Shifting Institutional Boundaries through Cross-Border Higher Education

Autor/inn/en	Amaral, Alberto; Tavares, Orlanda; Cardoso, Sónia; Sin, Cristina
Titel	Shifting Institutional Boundaries through Cross-Border Higher Education
Quelle	In: Journal of Studies in International Education, 20 (2016) 1, S.48-60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315315587108
Schlagwörter	Higher Education; Foreign Countries; Organizational Theories; Portuguese; Educational Policy; Institutional Characteristics; Qualitative Research; Databases; Documentation; Questionnaires; College Administration; Administrator Attitudes; International Cooperation; Public Colleges; Private Colleges; Brazil; Portugal + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Organisationstheorie; Portugiesischunterricht; Politics of education; Bildungspolitik; Qualitative Forschung; Datenbank; Dokumentation; Fragebogen; College administrators; Hochschulverwaltung; Internationale Kooperation; Internationale Zusammenarbeit; Privathochschule; Brasilien
Abstract	Cross-border higher education (CBHE) has been changing the organizational boundaries of higher education institutions (HEIs). This study aims to analyze the shifting boundaries of Portuguese HEIs through the lens of the identity concept in organization theories, considering three contexts with different levels of regulation: African Portuguese-speaking countries, Brazil, and Europe. These different regulation contexts allow to analyze how the level of national regulation influences CBHE, how this relates to the shifting boundaries of HEIs, and how the public or private character of the institutions plays a role in influencing boundary shifts. This research indicates that shifting boundaries through CBHE are influenced by institutional identities shaped by different rationales and conditioned by local policy contexts. Public universities have refrained from creating campuses abroad or from franchising activities, and their international activities seem driven by academic and cultural rationales. Public polytechnics, more recent than universities, seem more open to embarking on CBHE, suggesting the existence of a malleable identity. Contrary to the public sector, private institutions have created campuses abroad, mainly in African Portuguese-speaking countries, apparently following an economic rationale to guide their CBHE activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01