Building Communication Bridges to Mitigate Language and Culture Barriers
Every university which exists in an environment where English is not the first language is going to encounter obstacles in communicating with its international students. While developing towards a polylingual solution might seem preferable, in reality universities choose a less costly decision — English in addition to the local language(s), since it is the de facto lingua franca of international education.
Nonetheless, specific challenges and ways to address international students greatly depend on how widespread the knowledge of English is in the country and university environment. For example, the Netherlands and Sweden have many natural opportunities for universities to recruit people who will not experience the language barrier with international students. However, many other countries, including Russia, have very different starting conditions: according to the 2010 census, only 5.3% of the Russian population indicated knowledge of English. Of course it calls for deliberate extra efforts aimed at developing information channels and English interface of university services.
The article focuses on the concept of "educational migration”. It is important to attract foreign nationals for the purpose of education, because they can potentially become Russian Federation citizens. That’s why the strategic planning acts should reflect analysis of the essence of the educational migration.
The author’s conclusions are based on the research of the educational migration researcher’s theoretical approaches to describe the concept, and analysis of the correlation of these approaches with provisions of the strategic planning acts.
The author draws a conclusion that there is a discrepancy between the doctrinal determination of the studied concept and the law-makers approach to naming the phenomenon representing educational migration and processes adjacent or similar to it. The author focuses on the importance of precise definition of the concepts to develop the state policies in educational migration.
Universities which produce massive open online courses (MOOCs) and offer them on global e-learning platforms define internationalization as one of their main objectives. Empirical research that test the impact of MOOC production on international students’ enrollment is still rare. Present study is the first stage of bridging this gap. To do so, correlation analysis is applied to two data sets, which are universities MOOC portfolio derived from Class Central aggregator and international students statistics from QS World Universities Ranking. Three hundred top MOOC producers which are universities from different countries were analyzed. No strong statistically significant correlation was found. The same is true for the US universities as a subsample. Further research regarding annual statistics is required to continue the discussion and to approach the interrelation between MOOC production and its impact on university key performance indicators.
In this article, we are trying to consider different aspects of building the export policy of educational services in the global education market and the education of international students at Russian universities. The main aim of the article is the substantiation of the needs to emphasize the growing attention of the universities for this kind of activities and the expansion of the borders of the current cooperation in the area of educational services for international students in Russia. We consider the issues of attracting and recruiting of international students among the compatriots and their studying in the region after the study in order to solve the demographic problem in regions, the lack of replenishment of young professionals in technical areas of training, reunification family nation. We give the experience of Ukhta State Technical University, the analysis and synthesis of Russian universities’ experience in such issues as how to recruit, attract and work with international students. In addition, we take a look at the problems and difficulties they face.
The strategy of the 2019-2025 State Migration Policy of the Russian Federation shows an increased ease of access to educational services for foreign nationals, among other policies. This goal is twofold. On the one hand, it is meant to improve an unfavorable demographic situation in Russian Federation. On the other hand, there us a need to increase the pace of socio-economic development and to compete for intellectual resources on the international market. However, the legislation does not provide a clear understanding of the strategy for achieving this goal. One of the reasons for this lies in inaccuracy of descriptions of the concepts used in legislation documents related to foreign student migration in Russian Federation. As a result, there is a lack of a systematic approach for legislators to differentiate the legal regulation of different types of educational immigration.
The main purpose of the research is to analyse the scientific terms and legislators description of the educational migration processes considering the State’s priorities identified in the strategic planning acts.
Methodology. The methods used for this research include general scientific methods of cognition, along with systemic and logical methods.
Conclusion. The need to attract educational immigrants to the Russian Federation is reflected in Russian migration legislation. At the same time, the special terminology related to educational migration and related concepts are not set or clarified in the basic legislation acts, and the description of the phenomena of educational immigration occurs without the use of special terms. According to the results of the study, it is a weakness of the current legislation. The usefulness of introducing the concepts of “educational immigration” and the concepts interconnected with it should be recognized. An analysis of the legislation led to the conclusion that the legislator distinguished between different types of educational immigration, based on the preference for immigrant status, the duration and purpose of migration, such as study immigration, immigration in order to receive additional professional education, international academic exchange and internships, and international academic mobility.
The article is devoted to the problem of training tutors to support international students in multicultural educational environment of modern university. Scientific interest in this problem is caused by the processes of internationalization of higher education, the need to solve the tasks connected with international students’ academic and sociocultural adjustment, their full participation in the process of education. The authors discuss the specific problems of tutoring international students, in particular organizational and pedagogic, managerial and methodological problems. The article presents the educational technology “Tutors’ psychological and pedagogical workshop” which allows to build flexibly the content of activity, to respond to the requests, to integrate different types, forms and methods in the process of training tutors to support international students in modern multicultural educational environment. The educational technology is considered in the article as systematic, stage-by-stage implementation of pedagogical process with the use of personal, instrumental and methodic means for the development of the stuff professional competence in higher education institution. The authors prove unit-modular structure of the technology discussed, analyze and explain the content of the target unit, experimental-training, constructive-research, reflexive-analytical units. The results of the research are of pedagogical interest, they can serve as a basis for technological approach implementation in the process of teaching the university staff to support international students at all levels of higher education.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.