An Analytical Framework for Internationalization through English-Taught Degree Programs: A Dutch Case Study

Autor/in	Kotake, Masako
Titel	An Analytical Framework for Internationalization through English-Taught Degree Programs: A Dutch Case Study
Quelle	In: Journal of Studies in International Education, 21 (2017) 3, S.213-229 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315316662983
Schlagwörter	Case Studies; International Education; Foreign Countries; Higher Education; Language of Instruction; English (Second Language); Second Language Learning; Qualitative Research; College Faculty; Teacher Attitudes; Educational Innovation; Strategic Planning; Guidelines; Policy Formation; Educational Policy; Research Universities; Student Recruitment; Foreign Students; Reputation; Faculty Development; Academic Degrees; Semi Structured Interviews; Netherlands + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Internationale Erziehung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung; Fakultät; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Strategy; Planning; Strategie; Planung; Richtlinien; Politische Betätigung; Politics of education; Bildungspolitik; Forschungseinrichtung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Niederlande
Abstract	The growing importance of internationalization and the global dominance of English in higher education mean pressures on expanding English-taught degree programs (ETDPs) in non-English-speaking countries. Strategic considerations are necessary to successfully integrate ETDPs into existing programs and to optimize the effects of internationalization. Previous studies have proposed that innovation theory might explain effectively how to achieve this. This article examines the validity of innovation theory as a framework for understanding the institutionalization of ETDPs and identifies determining factors of successful outcomes. A case study was conducted in Dutch universities to identify factors influencing the institutionalization of ETDPs. A qualitative analysis of 15 interviews with academics demonstrated that an innovation theory-based framework can enable a systematic understanding of the institutionalization of ETDPs and can be effective in analyzing the influencing factors. Analyses utilizing this framework can contribute to strategic planning and policy-making for internationalization at national and institutional levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01