Ever thought about a semester abroad? Which student has never been asked this question or never asked himself? In our increasingly globalized world, it has become a matter of course that even undergraduate education is often international in nature. Learning and improving another language, getting to know other cultures and versatile teaching styles but also challenging flexibility and adaptability to new environments are elementary parts of a stay abroad. Especially these points are interesting aspects on which international and globalized companies put a lot of emphasis when someone is applying for a job.
These versatile advantages for the students, research teachers and future employers are desired by the educational institution university from completely different aspects. This is because the internationalization rate of an educational institution is a very special measurement figure in the global comparison of higher education institutions.
The attractiveness factor of universities can be determined by a high ratio of international students. An increase in the quota results in a positive response from potential international students, as they explicitly look for an educational institution that meets their wishes for international exchange opportunities. This attraction factor, in turn, increases the internationalization rate, potentially leading students to choose the more internationalized higher education institution in the future. The partnership of universities is a very enriching factor for the exchange between lecturers as well as between students for the universities. The partnership of universities is a very enriching factor for the exchange between lecturers as well as between students for the universities. Once cross-university partnerships exist or have been established, it is straightforward for higher education institutions to create an attractive offer for international students.
In order to achieve these goals of universities to attract international students, various internationalization strategies exist worldwide. Although these cannot be captured in their completeness in students' individual decisions, they contribute strongly to the decision-making process.
Table of Contents
1. Introduction
2. Internationalization and higher education institutions: The concepts
3. Historical development of internationalization of higher education and general internationalization strategies
4. Internationalization in Germany and the United States
4.1 Strategy of internationalization at Georg August University, Göttingen
4.2 Strategy of internationalization at New York University
4.3 Comparison of the similarities and differences of the two strategies
4.3.1 Similarities
4.3.2 Differences
4.3.3 What differences of the two strategies can be incorporated into each other to improve the internationalization of higher education institutions?
5. Conclusion
6. Bibliography
Objectives and Topics
This paper examines and compares the internationalization strategies of higher education institutions in Germany and the United States, specifically focusing on Georg August University, Göttingen, and New York University, to identify best practices for institutional development.
- Theoretical definitions of internationalization in higher education.
- Historical context and evolution of internationalization strategies.
- Comparative analysis of internationalization methods at GAU and NYU.
- Identification of similarities and differences in implementing internationalization.
- Recommendations for cross-institutional improvements and strategic integration.
Excerpt from the Book
4.1 Strategy of internationalization at Georg August University, Göttingen
For many years, the Georg-August University (GAU) in Göttingen has been known for its excellent performance in various higher education institutions comparisons. It stands out not only for its size, with 30.396 enrolled students as of 2018 but also for the high percentage of international students (Multirank, 2021). But can this high percentage of international students be attributed to the well-implemented internationalization strategy or simply to the university's good reputation? By analyzing the internationalization strategy of the University of Göttingen and comparing it with the strategy of New York University, it will be determined whether one of these two strategies works better, or whether the percentages of international students can be attributed to it.
The Georg August University worked out a strategy of internationalization until the year of 2020. The internationalization strategy of the University of Göttingen is aimed at achieving the goals defined in research and teaching, and thereby to securing the international recognition of the GAU in a long term (Landeshochschulkonferenz Niedersachsen, 2019). In addition to the 875 research and teaching collaborations worldwide as one of the many bases of the internationalization strategy, Göttingen lays great emphasis on the internationalization of the individual curricula (Georg August Universität Göttingen, 2021). The University is very aware of the external influences that need to be considered in the further development of the internationalization strategy and of university research itself.
Summary of Chapters
1. Introduction: Outlines the increasing global demand for internationalization in higher education and the purpose of the research paper.
2. Internationalization and higher education institutions: The concepts: Defines the core terminology and frameworks used to understand the internationalization of higher education.
3. Historical development of internationalization of higher education and general internationalization strategies: Traces the historical roots and the evolution of internationalization strategies from the Middle Ages to the present day.
4. Internationalization in Germany and the United States: Examines the specific institutional approaches taken by GAU and NYU within their respective national contexts.
5. Conclusion: Summarizes the key findings of the comparative analysis and suggests areas for future research.
6. Bibliography: Lists the academic sources, institutional reports, and documents cited throughout the research paper.
Keywords
Internationalization, Higher Education, Georg August University, New York University, Global Education, Strategic Management, Student Mobility, Curriculum Internationalization, Cross-border Education, Educational Policy, Academic Cooperation, University Strategy, Comparative Analysis.
Frequently Asked Questions
What is the core focus of this research paper?
The paper focuses on the internationalization strategies of universities, specifically comparing the approaches of Georg August University in Germany and New York University in the United States.
What are the central themes discussed in the work?
The themes include the definition of internationalization, the historical evolution of academic mobility, the comparison of specific institutional strategies, and the impact of funding and national policy on internationalization success.
What is the primary goal of the research?
The goal is to determine how different internationalization strategies contribute to the attractiveness and success of a university and to identify if elements of one strategy can be adopted by the other.
Which scientific methods are employed?
The author utilizes a comparative analysis approach, examining institutional reports, existing literature on higher education, and empirical data regarding international student statistics.
What topics are covered in the main section?
The main section covers the conceptual definitions, the historical background of global higher education, detailed case studies of GAU and NYU, and a side-by-side comparison of their specific methodologies.
Which keywords define this academic work?
Primary keywords include Internationalization, Higher Education, Strategic Management, Student Mobility, and Cross-border Education.
How does the author define the "add-on" vs. the "transformation" approach at GAU?
The "add-on" approach involves inserting international content into existing structures without changing core objectives, whereas the "transformation" approach requires a fundamental reform of the curriculum and lecture structures.
What is identified as the biggest hurdle for international exchange at both universities?
The author notes that while "at home" methods are well-developed, institutional hurdles regarding administrative support, staffing, and navigating diverse national policies remain the most significant challenges for students.
- Citar trabajo
- Lea Oesemann (Autor), 2022, Differences in internationalization strategies of higher education institutions in Germany and the United States. Can the strategies benefit from each other?, Múnich, GRIN Verlag, https://www.grin.com/document/1185039
