The World Bank has published a world development report. He made a very interesting remark that scientific and technical progress and increase in productivity in any country are closely connected with investments in human capital, as well as with the quality of the economic environment. However, scientific and technical capabilities are unevenly distributed in the world and are associated with the education system in the country.
In the 21st century, quite significant changes have occurred in higher education systems, both in terms of the complexity of the systems and in terms of their usefulness for making education an effective tool for socio-economic changes. Very interesting relationships arise among education, knowledge, the transformation of knowledge into competent organizations from a trading point of view, wealth and economics.
The internationalization of education involves the policies and practices of academic systems and institutions — and even individuals — to combat the global academic environment. Motives for internationalization include commercial advantage, knowledge and language acquisition, improvement of the curriculum with international content and many others. As part of the internationalization, specific initiatives were introduced, such as industry campuses, cross-border cooperation mechanisms, programs for foreign students, the creation of programs and degrees of the English language, and others. Efforts to monitor international initiatives and ensure quality are an integral part of the international environment for higher education.
The system of higher education around the world witnessed two more interesting revolutions. The first is associated with the emergence and use of computers in the field of education and training, as well as research, and the second is connected with the revolution in communication. Today, education goes beyond geographical boundaries. In addition, the structure and context of academic work has also undergone tremendous changes. Student diversity and the administrative and pedagogical requirements of new ways of delivering a curriculum characterize the daily work environment of academics.
Achieving any changes in education is associated with the willingness of teachers to introduce new methods and innovative methods. This paper is an attempt to understand the role of teachers in the internationalization of higher education in India. The focus of this paper should be on the challenges and opportunities for teachers in the context of the internationalization of higher education and their tendency to adapt change.
Literature review:
An increasing number of documents and studies document numerous ways to radically transform the university experience of students, academic and administrative staff. [Chandler & Clark 2001, Deem 2001]Student diversity and the administrative and pedagogical requirements of new ways of delivering a curriculum characterize the daily work environment of academic staff. Identity as an academy is a constant problem, as academic personnel assume multiple and often conflicting roles as consultants, researchers, teachers, consultants, and international marketers. Support for academies involved in international activities is insufficient, and the central strategic control of resources with its demands for flexibility undermines the quality of academic life.
The qualitative study examines the role of international experience in the transformational education of women teachers associated with professional development in the context of higher education. He also explores how the teaching materials of this experience were shared with the participants. Motherland. Nine American female teachers and administrators who worked at universities in the Arab countries in the Gulf region took part in this study. The results indicate that the transformational education of women teachers affected three topics: changes in personal and professional relationships, which resulted in the emergence of a new classroom environment, which included the learning style of different students and unfamiliar behavior in the classroom, as well as the expansion of participants ; global perspectives. Another study conducted to assess how and why some higher education institutions responded to aspects of globalization and, in particular, how organizational culture affects universities, responses to globalization. Using a predominantly qualitative, mixed approach, empirical research has been used to study the effects of globalization in four Canadian universities. To achieve the depth of understanding for the creation of universities used a multiple approach to the study of specific cases. culture, institutional strategies and practices in response to globalization.
Study context:
Political and educational context
Everyone acknowledges that India has a serious problem of higher education. Although India’s higher education system, with more than 13 million students, is the third largest in the world, it trains only 12 percent of the age group, while in China it is 27 percent and half or more in middle-income countries. Thus, it is a problem of providing access to a growing population of India among young people and a rapidly growing middle class. India also faces a serious quality problem - given that only a small fraction of the higher education sector can meet international standards. Properly known Indian institutes of technology and management institutions, several specialized schools, such as the Institute of Basic Research of the Tata Institute, as well as one or two private institutions, such as the Birla Institute of Technology and Science and possibly the top 100 graduate schools. Almost all Indian 480 universities and over 25,000 undergraduate colleges by international standards are mediocre at best. In India, there are complex legal mechanisms for reserving higher education for members of various disadvantaged groups. Often, leaving aside up to half the seats for such groups, pays additional attention to the system.
Capacity problem
India faces serious capacity challenges in its education system in part due to the lack of investment over many decades. More than a third of Indians remain illiterate after more than half a century of independence. The new law that makes primary education free and compulsory, although delightful, takes place in the face of a shortage of trained teachers, insufficient budget and crappy supervision. The University Grants Commission and the All India Technical Education Council, which are responsible for supervising universities and technical institutions, are abolished and replaced by a new joint education. But no one knows how the new organization will work or who will serve it. Indian accreditation and quality assurance organization of higher education, the National Assessment and Accreditation Council, which is well known for its slow movement, shakes itself. But, again, it is unclear how this can be changed.
Current plans include the creation of new “world-class” national universities in each of the states of India, the opening of new IITs and other initiatives. The fact is that academic salons do not compare favorably with the remuneration offered by the Indian growing private sector, and are uncompetitive by international standards. Many of the leading academies in India study in the United States, Great Britain and other countries. Even Ethiopia and Eritrea are recruiting Indian scientists.
Welcoming foreign universities:
It was recently announced that the government of India is preparing to allow foreign universities to enter the Indian market. It is assumed that foreigners will provide much-needed potential and new ideas in relation to the management of higher education, the curriculum, teaching and research methods. It is rented that they will bring investment. It is expected that prestige will be added to higher education institutions in India. All these assumptions are at least questionable. While foreign transplants in other parts of the world provided some additional access, they did not lead to a significant increase in enrollment. Almost all industry campuses are small and limited in scope and area. In the Persian Gulf, Viet Nam and Malaysia, where foreign affiliates actively participated, student access was only on a modest basis. Industry campuses are usually quite small and almost always specialize in areas that are inexpensive to offer and have ready-made clients, such as business research, technology and hospitality management. Few university campuses bring much academic innovation success. As a rule, they use proven management methods, curriculum and teaching methods. Branches often have little autonomy from their home university and, therefore, are closely controlled from abroad.
Foreign suppliers will bring some investment in the higher education sector, in particular, since the new law requires an investment of at least $ 11 million - a kind of entrance fee, but the total amount purchased in India is illegally very large. Global experience shows that the overwhelming majority of higher education institutions entering the foreign market are not prestigious universities, but rather low institutions seeking access to markets and income. Higher universities can collaborate with Indian peer institutions or study / research centers in India, but can unilaterally create full-fledged industry campuses on their own. There may be some exceptions, for example, the Georgia Institute of Technology, which seems to be thinking about major investments in Hyderabad.
Indian education is the joint responsibility of central and state governments, and many states have different approaches to higher education in general and to foreign participation in particular. Some, such as Andhra Pradesh and Karnataka, were very interested. Other states, such as West Bengal, with their communist government, may be more skeptical. And some, such as Chhattisgarh, are known to sell access to university status to the highest bidders.
Research value:
The unstable situation in the higher education system with respect to the internationalization of higher education institutions has many possibilities, as well as problems for higher education teachers. The pressure on changes in teacher education is increasing significantly as part of initiatives for systemic education reform in a wide range of economically developed and developing countries. Given this pressure, it is surprising that there was a somewhat theoretical or empirical analysis of learning processes and changes in teacher training programs. This study examines this situation and attempts to understand the problems faced by the faculty in the context of the internalization of education.
Objectives of the study:
This study aims to understand and analyze the situation of college teachers in general and those who work in undergraduate colleges.
Data collection:
Study language:
Data for this study is collected from college teachers located in Hyderabad. Colleges in Hyderabad are usually associated with the University of Osmania. In addition to various colleges, the city is home to three central universities, two universities, and six state universities. Osmania University, founded in 1917, is the seventh oldest university in India and the third oldest in South India. The Indian Business School, an international business school that ranked 12th in the global MBA rating from the Financial Times in London in 2010, is also located in Hyderabad.
Colleges in Hyderabad offer graduate and graduate and postgraduate programs in science, art, commerce, law and medicine. College of Engineering - University of Osmania, University of Technology. Jawaharlal Nehru, Indian Institute of Technology, etc. They are renowned engineering colleges in Hyderabad. In addition to engineering colleges, various institutes known as polytechnics offer a three-year engineering course. The Medical College of Gandhi and the Medical College of Osmania are the centers of medical education in Hyderabad. The colleges and universities in Hyderabad are run by the state government, central government, or private individuals or agencies. Central Hyderabad University, Nalsar, NIPER, Potti Sraramulu Telugu University, Urdu Maulana Azad University, University of English and Foreign Languages, Acharya NG Rangan Agricultural University, some of the other universities located in Hyderabad.
Universe and sample:
There are 146-degree colleges offering undergraduate courses [B.Sc., B.Com, and BA] located in Hyderabad. Teachers working in these colleges are perceived as the universe for this study. Most of these colleges have academic consultants whose tenure is limited to one term or one academic year. Academic consultants are not eligible to participate in training programs for teachers of the university grant commission. Various college development programs are available for college teachers. Here, in this study, college teachers working in Hyderabad as a subcategory of the Universe were chosen. A focused group interview is conducted on the outside in order to gather information on readiness to train for the internationalization of higher education. Of the 150 teachers in this focused group interview, fifty were selected as a model for the present study using the random sampling method.
Data for this study are grouped using the in-depth interview method using a graph. Information is collected on the socio-economic characteristics of the responses, educational achievements, awareness of national and global career structures, research culture, working conditions, information on strategies adapted to the college to equip internationalization. Data collection is carried out during the months of March - May 2010.
Qualitative information on awareness and accessibility of national and global career structures, integration strategies of the international dimension, professional development, culture of postgraduate research, advanced training courses and working conditions are grouped using the case study method using in-depth interviews.
National and global career structures:
Kaulish and Enders [2005, pp.131-32] note that the work of the faculty is shaped by three overlapping sets of institutions: 1]the general system of science and systems in each discipline, which are inter-ethnic to varying degrees, emphasize automotive and mobility of researchers and foster competition based on scientific merit and prestige; 2]rules about work, competition and career, where academic work is embedded in national policy and cultural conditions; and 3]university organizational operations that reflect national and local traditions and are affected by general trends, such as massing, growing expectations for social significance and nationally parallel global transformations. The fourth element in the mix, which may become increasingly important, is the impact of internationalization and globalization on academic career.
This study has found that the available faculty capabilities are based on all these four elements. Most respondents experienced the interaction of all these elements in their working lives. More than fifty percent of respondents believe that mass education is burdensome and acts as an obstacle to the improvement of the teaching staff.
Faculty mobility has long been a positive professional standard, despite the fact that it varies depending on the country and region [El-Khawas, 2002, pp. 422-43] and in spite of something in motion. У небольшого числа исследователей есть опыт и репутация, которые предоставляют превосходные возможности во многих странах. Тем не менее, большинство преподавателей имеют в основном национальные рабочие и используют трансграничный опыт, чтобы продвигать свои позиции дома, путешествуя в основном на докторантуре и на постдокторантуре и для коротких посещений. Третья группа состоит из факультета с меньшим количеством возможностей дома по сравнению с зарубежом из-за вознаграждения или условий работы, отказа от национальной карьеры в результате социального или культурного закрытия или экономического замораживания при найме. Эта группа имеет менее трансформирующий потенциал, чем элитные исследователи.
Превосходство в образовании потребует улучшения инфраструктуры, хорошо подготовленных курсов, электронных учебных материалов, доступа к лабораториям, вычислительных средств и, прежде всего, хорошо подготовленных и высокомотивированных учителей. Отвечая на вопрос о наличии ресурсов и возможностей для исследований, 78 процентов респондентов отметили, что существует множество узких мест. В большинстве колледжей, электронное обучение, интернет-услуги недоступны. Даже в библиотеках их колледжей в основном будут книги, полезные для студентов, а не полезные для дальнейшего изучения преподавательским составом. Большинство респондентов считали, что они не подвергаются воздействию педагогических методов, приемлемых на международном уровне. Здесь их понимание методов обучения не так много. В то же время они не обучались в процессе обучения и обучения, имеющем отношение к интернационализированной образовательной системе, в то время как после их окончания или додипломного / докторантного уровня.
Стратегии интеграции внутреннего измерения:
Существует много способов описать инициирование, которым поручено интернационализировать учреждение. Их часто называют деятельностью, компонентами, процедурами или стратегиями. В процессе ориентированного подхода к интернационализации акцент делается на концепции повышения и поддержания международных аспектов исследований. Большинство колледжей в целом, автономных колледжей и колледжей с потенциалом передового опыта следуют процессно-ориентированному подходу. Тем не менее, факультет не готов обустроить себя для этой интернационализации. Причины, указанные респондентами, включают в себя больше работы, страх потерять работу, длительный рабочий день, высокий коэффициент помощи преподавателям без поддержки, низкий уровень удовлетворенности работой и отсутствие средств на институциональном уровне.
Профессиональные потребности в развитии
Профессорско-преподавательский состав или академический персонал, как их называют во многих странах, составляют важнейший компонент, влияющий на качество и эффективность высших учебных заведений. Университеты в развивающемся мире не могут реагировать на внешние изменения и давление без участия способных, преданных делу и знающих преподавателей. Однако задача многих преподавателей состоит в том, что их просят выполнять задания и собирать роли, для которых они недостаточно подготовлены. Кроме того, для их оснащения недостаточно учебных центров. Академические колледжи предоставляют курсы повышения квалификации и ориентации, но на этих курсах присутствуют те, кто продвигает акции, связанные с посещением курсов повышения квалификации.
Культура последипломного исследования
В отличие от развитых стран, где большое количество студентов, прошедших докторантуру, проводит большую часть исследований высокого качества, в Индии наблюдается почти полное отсутствие культуры после докторантуры.79% респондентов выразили готовность преследовать пост-докторские исследования, но сказал, что они не могут сделать из-за финансовых проблем.
Хотя число женщин на уровне аспирантов и докторов в различных университетах высок, очень немногие из них делают достаточный прогресс в своей карьере по целому ряду социальных причин. Учителя и учителя-женщины, изучаемые в народной среде, чувствовали, что, хотя они заинтересованы, их семейные обязанности и проблема языка и общения являются серьезными проблемами для них.
Conclusion:
Высшее образование в Индии вступило в новую фазу с вторжением в иностранные университеты и ростом устремлений индийских студентов. Это вызвало необходимость возрождения педагогических методов. Но вопрос все еще остается, готов ли преподавательский факультет принять эти изменения или нет? В настоящем исследовании показано, что учителя готовы принять вызовы глобального обучения. Потребность в часах заключается в том, чтобы обучить индийских учителей, чем позволить иностранным университетам создавать свои кампусы в Индии. Для этого требуется соответствующее педагогическое образование, которое может решить проблему организационного обучения.
Чарльз А. Пек, Хризан Галуччи, Тине Слоун и Энн Липпинкотт [2009] иллюстрирует некоторые способы, которыми современная социокультурная теория обучения может использоваться как объектив для решения вопросов организационного обучения в педагогическом образовании. Использование теоретической основы, разработанной Харре [1984], они показали, как процессы индивидуального и коллективного обучения привели к изменениям в программе обучения учителей. Как правило, важные нововведения в программной практике имеют свои источники в творческой работе отдельных преподавателей. Однако изменение уровня программы требует согласования новых идей и практик в рамках небольших групп преподавателей и с большим коллективом программы. В настоящем исследовании хотелось бы сделать вывод о том, что модель Харре и социокультурные теории обучения, из которых она получена, могут предложить полезную теоретическую основу для интерпретации сложных социальных процессов при организационном обновлении, инновациях и изменениях в организациях.
Recommendations:
Эль-Хавас, Э. 2002 «Развитие академической карьеры в глобализирующемся мире», в J.Enders и O. Fulton [ed.] Высшее образование в мире глобализации: международные тенденции и наблюдения за мусульманами, Kluwer, Dordrecht, pp.242-54
Чарльз А. Пек, Хризан Галуччи, Тине Слоун и Энн Липпинкотт [2009] Организационное обучение и обновление программы в педагогическом образовании: социокультурная теория обучения, инноваций и изменений, обзор исследований в области образования Том 4, выпуск 1, 2009, стр. 16 -25
Harré, R. (1984). Личное существо: теория индивидуальной психологии. Кембридж, Массачусетс: Издательство Гарвардского университета
