INTERNATIONALIZATION STRATEGY
CONNECT. PARTNER. COLLABORATE.
PRELUDE:
Our findings suggest that ‘Internationalization Strategy’ became a globally recognized and accepted process, in approximately the early 2000’s. Throughout the past decades, Governments embraced the Internationalization Strategy and many prepared papers of recommendation expressing their support for the strategy.
*Below, I will provide some important excerpts from the Provincial Government of Ontario, Canada underpinning our argument.
What is Internationalization:
“the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of postsecondary education” (Knight, 2004, p. 11).
Excerpts from the Ontario, Canada document:
Crossing New Frontiers For The Benefit of Students and the Provincial Economy
A Submission to the Ontario Government on the Development of an Internationalization Strategy for Higher Education Council of Ontario Universities April 2016
“Ontario universities welcome the Ontario government’s plan to develop an international postsecondary education (PSE) strategy. The province will be well served by promoting and supporting the mobility of talent - both student and faculty - as well as the development of stronger partnerships for education, research and innovation. In so doing, it will also boost Ontario’s global place in trade and contribute to citizenship and immigration through the “diplomacy of knowledge” that increasingly defines the future."
A Submission to the Ontario Government on the Development of an Internationalization Strategy for Higher Education Council of Ontario Universities April 2016
“Ontario universities welcome the Ontario government’s plan to develop an international postsecondary education (PSE) strategy. The province will be well served by promoting and supporting the mobility of talent - both student and faculty - as well as the development of stronger partnerships for education, research and innovation. In so doing, it will also boost Ontario’s global place in trade and contribute to citizenship and immigration through the “diplomacy of knowledge” that increasingly defines the future."
Executive Summary of Recommendations
- "Make internationalizing education a strategic part of the Government of Ontario’s official policies
- Coordinate with federal partners to address issues, support greater international understanding of PSE, and inform outreach activities
- Enhance the global perspectives of domestic students through expansion of existing and development of new models of support for increased global experience and mobility
- Enhance the attraction and experience of international students through additional postdoctoral, graduate and undergraduate supports
- Invest in building international capacity and outcomes by reorienting future proceeds of the International Student Recovery Program"
Benefits of Internationalization
“The benefits of internationalization are both individual and societal. For domestic students, there is the opportunity to acquire global perspectives by learning alongside students from around the world and studying abroad, experiences that will position them better for the global economy. For international students, there is the opportunity to learn in high quality institutions that give them a competitive advantage in their careers when they return to their home countries or if they stay in Canada. In both cases, students become ambassadors for the province and its educational institutions as well as a conduit for future business and academic relationships."
"A Universities Canada survey in 2014 found that the most important benefits articulated by universities are “the development of a global perspective and values (global citizenship), the development of international competencies and increasing employability and access to job opportunities in the international marketplace.”
“The government’s discussion paper concludes that revenues from international activities should not be the “driver for decision making.” Ontario universities agree that this should not be the sole motivation for internationalization.”
Click on the link to access the complete Ontario Government document for further information:
https://cou.ca/wp-content/uploads/2016/04/COU-Submission-on-Internationalization-April-2016.pdf
"A Universities Canada survey in 2014 found that the most important benefits articulated by universities are “the development of a global perspective and values (global citizenship), the development of international competencies and increasing employability and access to job opportunities in the international marketplace.”
“The government’s discussion paper concludes that revenues from international activities should not be the “driver for decision making.” Ontario universities agree that this should not be the sole motivation for internationalization.”
Click on the link to access the complete Ontario Government document for further information:
https://cou.ca/wp-content/uploads/2016/04/COU-Submission-on-Internationalization-April-2016.pdf
Canadian Teacher Consultants (CTC) Comments:
In our opinion, we feel the Ontario, Canada document attests to the global momentum for the many reasons suggested in the document; however, CTC would like to emphasize Internationalization benefits for Students and Educational Institutes (Participating Higher Education Institutes and Secondary Schools):
- It is well known that many countries, including Canada are reviewing their national Agent/Sub-Agent rules and regulations, due to an increasing unscrupulous agent business activity. The Education Institute Partnership model that CTC has adopted will help alleviate this issue. Marketing and recruitment will be enhanced
- Participating Education Institutes will augment international student presence, offering greater diversity
- The CTC Partnership model will support the participating Education Institutes’ overwhelmed Admissions Departments.
What We Do
Canadian Teacher Consultants Inc. (CTC) has slightly altered the course of its strategic business plan by deciding to follow the changing winds toward ‘Internationalization’.
Over the last three years we have been working and planning with International Higher Education institutes and Secondary Schools to collaborate with Canadian/USA institutes.
Recruiting Model:
Our recruitment model is unique, but not fundamentally new; however, effective for all parties involved: Students, Parents, Educational Institutions, and the facilitator (Canadian Teacher Consultants Inc.).
The CTC model is simply is to facilitate a partnership between educational institutes from international communities and Canadian/USA educational institutes. The process allows the participating institutions complete autonomy to negotiate the type, and application of the partnership, allowing for a win, win scenario with the guidance of Canadian Teacher Consultants.
Canadian Teacher Consultants model of global Educational Institute partnerships may eliminate a large international Agent group that recruit lone students on an individual basis, which can potentially lead to fraudulent student documents (Transcripts), visa permits, Student passports, etc.
The partnership will allow the education partner participants to get to know each other via on going meetings at many levels, such as, recruitment, admissions, curriculum, Faculty to name a few. This will build friendly relations and trust between the institutes leading to an honourable association.
Moreover, our partnership model will generate revenue for the participating educational institutes, as well as, enhance national and international reputation.
Social impact can not be neglected. Participating education institutes most definitely do promote, or will promote domestic student and international student interactions developing cross cultural skills.
Over the last three years we have been working and planning with International Higher Education institutes and Secondary Schools to collaborate with Canadian/USA institutes.
Recruiting Model:
Our recruitment model is unique, but not fundamentally new; however, effective for all parties involved: Students, Parents, Educational Institutions, and the facilitator (Canadian Teacher Consultants Inc.).
The CTC model is simply is to facilitate a partnership between educational institutes from international communities and Canadian/USA educational institutes. The process allows the participating institutions complete autonomy to negotiate the type, and application of the partnership, allowing for a win, win scenario with the guidance of Canadian Teacher Consultants.
Canadian Teacher Consultants model of global Educational Institute partnerships may eliminate a large international Agent group that recruit lone students on an individual basis, which can potentially lead to fraudulent student documents (Transcripts), visa permits, Student passports, etc.
The partnership will allow the education partner participants to get to know each other via on going meetings at many levels, such as, recruitment, admissions, curriculum, Faculty to name a few. This will build friendly relations and trust between the institutes leading to an honourable association.
Moreover, our partnership model will generate revenue for the participating educational institutes, as well as, enhance national and international reputation.
Social impact can not be neglected. Participating education institutes most definitely do promote, or will promote domestic student and international student interactions developing cross cultural skills.
What you need to do
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collaborations and agent packages available!
collaborations and agent packages available!
