Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-9 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1403.366
Clinical trials code: 01
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Karimi F, Gholamhosseinzadeh M, Taghvaei Yazdi M. Identifying the Dimensions of Internationalization of Health Education with an Emphasis on the Role of Managers in Its Policymaking. RJMS 2024; 31 (1) :1-9
URL: http://rjms.iums.ac.ir/article-1-8893-en.html
URL: http://rjms.iums.ac.ir/article-1-8893-en.html
Department of Educational Management, Faculty of Humanities, Sari Branch, Islamic Azad University, Sari, Iran , mahsa.1971@gmail.com
Abstract: (327 Views)
Background & Aims: Today, internationalization is not a passive and isolated phenomenon, but rather an active response to the role of higher education partners in the knowledge society. Its importance lies in the fact that it has changed the global context of education and linked the three dimensions of economy, politics, and culture with scientific and academic issues so that in the economic dimension, internationalization has become one of the influential factors in the GDP of knowledge-based countries. In the political dimension, international education has become a tool for expanding diplomatic influence, and policymakers have considered internationalization as one of the most important dimensions of foreign policy. In the cultural dimension, internationalization has also become important in profound cultural influence, changing social perspectives, and expanding intercultural interactions. Today, internationalization has not only transformed the educational system but has also undergone fundamental changes and led to the formation of new strategies such as internationalization at home and internationalization abroad. Internationalization at home is a term that emphasizes the international aspects of the university environment and highlights the international/intercultural dimensions of the teaching-learning process, research, extracurricular activities, intercultural skills, and communication with cultural groups at the university level. In contrast, internationalization abroad refers to cross-border activities and includes situations in which a professor, student, curriculum, university, or institution providing educational programs is evaluated across national borders. The most important forms of internationalization include student mobility, faculty mobility, curriculum internationalization, the expansion of cross-border university units, international cooperation agreements, transnational university networks, and cross-border virtual transfers. Internationalization intensifies university competition and raises educational quality standards; the internationalization of universities requires, on the one hand, strategic and long-term policy-making to take appropriate measures to improve research, educational, and service activities, and on the other hand, it seems necessary to internationalize university activities and create a dynamic platform for coordination between different parts of a university. In other words, increasing the quantity and quality of educational activities is not enough to gain a distinguished position in international arenas, but it is also very vital to draw up a strategic and managerial vision and design an appropriate process consisting of a set of organizational activities to achieve the set goals. Transnational higher education is undoubtedly a suitable tool for preparing students for future roles in a globalized economy. Educating global citizens through an international curriculum, improving the learning environment, and encouraging students and staff to develop global thinking also contribute to the development and understanding between nations. The importance of internationalization lies in the fact that universities should educate students who are ready to acquire international competencies, understand global conditions, and expand international connections. Therefore, the purpose of this study was to identify the dimensions of internationalization of health education with an emphasis on the role of managers in policy-making.
Methods: The present study was an exploratory mixed method in terms of method. The statistical population of the qualitative part of the study included professors of Islamic Azad Universities in Bushehr Province. Out of 31 people with the conditions, after interviewing 12 people, the theoretical saturation limit was reached. The statistical population of the quantitative part of the study included 120 professors of Islamic Azad Universities in Bushehr Province. In the qualitative part, 12 people were selected as a statistical sample using the snowball sampling method based on the saturation law. In the quantitative part, 92 people were selected as a sample using the stratified random sampling method based on the university unit based on the Cochran formula. In the qualitative part, interviews were used to collect data. In the quantitative part, a researcher-made questionnaire on the internationalization of education and a researcher-made questionnaire on higher education policymaking were used. Exploratory factor analysis, confirmatory factor analysis, and structural equations were used to analyze the data.
Results: The results showed that the dimensions of internationalization of health education, with an emphasis on the role of managers in its policy-making, include 7 main dimensions: managerial-organizational, cultural-social, political, administrative and support, information, structural and educational, and teaching, and the model fit was also in a good state.
Conclusion: The results of the present study showed that the internationalization of health education, with an emphasis on the role of managers in its policy-making, includes seven main dimensions: managerial-organizational, cultural-social, political, administrative and support, information, structural, and educational-teaching. These dimensions show that the internationalization of health education is not just a mere educational process, but also includes a set of managerial, cultural, political, and support factors, in which the role of managers in its policy-making is very decisive and vital. In the managerial-organizational dimension, the role of managers in formulating international strategies, creating efficient organizational structures, and developing international cooperation was emphasized. The socio-cultural dimension refers to the impact of culture on the acceptance of internationalization policies and intercultural communication among students and faculty. The political dimension reflects the role of the country's macro-policies and the impact of government decisions on the internationalization process of health education. The administrative and support dimension addresses the infrastructure, financial resources, executive processes, and support necessary for the successful implementation of international policies. The information dimension emphasizes policy transparency, raising awareness among stakeholders, and promoting internationalization. The structural dimension refers to the structural changes required in universities and higher education institutions to achieve internationalization goals. Finally, the educational and teaching dimension includes the role of curriculum design, the use of new teaching methods, and the integration of international components in the teaching-learning process. Also, statistical analyses showed that the proposed model has a good fit, which indicates its accuracy and reliability in explaining the internationalization of health education. This indicates that higher education policymakers and administrators can rely on this model to develop effective strategies for the development of the internationalization of health education. It is suggested that higher education administrators and policymakers pay attention to all these dimensions simultaneously and use a multidimensional and integrated approach to successfully implement internationalization policies. In addition, it is necessary to create an appropriate culture among educational stakeholders so that the internationalization process is accompanied by minimal implementation challenges. Finally, the development of international cooperation, the use of new educational technologies, and the increase in the level of scientific interactions between countries can help to further realize the goals of the internationalization of health education.
Type of Study: Research |
Subject:
Clinical Psychiatry
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