| What does 'Internationalisation at Home' mean in the context of higher education? | integrating the dimensions of international learning environment within our higher education institutions | 4.1. Internationalisation at Home The most important of all strategies related to internationalisation is “Internationalisation at Home”, which means integrating the dimensions of international learning environment within our higher education institutions. | 150 | definition | 1.000 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | Internationalisation at Home The most important of all strategies related to internationalisation is “Internationalisation at Home”, which means integrating the dimensions of international learning environment within our higher education institutions. | 11 | page=11,block=1 | 0.700 | valid |
| What is a knowledge partnership in the context of Higher Education Institutions? | a network of individual researchers who contribute knowledge, experience, resources and participate in two-way communications | Guidelines for Internationalisation of Higher Education | 15 ª Expanding strategic research partnership with international Higher Education Institutions ª Organising academic and research workshops, seminar and conferences in partnership with international universities ª Collaborating with alumni (both students and faculty) at various foreign universities for academic and research activities ª Formation of knowledge partnership i.e., a network of individual researchers who contribute knowledge, experience, resources and participate in two-way communications ª Establishment of Chairs abroad in the name of eminent Indian scientists/ scholars and philosophers 4. Brand Building Abroad A systematic brand building campaign by the Higher Education Institutions is very essential for global standing of the Higher Education Institutions and also for attracting students from abroad. | 438 | definition | 1.000 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | Guidelines for Internationalisation of Higher Education | 15 ª Expanding strategic research partnership with international Higher Education Institutions ª Organising academic and research workshops, seminar and conferences in partnership with international universities ª Collaborating with alumni (both students and faculty) at various foreign universities for academic and research activities ª Formation of knowledge partnership i.e., a network of individual researchers who contribute knowledge, experience, resources and participate in two-way communications ª Establishment of Chairs abroad in |
| What is Internationalisation? | not an end in itself but a driver of qualitative change in higher education | will propel our institutions towards internationalisation of higher education. Internationalisation is not an end in itself but a driver of qualitative change in higher education. One of the foremost qualitative changes is fostering global ethos within our universities and making our learners ‘Global Citizen’. | 103 | definition | 0.980 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | Internationalisation is not an end in itself but a driver of qualitative change in higher education. | 13 | page=13,block=12 | 0.850 | valid |
| How does ICT overcome traditional barriers to internationalisation? | The borderless nature of ICT has the potential to transform the internationalisation process. | They will be extremely critical for building a more sustainable, resilient and compassionate world in the 21st century. 4. ICT based Internationalisation Digital revolution and Information and Communication Technology (ICT) has ushered in new possibilities in process and delivery of higher education. With the expansion of ICT, it has touched virtually all dimensions of higher education and it has a major role to play in internationalisation of higher education. ICT brings with it new educational opportunities along with flexibilities in approach. ICT can overcome traditional barriers to internationalisation. The borderless nature of ICT has the potential to transform the internationalisation process. Transformation with the help of ICT in itself is a motivation for Higher Education Institutions to undertake several measures to revitalize the higher education system. | 616 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | ICT can overcome traditional barriers to internationalisation. The borderless nature of ICT has the potential to transform the internationalisation process. Transformation with the help of ICT in itself is a motivation for Higher Education Institutions to undertake several measures to revitalize the higher education system. |
| How does social interaction and cultural exchange benefit students in the Twinning Programme? | makes our students adaptable to new environment and cope with challenges arising out of diversity | Expected Benefit of Credit Recognition under Twinning Arrangement ª Graduates are more employable benefitting from exposures with overseas institutions and students. This is the key driver in motivating students ª Social interaction and cultural exchanges due to mobility makes our students adaptable to new environment and cope with challenges arising out of diversity ª Institutional learning and quality improvement by virtue of exposure to foreign institution ª Adopt quality assurance mechanisms to the specialities of Twinning Programme ª Offering programme under Twinning arrangements track the underpinning concern of Twinning Programme and help in taking measures for further advancement. | 272 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | This is the key driver in motivating students ª Social interaction and cultural exchanges due to mobility makes our students adaptable to new environment and cope with challenges arising out of diversity ª Institutional learning and quality improvement by virtue of exposure to foreign institution ª Adopt quality assurance mechanisms to the specialities of Twinning Programme ª Offering programme under Twinning arrangements track the underpinning concern of Twinning Programme and help in taking measures for further advancement. |
| What does the synergy between national policy and institutional strategy provide? | a thrust to internationalisation of higher education. | Strategic Programmes and Initiatives In order to achieve these objectives and harness the full potential of our higher education system, there is a need to develop a strategic approach. Significant initiatives are required to be taken both at institution and regulatory/government level. This synergy between national policy and institutional strategy will give a thrust to internationalisation of higher education. Accordingly, these Guidelines cover various strategic programmes/initiatives for internationalisation of higher education and Higher Education Institutions are encouraged to undertake these initiatives including but not limited to as discussed in these Guidelines. | 362 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | This synergy between national policy and institutional strategy will give a thrust to internationalisation of higher education. Accordingly, these Guidelines cover various strategic programmes/initiatives for internationalisation of higher education and Higher Education Institutions are encouraged to undertake these initiatives including but not limited to as discussed in these Guidelines. |
| What is one key driver motivating students under the Twinning Arrangement? | Graduates are more employable benefitting from exposures with overseas institutions and students. | Expected Benefit of Credit Recognition under Twinning Arrangement ª Graduates are more employable benefitting from exposures with overseas institutions and students. This is the key driver in motivating students ª Social interaction and cultural exchanges due to mobility makes our students adaptable to new environment and cope with challenges arising out of diversity ª Institutional learning and quality improvement by virtue of exposure to foreign institution ª Adopt quality assurance mechanisms to the specialities of Twinning Programme ª Offering programme under Twinning arrangements track the underpinning concern of Twinning Programme and help in taking measures for further advancement. | 68 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | Expected Benefit of Credit Recognition under Twinning Arrangement ª Graduates are more employable benefitting from exposures with overseas institutions and students. This is the key driver in motivating students ª Social interaction and cultural exchanges due to mobility makes our students adaptable to new environment and cope with challenges arising out of diversity ª Institutional learning and quality improvement by virtue of exposure to foreign institution ª Adopt quality assurance mechanisms to the specialities of Twinning Programme ª Offering programme under Twinning arrangements track |
| What is one key qualitative change driven by internationalisation in higher education? | fostering global ethos within our universities and making our learners ‘Global Citizen’ | Global awareness and interconnectedness are increasingly sought after in today’s global knowledge society. International dimension to curriculum, international offering in educational activities, international competencies in our faculty and students etc. will propel our institutions towards internationalisation of higher education. Internationalisation is not an end in itself but a driver of qualitative change in higher education. One of the foremost qualitative changes is fostering global ethos within our universities and making our learners ‘Global Citizen’. Global citizen is someone who is aware of and understands the wider world and actively works towards making our planet more equal, fair and sustainable. Higher Education Institutions may take a Global citizen approach at their institution. | 479 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | One of the foremost qualitative changes is fostering global ethos within our universities and making our learners ‘Global Citizen’. | 13 | page=13,block=12 |
| What is one way internationalisation of higher education helps in developing global citizens? | mobility of students and scholars | Internationalisation of higher education promotes sharing of best academic and research practices through interactions between diverse education systems, and helps in developing global citizens through mobility of students and scholars. Mobility of scholars to pursue their scholarly activities and access the vast resources of the university system across the globe is a age old practice. In Indian context too, this aspect of internationalisation of higher education is as old as education itself. Student mobility and global exchange took place in ancient India starting from Takshashila, which attracted thousands of students from all over the world studying in numerous subject areas at this university. Later on, University of Nalanda also attracted many scholars from various parts of the globe. In modern times, globalisation has been one of the most transformative forces. | 202 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | Internationalisation of higher education promotes sharing of best academic and research practices through interactions between diverse education systems, and helps in developing global citizens through mobility of students and scholars. |
| What is the purpose of cultural exchanges and social cohesion in a Twinning arrangement? | holistic development of the learners | Under a Twinning arrangement, Indian students are enrolled with a higher education institution in India but complete part of their programme at a partnering institution from another country complying with relevant national regulations. the degree under Twinning arrangement shall be given solely by the Indian Higher Education Institution. The idea behind Twinning programme is holistic development of the learners with the help of cultural exchanges and social cohesion. Mobility under Twinning programme will equip the learners with best practices, approaches and methods of teaching and learning in international institutions. This will aid in capacity building of our institutions and help our students in career choices. | 378 | relationship | 0.970 | https://www.ugc.gov.in/e-book/IHE%20Guideline_1-20.pdf | The idea behind Twinning programme is holistic development of the learners with the help of cultural exchanges and social cohesion. | 12 | page=12,block=2 | 0.700 | valid |