Institutional Internationalization of Greenville University: An Empirical Analysis of Its Motivations and Challenges

Autor/in	Qiu, Yiwei
Titel	Institutional Internationalization of Greenville University: An Empirical Analysis of Its Motivations and Challenges
Quelle	In: International Education Studies, 13 (2020) 5, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Universities; Case Studies; Liberal Arts; Decision Making; Educational Change; International Education; Motivation; Barriers; Christianity; Religious Education; Institutional Mission; Foreign Countries; Administrator Attitudes; Educational Quality; Cultural Traits; Governance; Human Resources; Educational Finance; Illinois + Suchen Sie Ihr Suchwort? University; Universität; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Bildungsreform; Internationale Erziehung; psychologische; Motivation (psychologisch); Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; Quality of education; Bildungsqualität; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Humankapital; Bildungsfonds
Abstract	Drawing on case study evidence, this article explores the motivations a small liberal arts university internationalize and the challenges in facilitating internationalization. It employs qualitative methodology with qualitative data were collected from organizational documents, interviews, and field observations. The findings suggest that though a strong missionary is the most significant motivation for expansion, other internal and external factors impact the international decision-making process. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01