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 Table of Contents  
ORIGINAL ARTICLE
Year : 2016  |  Volume : 2  |  Issue : 3  |  Page : 170-174

Comparative study approaches to higher education in graduate section in different countries


1 Departments of Educational Sciences and Psychological, Ardakan University, Ardakan, Iran
2 Health Management and Economics Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
3 Department of Natural Resourses, Ardakan University, Ardakan, Iran

Date of Web Publication6-Jun-2016

Correspondence Address:
Fatemeh Behjati Ardakani
Assistant Professor, Department of Educational Sciences and Psychology, Ardakan University, Ardakan
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.183539

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  Abstract 

Aim: The present study is intended with literature review in universities and experiences in different countries, analyzed approaches to higher education in graduate section. Research Methods: This article is a comparative study which uses a qualitative content analysis with inductive category development studying and comparing of different to higher education in graduate section in different countries such as the USA, Malaysia, and China. Results: Most important factors change in the USA of development and industrial is free market, democracy, advancement of technology, communications, and multiculturalism. Experience China in higher education is reform policies in the graduate section. In Malaysia, Academic Research plays a role in development plans, policymaking and education human resources. Conclusions: Graduate programs in the USA focused on resorting to the latest scientific and research achievements, labor productivity and educating experts and professionals. Policies China include the policy of the free market system, entry democracy in political territory, globalization of activities, humanist changing of industries related to worker to knowledge-based industries, pass of economic development to people-oriented development, and changes societies. The important policies in the graduate section in Malaysia include activities research by awareness of market demands and industry needs. Establish fitness between programs and academic disciplines in graduate section and attracting the best brains.

Keywords: Approaches to higher education, graduate section, higher education


How to cite this article:
Ardakani FB, Yarmohammadian MH, Ardakani AF. Comparative study approaches to higher education in graduate section in different countries. Int J Educ Psychol Res 2016;2:170-4

How to cite this URL:
Ardakani FB, Yarmohammadian MH, Ardakani AF. Comparative study approaches to higher education in graduate section in different countries. Int J Educ Psychol Res [serial online] 2016 [cited 2024 Mar 28];2:170-4. Available from: https://www.ijeprjournal.org/text.asp?2016/2/3/170/183539


  Introduction Top


Higher education cannot function testing and certification but the inclusive discourses and practices, particularly in higher education and how new knowledge is involved in the community. Understanding the structure of higher education and education in different countries can obtain reasonable facilitate international trade. Knowledge is more multi-cultural and values are multi-faceted. Sheryl bond refers we are dealing with dominant notes of but none of them should be dominant at all times, and we need to have some knowledge for the best service for our understanding.[1]

There is currently a widespread belief that higher education should not be regarded as a goal in itself, but rather as a means to improve the quality and quantity of education in graduate section.

That many national and institutional policy documents set down improve in graduate section as one of the major goals of higher education. The perceived need for improving higher education based on diversity entails conditions, weighs on the running of higher education institutions, and correlated with improvement in graduate section.[2]

The American Council on Education, in the report, which has written the statements on the improvement in graduate section are usually based on the assumption or expectation that higher education co operation and the exchange of individual students, teachers, or researchers add to the critical mass, allow for mutual learning, for a comparison and synthesis of best approaches and practices, for cross cultural understanding, for foreign language acquisition, etc. It is at the individual, the project, the institutional and even the system level that this higher education co-operation and exchange is expected to contribute to graduate section of processes and outcomes.[3]

One of the elements of a graduate section campus, the curriculum stands out as the key part of any internationalization effort if all students are to experience international learning in colleges.[4] Internationalization of the curriculum is indeed the “heart of the matter.” It is the principal mechanism that institutions can use to shape student learning and, ideally, to provide a series of mutually reinforcing learning opportunities. Such opportunities will allow students to develop a nuanced understanding of the place that their own cultures and assumptions occupy in the larger global context. Internationalizing the curriculum is a complex task, requiring attention to general education, the major and pedagogy.[3]

According to a general classification, the reasons for education in graduate section can be summed up in three political, economic, and cultural fields. In today's world, political education, especially the higher education is considered the fourth aspect of the foreign policy.[5] Culturally, the most important goal for graduate section of the higher education is to extend the values and principles of the national culture of the countries to the world community.[6] And, economically, graduate section in higher education is the main source of both short-term and long-term income in different countries. In general, universities are considered as the main measure of progress in a country and provide the basis for the dynamic competition of a country in the region and the world. Thus, strengthening the graduate section aspect of higher education is the strengthening of a country in the regional and international competitions too.[5]

Postgraduate education is common chapter of education and research in highest levels where prominent scholars of society focus the highest scientific topics (theory and practice). The other hand, in this section, the science and technology of advanced societies are absorbed and associated with creativity and innovation is provided for use internal.[7]

This article examines approaches to higher education in graduate section in different countries. Startup the academic disciplines, research, curriculum, financial resource and internationalization of curriculum that in this paper every one of them is studied in Graduate section in different countries.

Research objectives

Approaches of higher education in the graduate section in the USA, Malaysia, and China.


  Research Methods Top


This research is a comparative study which uses a qualitative content analysis with inductive category development. It includes techniques for analyzing and comparing systematic contexts, organizing the results, the observations, the interviews, and the contexts. In the inductive category development, the attitudes and findings are studied at first, and then conclusion is made.[8] Thus, the data is primarily extracted and gathered through search motors of Google, Yahoo, AltaVista, Google scholar, find article, written and electronic library sources sending e-mails, and the data basis for study approaches to higher education in graduate section selected countries. After reviewing the literature of the research in the universities of selected countries, the strategies, plans, and activities of these countries, including the USA, Malaysia, and China. For study, approaches to higher education in graduate section have been compared and analyzed and finally for the each one, conclusion has been presented.

Statistical population includes all countries that were successful into higher education in graduate section. Hence, the method of the random sampling purposeful was used. By studying the experiences of different countries as sample were chosen the USA, Malaysia, and China.


  Results Top


Approaches of higher education in the graduate section in American country

The USA as the first industrial nation of the seven industrialized nations has a long history of higher education. It is a decentralized managed and federal governments, are responsible for supporting roles. In the USA, it is possible to access part of the graduate education in the public sector or the private sector. The principle difference between public sector and private sector of higher education is finances and expenses. Private institutions support the limited only by government authorities.[7] The most important part of graduate education approaches in the USA is as follows:[9]

  • Creating jobs and skills development and support for graduate applicants
  • Spread quantitative and qualitative courses in the graduate section with emphasis new courses and interdisciplinary
  • Spread Graduate section with emphasis quality and development investigations activities
  • Attracting elites of third world countries and training and transfer of culture them
  • Emphasis on teaching, research and service to the relatively equal
  • Emphasis on attracting part-time students in graduate section.


Investigations in graduate section courses in the USA

[Figure 1] shows the relationship between policy and practice in higher education investigations in the USA.
Figure 1: Policy and Practice in higher education investigations in USA

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The internationalized graduate section must execute the following:

Supply national security, to prepare students for a global workforce, encourage citizens of active political that tend to have democracies, promote listening and problem solving skills which is necessary to create a multi-cultural harmony, provide a means for students to gain international education.[10]

International knowledge Attention to be achieved through the following:

  • Knowledge and understanding of community history and language and cultural traditions, gender or ethnic communities by cognition of differences and respect them
  • Cultural communication, legal, political and economic with other nations
  • Understanding the role of culture in various aspects of the culture.[11]


Approaches of higher education in the graduate section in Malaysia

Private institutions of higher education in the graduate section, which was established in 1996, announced authorized establishment private universities in Malaysia. The quality of education has always been important for policymakers and the public. This issue is associated with high role private institution of higher education. For this reason government has created a special section. For this purpose, the government has created a special section. Quality standards and policies related disciplines, valuation certificate, diploma and degree in all private institutions of higher education has assigned to the department.[12]

Investigations in graduate section in Malaysia

Universities should actively participate in economic planning. Should ensure that research activities in graduate section be done with the market demand the knowledge. The following factors are essential for research reform of the graduate section.

Necessity of coordination between programs and academic disciplines with the growing needs of the country, necessary link between university research activities with the needs of industry, also universities need to ensure that they attract and retain the best brains.

In this direction, the graduate section be assigned budget for research and development (R and D). Since fifth program Malaysia, government with supervision “the Ministry of Science, information technology (IT) and surroundings” to run on The mechanism to fund for R and D.[13]

Graduate section of disciplines

Disciplines such as IT, microelectronics, life technology and generation are priority areas that are considered to spread high-technology industries in Malaysia.[14]

Internationalization of graduate section in Malaysia

The main strategies for the internationalization of higher education curricula that are used are mainly the following:

Creating of new courses for addressing the issues of multi-cultural comparative in the region and the world.

Using of teachers and international specialists.

Strengthen knowledge and understanding of the cultures students non-Malaysia by providing an international curriculum that exhibits beliefs, customs and values in other cultures.

Prepare students and develop their ability to solve global problems.

Building equipped with students to the essential cognitive skills, attitudes and behaviors for successful performance in diverse multicultural environment.

Understand and respect other cultures.

Racism modification by increasing student interaction with people from diverse cultural backgrounds.[15]

Approaches of higher education in the graduate section in China

After than four decades of development and change, finally, China has been able to establish the higher education system that has gained more expansion and better organizational structure. Now, there are in China, in 1032 the university and governmental and independent colleges, 1138 adult education institute and more than 1000 independent colleges and private and nongovernmental.[16]

Higher education programs China in graduate section

Higher education programs in China in graduate section are the following corrections.[17]

Reform in higher education management system and licensing the recognition of 22 private institutions and 1000 institutes for higher education and nongovernmental organizations.

Encourage university-industry collaboration.

Diversifying funding for higher education in the graduate section.

Raising the status of graduates by the communication between employers and graduates.

Improve and enhance the efficiency.

Graduate section of disciplines

One of the major features of in graduate section in the branches of Chinese universities this is with relevant professional training. Engineering, computing, information science, and English language. As well as Graduate section special attention has been focused on courses in different languages (German, French, Swedish, Spanish) Chinese policy, Chinese society, Chinese economy and Chinese culture and history.[18]

Internationalization of higher education in China

Graduate of the internationalization of China's goals. The following is:[19]

  • Internationalization as a tool for improving teaching abilities and academic inquiry
  • Increasing international credit
  • Faculties with of global competence
  • Students with a global vision
  • Establishment Konfosios
  • Bridge between East and West.



  Conclusions Top


In this study, three different parts of the world such as America, Malaysia, and China were selected, and their approaches were discussed at the graduate section.

Most important factors change in the USA of development and industrial is free market, democracy, advancement of technology, communications, and multiculturalism.

Thus, graduate programs focused on resorting to the latest scientific and research achievements, labor productivity and educating experts and professionals.[9]

These results are aligned with results Altbach, Green, and Barblan.[20]

Knight observes that the internationalization of education is necessary for graduate section in higher education University graduates have to be prepared for the economy, society and the global labor market”.[21] This requires certain types of knowledge, education, social and cultural skills.

Green and Olson in their research take result that Internationalizing the curriculum appeared to present a feasible and logical first step toward internationalization in American higher education, one that would conceivably impact student learning for the largest number of students.[22]

Experience of China in higher education reform policies in the graduate section include the following: The policy of the free market system, entry democracy in political territory, globalization of activities, humanist changing of industries related to worker to knowledge-based industries, pass of economic development to people-oriented development, and changes in the societies.[16]

These results are aligned with results huang, 2005, and China education yearbook editorial board, 2004. Huang states driving forces for the internationalization of higher education in China since the latter part of the 1970s are concerned with those related to economic reforms, higher education reforms, challenges from economic, political and cultural globalization and, in particular, changes in higher education associated with China's membership of the World Trade Organization.[23]

In Malaysia, academic research plays a role in development plans, policymaking, and education human resources. The important policies in the Graduate section include the following:

Activities research by awareness of market demands and Industry needs.

Establish fitness between programs and academic disciplines in Graduate section.

Attracting the best brains.

Internationalization of curriculum.

Expansion of quantitative and qualitative academic disciplines with an emphasis on interdisciplinary.

Attracting of part time students.

Privatization of Graduate section by maintaining quality.

Emphasis on education, research and service evenly.[14]

These results are aligned with results Kwiek 2001. He writes international interaction is seen as an essential factor for the graduate section in higher education that should also provide those who complete degrees with the ability to work on the international labor market. Higher education in Malaysia is extensive and diverse, and the network covers the entire country. The extent of the network is adequate to ensureregional development and equality.[24]

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 
  References Top

1.
Altbach PG. Perspectives on Internationalizing Higher Education. Center for International Higher Education at Boston College, Spring; 2002. Available from: . [Last retrieved on 2007 Jan 01].  Back to cited text no. 1
    
2.
Eweel PT, Wellman JV, Paulson K. Refashioning Accountability: Towards a Co-ordinated System of Quality Assurance for Higher Education, Education Commission of the States; 1997.  Back to cited text no. 2
    
3.
Air Lie RW. The growing importance of international education. Washington, D.C.: La Maison Francaise; 2000. Available from: . [Last retrieved on 1996 Jul 24].  Back to cited text no. 3
    
4.
Hayward FM, Siaya LM. Public Experience, Attitudes, and Knowledge: A Report on Two National Surveys about International Education [Electronic version]. Available from: . [Last retrieved on 2007 Jan 02].  Back to cited text no. 4
    
5.
Air Lie RW. The growing importance of international education. Washington, D.C: Public Address at La Maison Francaise; April 19, 2000. Available from: . [Last retrieved on 1996 Jul 24].  Back to cited text no. 5
    
6.
De Wit H, Jarramillo JG, Knight J. Higher Education in Latin America the International Dimension, Directions in Development. Vol. 27. 2005. p. 21.  Back to cited text no. 6
    
7.
American Council on Education. Beyond September 11: A Comprehensive National Policy on International Education. Washington, D.C: American Council on Education; 2002.  Back to cited text no. 7
    
8.
Miring M. Qualitative research methods in psychology. J Res Plann High Educ 2000;4:185-6.  Back to cited text no. 8
    
9.
American Council on Education (ACE). The Unifying Voice for Higher Education, Comprehensive Institution San Francisco State University; 2005. Available from: http://www.sfsu.edu/./AM/ PrinterTemplate.cfm?Section=Search&template=/CM/HTMLDisplay.cfm&contentI D=9354.  Back to cited text no. 9
    
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Atkinson RD. “It Tokes cash to keep Ideas Flowing”. Australian Journal of Basic and Applied Sciences 2013;7:980-5.  Back to cited text no. 10
    
11.
Raby RL. Internationalizing the Community College Curriculum: A Handbook Produced for the UCLA Summer Institute, [Electronic Version]; 1999. [Last retrieved on 2005 Jan 20].  Back to cited text no. 11
    
12.
Anuwar A. Recent reforms in higher education in Malaysia. Translated by Hatami David. J Plann High Educ 1998.N:3.15-6.  Back to cited text no. 12
    
13.
Tonz DR. Privatization in higher education. Translated by Shirazi; 1993.  Back to cited text no. 13
    
14.
Mirkamali M. Analytical occupational competencies universities of graduates. Q J Res Plann High Educ 1993;4:19-18. [First Year].  Back to cited text no. 14
    
15.
NAFSA: Association of International Educators. Internationalizing the Campus 2006: Profiles of Success at Colleges and Universities. Annual Report for Senate on Implementation of the Internationalization Policy. Washington, DC: Office of International Education and Partnership (OIEP); 2006.  Back to cited text no. 15
    
16.
Khenifer KL. An International Education Policy for U.S. Leadership, Competitiveness and Security [Electronic version]; 2006.  Back to cited text no. 16
    
17.
Hai Y. International Comparative Education a Study of the Motivations of Chinese Students in the United States: Impact of Internationalization on Chinese Higher Educations Master's Thesis, University of Stanford; 2007.  Back to cited text no. 17
    
18.
Jaow NN. The recent reforms in the higher education system in China. Translated by Hejazi F. J Plann High Educ 2008;8:15-6.  Back to cited text no. 18
    
19.
Huang F. Internationalization of higher education in the developing and emerging countries: A focus on transnational higher education in Asia. J Stud Int Educ 2007;11:421.  Back to cited text no. 19
    
20.
Green M, Barblan A. Higher Education in a Pluralist World: A Transatlantic View [Electronic version]; 2004. Available from: http://www.acenet.edu/bookstore/pdf/. [Last retrieved on 2007 Jan 02].  Back to cited text no. 20
    
21.
Knight J. Internationalization of Higher Education Practices and Priorities. International Association of Universities, (IAU Survey Report); 2003.  Back to cited text no. 21
    
22.
Green MF, Olson C. Internationalizing the Campus: A User's Guide. Vol. 11. Washington, DC: American Council on Education; 2003. p. 322.  Back to cited text no. 22
    
23.
Huang F. Internalization of curricula in higher education institutions in comparative perspectives: case studies of China, Japan, and the Netherlands, Springer, higher education, 2006, 51:521-39.  Back to cited text no. 23
    
24.
Kwiek M. Internationalization and Globalization in Central and East European Higher Education, Society for Research in Higher Education International News, No 47; 2001. p. 3-5.  Back to cited text no. 24
    


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