下面为大家整理一篇优秀的essay代写范文- American higher education internationalization,供大家参考学习,这篇论文讨论了美国高等教育国际化。高等教育国际化,指的是把国际的或者跨文化的特征纳入到高校实现教育、科研和服务等功能当中的过程。美国的高等教育国际化进程主是为了巩固自由教育,加强教学和科研的质量。并且希望通过国际化为学生的就业作准备,为高校增加收入,提高当地经济的发展和竞争力。
Internationalization of higher education is the process of integrating international or cross-cultural features into the realization of education, scientific research and service functions of colleges and universities. The internationalization of higher education in the United States has three main goals: first, academic goals, mainly to consolidate the freedom of education, strengthen the quality of teaching and research; Second, the economic goal is to prepare students for employment through internationalization, increase income for colleges and universities, and improve local economic development and competitiveness. Third, social goals are mainly manifested in strengthening the competitiveness of colleges and universities in the world and their relations with other countries, improving students' ability to survive in an increasingly complex international environment, and promoting international and cultural understanding.
According to the report of education committee and international project center of the United States in 2008, the indicators to measure the internationalization of higher education mainly include: first, institutional support, including clear institutional guarantee, organizational structure and staffing, external financial support, etc. Second, academic requirements, projects and extracurricular activities, including foreign language requirements and provision, international/global curriculum requirements, foreign education, the adoption of science and technology to achieve internationalization, joint awarding of degrees and campus activities; Third, support policies and professional development opportunities for teachers, including funding for their participation in the internationalization process, as a criterion for their promotion, tenure and employment; Fourth, international students, including the development of enrollment and selection goals and strategies, financial aid for international students as well as a variety of projects and support services.
In order to provide basic services for international exchanges and promote the internationalization process of colleges and universities, the ACE of the internationalization of higher education in the USA since 2001 a second statistics, policy and practice in the "build international school in the United States: 2008 edition of the report detailed data, and compared with the 2001 report, summarizes the present situation of the internationalization of higher education in the United States.
The system can support the internationalization of colleges and universities in different ways. For example, schools integrate internationalization into the tasks of the school system, make public statements on internationalization and globalization issues, and design specific strategies for them. In addition, whether additional funds can be obtained to promote the internationalization of schools is also an important indicator.
From 2001 to 2006, more colleges and universities built web links of internationalization related projects, spread the idea of internationalization through the Internet, introduce the internationalization projects of colleges and universities, recruit partners, etc. The number of schools that included internationalization as an institutional task in school development planning increased from 35% to 39%, and more schools put internationalization in the top five of school policy planning. These figures illustrate the growing importance that schools attach to internationalization. In addition, more schools have set up offices of international affairs to manage international development professionally and professionally.
Compared with some aspects of progress, the internationalization of American universities also shows some signs of regression. In 2006, compared with 2001, there were 11 percent, 4 percent, 5 percent and 4 percent decreases in additional funds, formal internationalization process evaluation, internationalization of full-time campus groups and their member organizations, and internationalization of recruitment personnel. From the above progress and retrogression, it can be seen that there is a considerable gap between the improvement of American colleges and universities' concept and emphasis and the actual work.
One of the main goals of internationalization is to make students realize the problems of internationalization and globalization and have a broader international vision. The realization of this goal not only needs to spread the concept of internationalization or globalization to students in the classroom, but also needs to provide students with a platform to participate in various extracurricular activities and projects, so that their lives are full of international flavor.
Although it is not possible to list all the performance of academic requirements, projects and extracurricular activities, it can be seen from the general performance of figure 2 that more and more schools are providing international extracurricular activities for students. For example, from 2001 to 2006, the number of schools offering students internship opportunities abroad increased from 22% to 31%, and the number of schools offering students opportunities to participate in international services in 2006 was 1.8 times higher than in 2001. At the same time, there has been a significant increase in the number of schools developing U.S. -international student friendly programs, especially in providing students and faculty with opportunities to study abroad, which increased from 65 percent in 2001 to 91 percent in 2006. According to the education research institute, 223, 534 students studied abroad in 2005-06, an increase of 8.5 percent from the previous year. On campus, the program that reflects international extracurricular activities -- holding international cultural festivals -- was the most active, increasing from 61% to 88% in five years.
However, compared with extracurricular activities, the academic requirements of the school for internationalized classroom education are not satisfactory. Fewer and fewer schools require undergraduates to master foreign languages for admission and graduation, and the proportion of schools requiring students to study more than one course of international nature also tends to decline.
Teachers play a leading role in promoting the internationalization of the campus, so the school's investment in teachers' travel teaching, scientific research, leading students to participate in foreign learning projects, opening international courses and other aspects will play an important role in the internationalization of the school.
According to the increasing proportion of the indicators in figure 3, American schools attach great importance to providing financial support and professional development opportunities for teachers to participate in international activities. In terms of financial support, more and more schools are supporting teachers to lead students to participate in foreign projects, conferences and studies. At the same time, more and more schools are striving to reward outstanding teachers who actively participate in international activities, while the proportion of teachers who have the opportunity to teach in foreign schools and the proportion of teachers funded by the school to offer international courses has increased by 5%. Provide opportunities for the professional development of teachers in school, in 2006 to start international courses for teachers workshops and for teachers to strengthen foreign language using skills opportunity schools are respectively 2.24 times and 2.25 times in 2001, the teachers have international activities experience as a promotion and awarded tenure consideration also rose to 8% from 4%, doubled.
Students who study in the United States can enrich the horizon of American students and increase the effect of class discussion. Therefore, the willingness to recruit and provide financial support for international students is one of the manifestations of internationalization of the school. However, compared with other countries, the United States is facing fierce competition. The number of international students in the United States dropped sharply in 2001, but did not return to the level of 2002-2003 until 2006-2007. The number of registered international students nationwide reached 584,984, accounting for 3.9 percent of the total number of students in the country. According to the report, eight percent of schools reported no full-time undergraduate students in 2006, up from five percent in 2001. With the development of internationalization, the university has begun to provide services for international students in various aspects. For example, 26% of the universities with the goal of recruiting undergraduate students and 11% of those with the goal of graduate students, 37% of them provide scholarships or bursaries for international students, and 18% of them provide bursaries.
Can be seen from table 1, to provide services for international students of all kinds of colleges and universities in the United States is very thoughtful and careful, such as to their parents for international student programs, provide personalized academic support services, English as a second language program, to help the students looking for housing and family members to provide support services for international students.
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Internationalization of higher education is the process of integrating international or cross-cultural features into the realization of education, scientific research and service functions of colleges and universities. The internationalization of higher education in the United States has three main goals: first, academic goals, mainly to consolidate the freedom of education, strengthen the quality of teaching and research; Second, the economic goal is to prepare students for employment through internationalization, increase income for colleges and universities, and improve local economic development and competitiveness. Third, social goals are mainly manifested in strengthening the competitiveness of colleges and universities in the world and their relations with other countries, improving students' ability to survive in an increasingly complex international environment, and promoting international and cultural understanding.
According to the report of education committee and international project center of the United States in 2008, the indicators to measure the internationalization of higher education mainly include: first, institutional support, including clear institutional guarantee, organizational structure and staffing, external financial support, etc. Second, academic requirements, projects and extracurricular activities, including foreign language requirements and provision, international/global curriculum requirements, foreign education, the adoption of science and technology to achieve internationalization, joint awarding of degrees and campus activities; Third, support policies and professional development opportunities for teachers, including funding for their participation in the internationalization process, as a criterion for their promotion, tenure and employment; Fourth, international students, including the development of enrollment and selection goals and strategies, financial aid for international students as well as a variety of projects and support services.
In order to provide basic services for international exchanges and promote the internationalization process of colleges and universities, the ACE of the internationalization of higher education in the USA since 2001 a second statistics, policy and practice in the "build international school in the United States: 2008 edition of the report detailed data, and compared with the 2001 report, summarizes the present situation of the internationalization of higher education in the United States.
The system can support the internationalization of colleges and universities in different ways. For example, schools integrate internationalization into the tasks of the school system, make public statements on internationalization and globalization issues, and design specific strategies for them. In addition, whether additional funds can be obtained to promote the internationalization of schools is also an important indicator.
From 2001 to 2006, more colleges and universities built web links of internationalization related projects, spread the idea of internationalization through the Internet, introduce the internationalization projects of colleges and universities, recruit partners, etc. The number of schools that included internationalization as an institutional task in school development planning increased from 35% to 39%, and more schools put internationalization in the top five of school policy planning. These figures illustrate the growing importance that schools attach to internationalization. In addition, more schools have set up offices of international affairs to manage international development professionally and professionally.
Compared with some aspects of progress, the internationalization of American universities also shows some signs of regression. In 2006, compared with 2001, there were 11 percent, 4 percent, 5 percent and 4 percent decreases in additional funds, formal internationalization process evaluation, internationalization of full-time campus groups and their member organizations, and internationalization of recruitment personnel. From the above progress and retrogression, it can be seen that there is a considerable gap between the improvement of American colleges and universities' concept and emphasis and the actual work.
One of the main goals of internationalization is to make students realize the problems of internationalization and globalization and have a broader international vision. The realization of this goal not only needs to spread the concept of internationalization or globalization to students in the classroom, but also needs to provide students with a platform to participate in various extracurricular activities and projects, so that their lives are full of international flavor.
Although it is not possible to list all the performance of academic requirements, projects and extracurricular activities, it can be seen from the general performance of figure 2 that more and more schools are providing international extracurricular activities for students. For example, from 2001 to 2006, the number of schools offering students internship opportunities abroad increased from 22% to 31%, and the number of schools offering students opportunities to participate in international services in 2006 was 1.8 times higher than in 2001. At the same time, there has been a significant increase in the number of schools developing U.S. -international student friendly programs, especially in providing students and faculty with opportunities to study abroad, which increased from 65 percent in 2001 to 91 percent in 2006. According to the education research institute, 223, 534 students studied abroad in 2005-06, an increase of 8.5 percent from the previous year. On campus, the program that reflects international extracurricular activities -- holding international cultural festivals -- was the most active, increasing from 61% to 88% in five years.
However, compared with extracurricular activities, the academic requirements of the school for internationalized classroom education are not satisfactory. Fewer and fewer schools require undergraduates to master foreign languages for admission and graduation, and the proportion of schools requiring students to study more than one course of international nature also tends to decline.
Teachers play a leading role in promoting the internationalization of the campus, so the school's investment in teachers' travel teaching, scientific research, leading students to participate in foreign learning projects, opening international courses and other aspects will play an important role in the internationalization of the school.
According to the increasing proportion of the indicators in figure 3, American schools attach great importance to providing financial support and professional development opportunities for teachers to participate in international activities. In terms of financial support, more and more schools are supporting teachers to lead students to participate in foreign projects, conferences and studies. At the same time, more and more schools are striving to reward outstanding teachers who actively participate in international activities, while the proportion of teachers who have the opportunity to teach in foreign schools and the proportion of teachers funded by the school to offer international courses has increased by 5%. Provide opportunities for the professional development of teachers in school, in 2006 to start international courses for teachers workshops and for teachers to strengthen foreign language using skills opportunity schools are respectively 2.24 times and 2.25 times in 2001, the teachers have international activities experience as a promotion and awarded tenure consideration also rose to 8% from 4%, doubled.
Students who study in the United States can enrich the horizon of American students and increase the effect of class discussion. Therefore, the willingness to recruit and provide financial support for international students is one of the manifestations of internationalization of the school. However, compared with other countries, the United States is facing fierce competition. The number of international students in the United States dropped sharply in 2001, but did not return to the level of 2002-2003 until 2006-2007. The number of registered international students nationwide reached 584,984, accounting for 3.9 percent of the total number of students in the country. According to the report, eight percent of schools reported no full-time undergraduate students in 2006, up from five percent in 2001. With the development of internationalization, the university has begun to provide services for international students in various aspects. For example, 26% of the universities with the goal of recruiting undergraduate students and 11% of those with the goal of graduate students, 37% of them provide scholarships or bursaries for international students, and 18% of them provide bursaries.
Can be seen from table 1, to provide services for international students of all kinds of colleges and universities in the United States is very thoughtful and careful, such as to their parents for international student programs, provide personalized academic support services, English as a second language program, to help the students looking for housing and family members to provide support services for international students.
51due留学教育原创版权郑重声明:原创essay代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。
51due为留学生提供最好的essay代写服务,亲们可以进入主页了解和获取更多essay代写范文 提供代写服务,详情可以咨询我们的客服QQ:800020041。