economy. The third goal has not been prioritized in past internationalization practices. This reflective essay hopes to highlight the raw fact that if the third goal is not achieved, the first two goals will be at risk. A global education turn is forced upon us in higher education internationalization. It is imperative for universities to …
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. …
Jcihe: Vol. 17(5) 2025, Rosalind Raby
Jcihe: Vol. 17(5) 2025, Rosalind Raby
Journal of Comparative & International Higher Education
No abstract provided.
Assessing The International Students’ Engagement Associated With The Student Government Organizations: “Bridging” The Gap In Eötvös Loránd University, Hungary, Laura Alzmeter, Rejubi Peter Enim, Zoltán Rónay
Assessing The International Students’ Engagement Associated With The Student Government Organizations: “Bridging” The Gap In Eötvös Loránd University, Hungary, Laura Alzmeter, Rejubi Peter Enim, Zoltán Rónay
Journal of Comparative & International Higher Education
The growing interest of students in participating in higher education has contributed to several declarations claiming the importance of engagement in university life and university governance. Following this pattern, with more international students on higher education mobility, previous researchers have primarily relied on studying those patterns correlated together. At Eötvös Loránd University (ELTE), the International Strategy Office has conducted quantitative research examining the significant problems that the international students identify at the host institution, focusing on the ways of improvements, and finding out how could international students bridge the gap in a representative body that includes them in the decision-making. …
Institutional Mobility Intentions And Job Satisfaction Of Model Minority University Faculties In The United States, Maki Kato
Journal of Comparative & International Higher Education
The purpose of this study is to quantitatively understand the institutional mobility intentions and job satisfaction of Asian Female Foreign Faculties (AFFFs) working in colleges and universities in the United States (U.S.) to supplement previous qualitative research focusing on their experiences and perceptions. This study uses 2012–2020 data from the Collaborative on Academic Careers in Higher Education’s (COACHE) Faculty Job Satisfaction Survey. The results show that among both, AFFFs and other foreign faculties, the intention to move from one’s current university is uncertain. AFFFs’ job satisfaction, including their interactions with other faculties, is lower than that of white U.S. …
An Investigation Of International Students’ Satisfaction With Their University Experience Using An Expectation Confirmation Theory Lens, Mehraz Sarker, Jonathan Worae, Jason D. Edgerton
An Investigation Of International Students’ Satisfaction With Their University Experience Using An Expectation Confirmation Theory Lens, Mehraz Sarker, Jonathan Worae, Jason D. Edgerton
Journal of Comparative & International Higher Education
This study examines how various challenges and support systems influence international students’ satisfaction, as reflected in their intention to recommend their university. Using the Expectation Confirmation Theory (ECT), it examines whether students’ initial expectations moderate the relationships between challenges and satisfaction, and between institutional support and satisfaction. Analysis of survey data (N = 712) indicates that the majority of international students report satisfaction with their university experience. Ordinal logistic regression analyses reveal that perceived institutional support and higher initial expectations are associated with increased likelihood of recommending the university. Conversely, academic and discrimination challenges are associated with decreased likelihood of …
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 …
Book Review, Rita Locatelli
Book Review, Rita Locatelli
Journal of Comparative & International Higher Education
No abstract provided.
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). …
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 …
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.
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 …
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 …
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, …
Introduction, Rosalind Latiner Raby
Introduction, Rosalind Latiner Raby
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 …
Book Review, Borey Be
Book Review, Borey Be
Journal of Comparative & International Higher Education
No abstract provided.
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.
Full Pdf Issue 17(4) 2025
Journal of Comparative & International Higher Education
No abstract provided.
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.
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 …