"At the same time, higher education is a key part the skills needed for effective."
By Sadia Akter Content Writer, AHZ Associates, Bangladesh
Multinational higher education refers to the provision of tertiary education that transcends borders, nationalities, and cultures. The growth of multinational corporations and the global economy have made it more important to have workers from all over the world who have a wide range of skills. This workforce needs a multicultural and multidisciplinary education, which can be given by higher education institutions spread worldwide. Beyond personal and professional growth, the benefits of international higher education also include academic collaborations and research partnerships between countries.“Challenge-based learning is often focused on the challenges that have global impact. The students, who accept the challenge, often don’t know what the solution will be. The facilitator is keeping them from focusing on a solution too early, and encourages [them] to analyse the challenge from multiple points of view, and from different scientific perspectives,” says Vilma Sukacke, a researcher at Kaunas University of Technology (KTU), Lithuania.
Thanks to technological advancements and the ease of transportation, people from different parts of the world can communicate and collaborate with each other seamlessly.
As a result, there has been an increasing demand for multinational higher education that can equip students with the necessary skills to thrive in a globalised economy.
Higher education that goes beyond national borders and gives students a global view of different fields of study is called "multinational higher education."
It includes partnerships between universities in different countries, exchange programs, joint degrees, and online courses that can be accessed from anywhere in the world.
The main goal of international higher education is to give students the skills, knowledge, and abilities they need to work in a global economy and solve problems on a global scale.
Why does globalisation need Higher Education?
Globalisation has become a defining feature of the modern world, shaping the way we interact with each other and impacting every aspect of our lives.
At the heart of this phenomenon lies the increasing interconnectedness of people, ideas, and economies across borders.
As such, higher education has become an essential tool for navigating the complexities of globalisation and ensuring its benefits are widely distributed.
One of the key drivers of globalisation has been the growth of international trade and investment, which has led to the integration of markets and the rise of global supply chains.
Higher education is critical to ensuring that people have the skills and knowledge necessary to thrive in this new global economy.
In particular, higher education can provide individuals with the technical skills and knowledge needed to operate in global industries such as technology, finance, and logistics.
At the same time, higher education is a key part of building the soft skills and intercultural skills that are needed for effective communication and collaboration around the world.
These skills include being able to communicate well across language and cultural barriers, working in teams with people from different backgrounds, and being able to adapt to new and different environments.
Higher education institutions can facilitate the development of these skills through programmes that foster cross-cultural dialogue, study abroad opportunities, and the incorporation of global perspectives into the curriculum.
Another important role that higher education can play in globalisation is through research and innovation. As global challenges such as climate change, poverty, and disease become increasingly urgent, higher education institutions can contribute to the development of solutions through cutting-edge research and innovation.
This research can help address global challenges and promote sustainable development, while also providing opportunities for collaboration and knowledge sharing across borders.
Higher Education's impact on globalisation
In the last few decades, international trade, investment, and communication have grown quickly. As a result, higher education has become an important tool for people, societies, and countries that want to take part in the global economy and help people from different cultures work together.
A global knowledge economy is one of the most important things that higher education has done for globalisation.
Universities and other places of higher education produce and share a lot of knowledge, and they play an important role in shaping the skills, attitudes, and perspectives of people who work in the global economy.
Higher education programmes produce graduates with a lot of skills and knowledge who are ready to compete on the global job market and can work with people from other countries.
Higher education has not only helped the knowledge economy, but it has also made it easier for people around the world to share ideas and points of view. International students, teachers, and researchers bring a wide range of ideas and experiences to academic communities all over the world. This makes learning more interesting for everyone.
This exchange of ideas and perspectives can help break down cultural barriers and promote understanding and collaboration across borders
Many colleges and universities put a lot of effort into promoting free speech, critical thinking, and the sharing of ideas, which are all important parts of a democratic society.
Higher education institutions have been very important in promoting democratic values and human rights because they teach people who go on to be leaders in their communities, countries, and the world.
"[Different] education standards, curricula, and teaching methods... can make it difficult to ensure that students receive a high-quality education."
The benefits of multinational Higher Education: a global perspective
One of the best things about multinational higher education is that it gives students a learning environment that is diverse and open to everyone. International students are exposed to different cultures, languages, and ways of thinking, which broadens their perspective and enhances their critical thinking skills.
They also have access to a wider range of resources and knowledge, which helps them understand global issues in a more nuanced way.
Multinational higher education also provides students with a competitive advantage in the job market. The ability to think globally and collaborate well within diverse teams is becoming an increasingly sought-after skill among employers. Students who have participated in a global education programme are more prepared for the challenges of today's global economy.
Also, multinational higher education encourages research and collaborations across borders, which can lead to new discoveries and innovations that change the world.
When researchers and academics from different countries work together, they bring their unique perspectives and expertise, which can result in new and creative solutions to global challenges.
For example, multinational collaborations have been instrumental in developing vaccines and treatments for COVID-19.
However, there are also challenges associated with multinational higher education. One of the main challenges is ensuring quality and consistency across different educational systems.
Education standards, curricula, and teaching methods vary widely across countries, which can make it difficult to ensure that students receive a high-quality education.
There is also a risk that multinational higher education can perpetuate existing inequalities, as students from wealthier countries may have greater access to educational opportunities than those from poorer countries.
Another challenge is making sure that all students can get into and pay for international higher education. Many students, especially those from developing countries, can't afford to pay for tuition, travel, and a place to stay.
There is a risk that multinational higher education can widen the gap between the haves and have-nots rather than promote equality and social mobility.
Conclusion
Rising globalisation demands a multinational higher education that can equip students with the skills, knowledge, and competencies needed to succeed in a globalised economy.
Multinational higher education offers many advantages, including a diverse and inclusive learning environment, a competitive advantage on the job market, and the potential for groundbreaking research and innovation.
However, there are also problems with international higher education, like ensuring the quality and consistency are the same and that all students can get there and pay for it. It is very important that we deal with these problems and keep promoting international higher education as a key driver of progress and prosperity around the world.
The Shift Towards a New Paradigm
"Academic freedom is under threat in many countries, with restrictions on free speech, research, and expression."
By Nidhi Singh Research Scholar, G.D. Goenka Univesrity, India
International higher education has been a rapidly evolving field in recent years, with many changes to traditional teaching and learning models. With the introduction of new technologies and a greater emphasis on globalization, educators need to adapt to new ways of thinking about teaching and learning that take into account their students' diverse needs and backgrounds. This essay will look at some of the major changes and paradigm shifts that have occurred in international higher education, as well as their implications for teaching and learning.
The shift towards more student-centered approaches has been one of the most significant shifts.. , due to an understanding of the the needs of diverse student populations, who may come from different cultures and backgrounds, have varying levels of prior knowledge, and speak different languages. As a result, educators have begun to shift away from traditional didactic teaching models in which the teacher is the primary source of knowledge and towards more interactive and participatory models in which the student is a more active participant.
This shift has been accompanied by a growing understanding of the significance of intercultural competence. Intercultural competence is the ability to navigate and communicate effectively across cultural boundaries, and it is becoming increasingly important in a globalized world.. Educators have been exploring new approaches to teaching and learning that emphasize cross-cultural communication and collaboration, as well as the development of skills such as empathy, flexibility, and adaptability, to foster intercultural competence.
Another significant paradigm shift in international higher education has been the shift towards more flexible and personalized learning approaches, sparked by the recognition ofstudents' diverse needs and interests, as well as the need to adapt to new technologies and changing labor markets. In response, educators have been investigating more flexible and personalized models of teaching and learning, such as blended and online learning, competency-based education, and micro-credentialing.
Blended and online learning have emerged as popular approaches in international higher education because they allow students to learn at their own pace and from remote locations. These approaches also allow educators to experiment with new forms of content delivery, such as multimedia, interactive simulations, and gamification. While these approaches have many advantages, they also have drawbacks, such as ensuring that students have access to reliable technology and internet connectivity, as well as ensuring that students can engage effectively with the material and with one another.
Competency-based education and micro-credentialing are also emerging as significant trends in international higher education, as they provide new perspectives on what it means to learn and demonstrate mastery of a subject. Competency-based education, rather than completing a set curriculum, focuses on the acquisition of specific skills and competencies and allows students to progress at their own pace. Meanwhile, micro-credentialing recognizes students for specific skills or competencies, which they can then use to demonstrate their expertise to potential employers or other stakeholders.
Finally, one of the most significant paradigms shifts in international higher education has been the increased emphasis on the role of technology. Artificial intelligence, virtual reality, and blockchain are being investigated as potential tools for enhancing the learning experience and improving student outcomes. For example, artificial intelligence can be used to personalize individual students' learning experiences by providing real-time feedback and recommendations based on their performance. Virtual reality can be used to create immersive learning experiences that mimic real-world scenarios, and blockchain can be used to provide secure and transparent records of student accomplishments.
However, while technology has the potential to significantly improve the learning experience in international higher education, it also poses challenges, such as the need for adequate technological infrastructure, digital literacy among students and faculty, and the potentialto create a divide between those who have access to it and those who do not.
Furthermore, the application of technology in international higher education necessitates careful consideration of cultural differences and the potential impact on traditional teaching methods. For example, in some cultures, using technology in the classroom may be considered disrespectful to the teacher or a distraction from the learning experience. As a result, it is critical to approach technology integration with cultural sensitivity and an understanding of the unique challenges and opportunities it presents. Finally, a successful paradigm shift requires a willingness to embrace change, adapt to new technologies and pedagogies, and engage in ongoing professional development and training to stay current with the latest trends and best practices. We can create more equitable and inclusive learning environments that prepare students for success in a rapidly changing global landscape by doing so.
Aside from the technological challenges, there are a number of broader social, economic, and political factors to consider when attempting to shift the paradigm of teaching and learning in international higher education. One of the most pressing issues is the rising demand for higher education in developing countries, where access to education is frequently hampered by factors such as poverty, gender inequality, and political unrest. To meet this demand and provide more equitable access to education, investments in educational infrastructure, teacher training, and financial assistance for students from marginalized communities are critical.
Another urgent consideration is the role of language in international higher education. While English has become the dominant language of instruction in many international programmes, students who are not native English speakers may find it difficult to adapt. It is critical to provide support for students who may be experiencing language barriers, such as language classes or translation services, in order to create more inclusive and accessible learning environments. There is also a growing movement towards multilingual education, which recognizes the importance of preserving and promoting local languages and cultures in the learning process.
The changing nature of the global economy and the world's increasing interconnectedness have significant implications for eaching and learning within higher education. As the demand for highly skilled workers grows, graduates with not only technical expertise but also intercultural competencies and the ability to work across cultures and borders are in high demand. This necessitates a departure from traditional teaching methods in favor of more experiential and collaborative learning models that emphasize cross-cultural communication, global citizenship, and social responsibility.
The impact of political and social factors on international higher education must be considered. Academic freedom is under threat in many countries, with restrictions on free speech, research, and expression. This can have a devastating effect on classroom innovation and creativity, as well as universities' ability to attract and retain talented students and faculty from around the world. Furthermore, political instability and conflict can disrupt the educational system, causing students to miss out on critical learning opportunities and endangering students' and faculty's safety and well-being.
To summarize, shifting the paradigm of teaching and learning in international higher education necessitates a multifaceted approach that considers everything from technological infrastructure and cultural differences to social and political challenges. We can create more inclusive and equitable learning environments that prepare students for success in a rapidly changing global landscape by embracing new technologies and pedagogies, investing in educational infrastructure and teacher training, and promoting intercultural competence and global citizenship. Simultaneously, we must remain vigilant in the face of political and social threats to academic freedom, as well as to the safety and well-being of students and faculty, and work to promote the values of free inquiry, diversity, and intellectual curiosity in all aspects of higher education.
Strategic planning transformation
"Evidently, an adaptive response approach is essential for establishing university resilience."
By Nidal Dwaikat Vice President for Planning and Development, An-Najah National University, Palestine
The contemporary world is dynamic and complicated, and universities must be adaptable to prosper in such an environment. Resilience is the capacity to recover swiftly from adversity or failure and to adjust to new situations. To be robust, universities must shift from a passive to a reactive, proactive, and adaptive response approach. In this essay, we will examine each of these response strategies and evaluate how they contribute to the resilience of universities.
Thanks to technological advancements and the ease of transportation, people from different parts of the world can communicate and collaborate with each other seamlessly.
1. Passive Response Strategy:
The passive reaction technique consists of passivity and lack of preparation. Universities employing a passive response strategy are unprepared for obstacles and do not take proactive measures to prevent risk. Unexpected occurrences, like as natural catastrophes, financial constraints, or changes in student demand, may catch them off guard.
The repercussions of a passive response plan for universities can be severe. They may struggle to recover from failures, lose students, professors, and financing, and be unable to deliver a high-quality education.
To increase their resiliency, institutions must abandon their passive reaction strategies and adopt more proactive ways.
2. Reactive Response Strategy:
The reactive response strategy is superior to the passive response strategy because it entails responding to difficulties after they have occurred. Universities that employ a reactive reaction plan are more equipped to deal with unforeseen incidents, but they lack a proactive risk management strategy.
They might be able to recover from setbacks, but they might not be able to prevent them from occurring. A reactive reaction plan can be useful for risk management, but it may not be sufficient for building resilience. Universities must take proactive measures to anticipate and reduce such hazards prior to their occurrence.
3. Proactive Response Strategy
Universities that implement a proactive response approach are better equipped to deal with unforeseen occurrences and are more likely to recover rapidly from setbacks. They invest in risk management and contingency planning, identify possible risks and opportunities, and implement measures to limit risk and maximize opportunity.
A proactive response strategy can assist universities in developing resilience by equipping them with the skills necessary to foresee and successfully respond to difficulties. In today's complicated and uncertain environment, however, even a proactive strategy may not be sufficient.
4. Adaptive Response Strategy
The adaptive response approach is the most comprehensive and successful technique for developing resilience. It requires regular monitoring and evaluation of the environment, discovery of new dangers and possibilities, and the capacity to swiftly adjust to changing conditions.
Universities that use an adaptive response plan are well-equipped to face the challenges of the contemporary world. They invest in innovation, technology, and infrastructure, cultivate a culture of creativity and entrepreneurship, and develop strong relationships. They are adaptable to new situations and ready to take advantage of developing chances.To clarify more on the significance of an adaptive response approach for creating university resilience, we must evaluate the current difficulties facing higher education institutions. Universities must be ready to adapt promptly to new situations and developing possibilities since the world is changing rapidly. Universities must handle technological developments, altering demographics, fluctuating student expectations, and global economic concerns, to name a few. Universities can be proactive and sensitive to these difficulties thanks to an adaptive response plan. It involves an ongoing process of evaluation, monitoring, and modification. This necessitates that universities continually assess their operations, processes, and strategies to ensure that they are in line with the shifting environment.
Innovation is a crucial component of an adaptive response plan. Universities must be willing to invest in innovative technology, programs, and services to remain competitive. Even if untested or unproven, they must be prepared to take chances and experiment with new ideas.
Developing solid alliances is another essential component of an adaptive response plan. Universities cannot survive in isolation; they must be willing to exchange information, resources, and experience with other institutions, industries, and organizations. Partnerships may aid universities in expanding their reach, enhancing their products, and strengthening their market position. For universities to be resilient, a culture of innovation and entrepreneurship is also necessary. This involves building an atmosphere in which academics, staff, and students are encouraged to think creatively, take chances, and seek new ideas. It entails offering support for creative ideas and activities and fostering experimental and exploratory chances.
Lastly, a plan of adaptive reaction must be backed by strong leadership. Universities want leaders that are forward-thinking, creative, and risk-taking. They must be able to effectively communicate, motivate their people, and generate agreement around critical objectives and priorities. Creating a culture of resilience and adaptation in institutions requires strong leadership.
Evidently, an adaptive response approach is essential for establishing university resilience. It enables institutions to be proactive, responsive, and adaptable in response to new problems and possibilities. Universities can prepare themselves for the challenges of the future and provide students with a high-quality education that prepares them for future success by investing in innovation, establishing strong partnerships, fostering a culture of creativity and entrepreneurship, and promoting strong leadership.
In conclusion, building resilience is a crucial task for universities today. To achieve this, universities must transition from a passive response approach to one that is reactive, proactive, and eventually adaptive. The most effective method to create resilience and guarantee universities can survive in today's complicated and ever-changing environment is through an adaptive response plan. Universities can prepare themselves for the challenges of the future and provide students with a high-quality education that prepares them for future success by investing in innovation, technology, and infrastructure, establishing strong partnerships, and fostering a culture of creativity and entrepreneurship. Universities are therefore faced with the issue of planning for an uncertain future. To stay flexible and adaptable, universities must prioritize producing a robust and adaptable curriculum, investing in research and innovation, promoting a culture of creativity and entrepreneurship, establishing strong collaborations, and investing in technology and infrastructure. These initiatives will assist universities in preparing students for future problems and contributing to societal demands. Ultimately, universities ' ability to plan for an unknowable future will depend on their willingness to accept change, take chances, and swiftly adjust to new realities.
Micro-credential courses for sustainable digital education
By Mazni Omar Lecturer, Universiti Utara Malaysia, Malaysia
The demand for micro-credential courses (MCs) is increasing as the importance of long-life learning and student employability continues to grow. Micro-credentials enable educators and practitioners to interact in an online platform with self-paced learning that is directly related to the skills required in the classroom and workplace. They are usually focused on a single topic or skill and are intended to be stackable, which means they can be combined to demonstrate mastery of a broader subject area. As a result, micro-credentials are credentialing systems that use digital badges to recognise learners' skills, accomplishments and achievements, while adhering to competency-based professional learning. However, MCs must be developed with thorough understanding and careful planning.
The new global MCs trend is part of the internet revolution, which is slowly but steadily influencing higher education. The labour market constantly emphasises the skill gap among degree holders, and employers are no longer willing to spend exorbitant sums on upskilling university graduates. It addresses prospective employees' needs and relies on colleges and universities to bridge the gap while students are enrolled in academic programmes. To achieve this goal, higher education institutions must identify the motivation for introducing MCs to university students. MCs can aid in the transition from informal to formal education. As the need for higher education increases to satisfy labor market demands, digital education platforms provide creative alternatives to create an innovative learning experiences for students.
Graduates must continuously upskill and reskill post-COVID-19, and an increasing number of employees demand quick and practical "just-in-time" skill improvement. In this regard, MCs are particularly useful because they allow for personalised, quick, and easy skill acquisition. Learners will have more access and options when pursuing higher education options due to flexible design and delivery methods. They will also have more options for career advancement and unique paths as MC encourages self-paced learning. As a result of online and digital distribution, people from different locations will be able to more easily access educational materials at any time.
Additionally, MC certification programmes encompass practically every area of learning, from specialised technical abilities to strengthening non-technical capabilities, and are more flexible, competitive, demand-driven, shorter, and less expensive than standard degrees. Such credentials can speed up learners' entry into the labour market and allow them to pursue further credentials if they are thought to be important for their long-term career goals. An MC may be more convenient for people who work full-or part-time than a general degree.
However, developing and delivering MCs presents a number of challenges. The first challenge is for stakeholders to understand one another (educators, learners, universities, institutions, MCs producers, and employers). While educators think of MCs as certificates that are highly concentrated, precise, and quickly attained, employers think of MCs as a certificate of participation in training programmes for continuous learning. Learners, as end users, saw MCs as a viable option for acquiring new skills.
Another challenge that MCs present is managing a large number of online learners. MCs certification programmes are entirely online, and there is a chance that many students from all over the world will sign up for the course. As a result, managing a large group of learners in terms of monitoring and evaluating educational activities may prove difficult. Furthermore, providing MC certification programmes takes significant commitment. The creation of MC modules necessitates the module creators' complete dedication. Moreover, the costs of developing a digital platform, subscribing to a third-party online platform, and purchasing the necessary technological equipment must be considered. Finally, a dependable internet connection is required because internet connectivity is one of the most important factors.
Conversely, if learners enroll in a degree program, they will unquestionably fit into an established credentials system. Learners need to be clear about whether the MCs they obtain will be recognized by potential companies or academic institutions. In addition, they must have confidence that the MCs are trustworthy and reliable. However, simply verifying MCs can be challenging, since they differ greatly in cost, length, methods of evaluation, and the extent to which they can lead to other certifications. The fact that there aren't many validating frameworks that MCs can fit into may be the most critical matter.
In Malaysia, the use of Micro-Credentials (MCs) is still in its early stages. The Malaysian Qualifications Agency (MQA)created a guideline for best MCs practices in Malaysian higher education institutions in 2020. The prime objective of the document has been to provide higher education institutions and associated stakeholders with strategies, values, and best practices for organizing, carrying out, offering, quality-assuring, and recognizing evaluated learning achieved through MCs. According to the report, implementing MCs was justified since these credentials serve as instruments for "reskilling and upskilling" lifelong learning. The report even went so far as to say that MCs are an excellent substitute for regular university degrees since they are more flexible, competitive, demand-driven, shorter, and less expensive. Accessibility, stacking potential, and acceptance of non-formal learning were further benefits that were outlined in the guidelines.
The epidemic has heightened interest in short courses at Australian colleges and universities. Graduate students had access to more than 60 short MC courses that corresponded to the pandemic labour market demand. Similarly, in Europe, the German Rectors' Conference and the Coimbra Group of Universities have issued joint outlooks expressing support for more flexible and adaptable programmes that use MCs to address the current COVID-19 crisis. There are no overarching frameworks governing the delivery of MCs in the United States, but each state is encouraged to develop its own regulations supported by grants. The teacher digital portfolio, or "Teacher Wallet," as it is known in Europe, uses blockchain technology to secure and safely transmit learner qualifications. Learners can communicate much more information about their credentials, including MCs, when using a digital certification or badge than they can with a standard transcript. In the long run, this level of transparency about what learners studied, their learning goals, and how they were assessed will help MCs gain widespread acceptance. It also highlights the importance of current MC programmes examining how open their evaluation methods are.
As a result of efforts devoted to developing multi-credential courses, agility and competent digital talent, the acceleration of inclusive technology adoption and innovation is possible. However, designing micro-credentials that are on par with a traditional education, that comes with quality accreditation, is critical. This will help learners see the value in micro-credentials as a viable step to achieving their career goals.