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The Internationalization of Higher Education and Business Schools = A Critical Review /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Internationalization of Higher Education and Business Schools/ by Gabriel Hawawini.
Reminder of title:	A Critical Review /
Author:	Hawawini, Gabriel.
Description:	XIII, 85 p.online resource. :
Contained By:	Springer Nature eBook
Subject:	International business enterprises. -
Online resource:	https://doi.org/10.1007/978-981-10-1757-5
ISBN:	9789811017575

The Internationalization of Higher Education and Business Schools = A Critical Review /
Hawawini, Gabriel.

The Internationalization of Higher Education and Business SchoolsA Critical Review /[electronic resource] :by Gabriel Hawawini. - 1st ed. 2016. - XIII, 85 p.online resource. - SpringerBriefs in Business,2191-5482. - SpringerBriefs in Business,.

Chapter 1: Introduction and Overview -- Chapter 2: What is Internationalization? -- Chapter 3: Internationalization: Motives -- Chapter 4: Internationalization: Obstacles -- Chapter 5: International Reach -- Chapter 6: International Richness -- Chapter 7: The Internationalization Matrix: Alternative Types of Higher Education Institutions -- Chapter 8: The Truly Global Higher Education Institution: The Metanational Model -- Chapter 9: Summary of Major Points and Policy Recommendations.

This book provides a critical review of the internationalization process among higher education institutions (HEIs), taking a closer look at the case of business schools. The first part offers a novel definition of this phenomenon and examines the forces that drive international initiatives. It then examines and explains the “internationalization paradox”: the observation that despite evidence that many international initiatives fail to deliver what they promise, for the heads of HEIs they nevertheless remain at the top of the agenda. In turn, the second part of the book develops a unifying framework that identifies alternative models of internationalization and explains how they relate to one another. Based on this framework, the book presents a model of the truly global HEI, whose mission is to learn from the world rather than teach the world what it knows. The book’s central thesis is that it is unlikely that HEIs will be able to transform themselves into truly global HEIs because of historical and organizational barriers rather than a shortage of resources or a lack of visionary leadership. The book concludes that most HEIs should refrain from claiming that their aim is to become global institutions, and should instead focus on the successful implementation of an import-export model of internationalization that calls for initiatives such as the internationalization of the curriculum, the creation of student and faculty exchange programs, and the participation in international academic and research partnerships. Any attempt to transform themselves into truly global institutions is unlikely to succeed and may distract them from their fundamental mission: to educate their home-based students and help them become effective global citizens.

ISBN: 9789811017575

Standard No.: 10.1007/978-981-10-1757-5doiSubjects--Topical Terms:

557082
International business enterprises.

LC Class. No.: HD62.4-62.45

Dewey Class. No.: 658.049

The Internationalization of Higher Education and Business Schools = A Critical Review /
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520 $a This book provides a critical review of the internationalization process among higher education institutions (HEIs), taking a closer look at the case of business schools. The first part offers a novel definition of this phenomenon and examines the forces that drive international initiatives. It then examines and explains the “internationalization paradox”: the observation that despite evidence that many international initiatives fail to deliver what they promise, for the heads of HEIs they nevertheless remain at the top of the agenda. In turn, the second part of the book develops a unifying framework that identifies alternative models of internationalization and explains how they relate to one another. Based on this framework, the book presents a model of the truly global HEI, whose mission is to learn from the world rather than teach the world what it knows. The book’s central thesis is that it is unlikely that HEIs will be able to transform themselves into truly global HEIs because of historical and organizational barriers rather than a shortage of resources or a lack of visionary leadership. The book concludes that most HEIs should refrain from claiming that their aim is to become global institutions, and should instead focus on the successful implementation of an import-export model of internationalization that calls for initiatives such as the internationalization of the curriculum, the creation of student and faculty exchange programs, and the participation in international academic and research partnerships. Any attempt to transform themselves into truly global institutions is unlikely to succeed and may distract them from their fundamental mission: to educate their home-based students and help them become effective global citizens.
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