case studies in international education

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The Journal of Studies in International Education ( JSIE )  http://journals.sagepub.com/home/jsi reaches an extensive international audience. It is the premiere forum for higher education researchers, teachers, policy makers, leaders, managers and administrators, interested in all facets of the internationalization of higher education.

JSIE publishes critical scholarly peer reviewed articles from researchers and practitioners in all regions of the world contributing new insights into current and emerging concepts, theories, research and practice in the internationalization of higher education.

Topics include, for example, the relationship of the internationalization of higher education to:

· Globalization

· International cooperation and competition, capacity-building and development assistance

· National, regional, transnational and cross-border policies and practices

· Quality assurance policies and practices

· Public and institutional policy formulation and impact

· Strategic institutional management

· Advances in and use of technology

· Faculty and staff development

· Innovation in mobility of students and staff

· The curriculum and co-curriculum at home and abroad

· Student issues

· Other levels of education

The Journal of Studies in International Education is published on behalf of the European Association for International Education (EAIE) on behalf of the Association for Studies in International Education (ASIE), a group of organizations whose mission is to encourage international education and serious research and publications dealing with this topic. As such, the initial objective of ASIE and the primary focus of its activity is support of the publication of JSIE .

The Journal of Studies in International Education (JSIE) aims to support and inform the work higher education leaders, administrators, educators, emerging and established researchers and policy makers interested in all facets of the internationalization of higher education through the publication of original research that advances knowledge, theory and practice in the field. JSIE publishes articles exploring concepts, strategies, approaches and issues of relevance to the internationalization of higher education which make a significant and original contribution to theory and practice.

We publish articles that:

· Make an original and valuable contribution to the scholarly global conversation on issues related to the internationalization of higher education,

· Are evidence-based and grounded in theory and in practice,

· Have a comparative dimension

· Include appropriate and substantial reference to international literature in the field.

Articles discussing national and regional aspects, issues and dimensions of the internationalization of higher education within a global context are our top priority.

Small case studies of institutional policy and descriptions of single programmes or activities, are a low priority. They will not be published unless they locate the case study within a broader context, include appropriate reference to international literature in the area of study and make a substantial and innovative contribution to the field.

We do not generally publish:

· Opinion pieces or essays - although occasionally, where the editors judge the issue to be of particular significance, and the article is of a high enough quality, they will be considered.

· Book reviews - although we do mention new and significant publications we are aware of in editorials.

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As a result of the significant disruption that is being caused by the COVID-19 pandemic, we understand that many authors and peer reviewers will be making adjustments to their professional and personal lives. As a result, they may have difficulty in meeting the timelines associated with our peer review process. Please let the editorial team know if you need additional time and we will make sure to grant appropriate extensions. We thank authors and reviewers alike for their patience at this challenging time.

The Journal of Studies in International Education ( JSIE ) is the premiere forum for higher education leaders, administrators, educators, researchers and policy makers interested in all facets of the internationalization of higher education. Articles discuss theoretical, conceptual and practical aspects of the internationalization of higher education. The journal attracts an international audience of researchers, students and practitioners and requires that authors reference a range of relevant international literature.

JSIE publishes articles exploring concepts, strategies, approaches and issues of relevance to the internationalization of higher education which make a significant and original contribution to theory and practice. Prospective authors are encouraged to look at articles that have been published by JSIE to get an insight into the range of topics that have been covered in the past. JSIE is also open to publishing novel ideas and concepts linked to the internationalization of higher education.

Articles submitted to JSIE will be assessed against the following criteria:

• They fit within the aims and scope of the journal;
• They are situated in the international higher education literature;
• They are innovative and present original findings.
• They comply with the guidelines for publication, including a length of no more than 7,000 words including everything (tables, references, captions and endnotes); and
• The manuscript is written in a clear and grammatically correct academic English.

Any failure to meet these criteria will lead to a desk rejection.

The Journal of Studies in International Education considers all manuscripts on the following conditions:

• the manuscript is the original work of the authors, and does not duplicate previously published work, including previously published work of the authors;
• the manuscript has been submitted only to the Journal of Studies in International Education ; it is not under consideration or peer review elsewhere, nor has it been accepted for publication elsewhere;
• all contributing researchers and authors are included as authors on the manuscript or appropriately acknowledged.

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All manuscripts need to be properly formatted for publication in an academic journal. We do encourage authors to consult a few JSIE issues to familiarize themselves with the format and style of the journal prior to submission.

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• Tables should be included at the end of the manuscript and numbered in the order in which they appear in the text with appropriate captions. Figures should be treated similarly.
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Because of space issues (i.e., desired number of pages per article and per issue), we ask that authors consider carefully the number of tables, figures and appendixes included in the paper. An excessive number of tables/figures would lead to a rejection out of concern for the number of pages these consume.

Length of manuscript

Authors should include the final word count on the first page of their manuscript. A typical manuscript will not exceed 7,000 words, including tables, references, captions and endnotes. Manuscripts exceeding this limit will be rejected.

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All submitted manuscripts should include an abstract of no more than 150 words. Abstracts should not include any undefined abbreviation.

A few keywords are also requested for indexing purposes. If appropriate, please remember to include a keyword pertaining to the region/country of the study.

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Please note that we only publish manuscripts written in a clear and grammatically correct academic English . Non-Anglophone authors are advised to use the service of an Anglophone colleague or a professional editor, to avoid rejection on the basis of poor language.

Authors who want to refine the use of English in their manuscripts might consider utilizing the services of SPi, a non-affiliated company that specializes in editing and correcting English-language manuscripts written by authors with a primary language other than English. Visit http://www.prof-editing.com for more information. (Please be aware that Sage has no affiliation with SPi and makes no endorsement of the company. An author’s use of SPi’s services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and SPi, and any costs incurred are the sole responsibility of the author.)  

For more information, please refer to the Sage Manuscript Submission Guidelines .

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Submit your manuscript to the Sagetrack site, located at http://mc.manuscriptcentral.com/jsie .

If you have difficulties with doing so, you can go to the Author Guide PDF available at the following link:  https://clarivate.com/webofsciencegroup/support/scholarone-manuscripts/for-authors/  or by clicking on the "FAQs & User Guides” link under “Resources” on the login page.

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Please note that the Journal of Studies in International Education does not permit papers under consideration to be posted on preprint servers; please read more on Sage's policy here : https://us.sagepub.com/en-us/nam/prior-publication .

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Article contents

Teaching international relations with case studies.

• Ralph G. Carter Ralph G. Carter Department of Political Science, Texas Christian University
• https://doi.org/10.1093/acrefore/9780190846626.013.315
• Published in print: 01 March 2010
• Published online: 19 July 2023
• This version: 19 July 2023
• Previous version

Case-based learning offers several advantages in the study of international relations. For instructors, the primary attraction of case-based learning is its emphasis on active student engagement. Rather than reading the assigned material, passively listening to lectures, and memorizing notes, students are drawn into more active roles as their classroom instructors ask questions and require student participation. For students, case-based learning connects course material to the real world beyond the classroom. Regardless of the nature of the case or its source, instructors can take steps to ensure success with a case-based approach. First, instructors should know the details of the case: the background, the facts and events, the issues, the participants, and the results. Second, instructors should ensure that the physical setting of the classroom is appropriate for the anticipated task. Third, instructors should be attentive to the size of the class. Small classes promote participation by more students. Finally, instructors can be attentive to the possibility of pairing cases for comparative discussion and analysis. The success of case-based learning also rests in students' awareness that that passivity on their part is unacceptable. Thus, instructors must be sure that they convey the expectation that students must come to class ready to participate. Some common problems associated with case-based learning include time management, silence or apathy on the part of the students, and the failed class.

• international relations
• case studies
• case-based learning

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A 5-YEAR GLOBAL TEACH CONNECTION ACTION-ORIENTED STUDY: AN EXPLORATIVE ANALYSIS OF TEACHER NEEDS FOR DEVELOPING GLOBAL TEACHING COMPETENCIES

• Joyce Pittman Drexel University

This action-oriented case study emphasized the significance of equipping educators with global teaching competencies to prepare students for an increasingly interconnected world. Collaboratively undertaken by Drexel University's School of Education and the University of Pennsylvania, the research aimed to transform teacher education by creating a comprehensive curriculum and professional development opportunities centered on global teaching skills. The project is centered on cultivating global competence in students with the recognition that a substantial portion of modern jobs is linked to international trade. It seeks to address the gap in understanding how global competencies are integrated, assessed, and implemented within teacher education and K-12 classrooms. The study used psychometric tools to explore and examine perceptions of teacher education professors, preservice teachers, and educational leadership graduate students regarding global competence, preparedness and practical application. The researcher examined four questions related to a hypothesis about whether educators can effectively empower their students with global knowledge and skills without possessing global teaching competencies themselves. Leveraging a five-year planning sub-grant, the initiative adopted a multidisciplinary research approach and aligns with UN Sustainable Development Goals. In conclusion, the analyses in this preliminary study underscored the importance of  continuing to explore and examine global competencies while considering the diverse preferences and needs of participants when planning future summits, aiming for a balanced and inclusive program that addresses both specific and broad themes in global education. The answers to the research questions that emerged from the quantitative and qualitative data analyses findings and results along with the literature review indicated a positive direction towards supporting the guiding Hypothesis: Educators who receive training in global teaching competencies through a comprehensive curriculum and professional development opportunities will demonstrate increased awareness of  teaching strategies and the importance  of preparing students for the demands of an interconnected world. In summary, this research strongly supports the need for integrating global teaching competencies into education, bridging the gap between accreditation requirements and practical implementation.

Copyright (c) 2024 International Journal of Education, Technology and Science

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License .

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ISSN: 2757-9514

International Case Studies

A new approach to analyzing university prestige and internal resource allocation: geometric interpretations and implications, by yasumi abe and satoshi p. watanabe.

The content of this paper is based solely on the original study reported in Abe and Watanabe (2012a) in which the authors develop a structured and innovative theory of optimal resource allocation and prestige maximization for an institution of higher education. Although the study provides a sound diagnostic framework and unambiguous results, the paper requires relatively advanced knowledge of mathematics and microeconomic theory, which presents an unattractive feature for students and researchers in academic disciplines that do not necessarily incorporate such analytical ...

• Read more about A New Approach to Analyzing University Prestige and Internal Resource Allocation: Geometric Interpretations and Implications, by Yasumi Abe and Satoshi P. Watanabe

England's New Market Based System of Student Education: An Initial Report, by Roger Brown

In 2012 the Conservative-Liberal Democrat Government introduced a number of reforms to the higher education system in England. The main change was to abolish direct state subsidies for the teaching of most subjects, and replace them with a state-subsidised tuition fee of up to $9,000 (US $13,700). A number of other changes were also made, all with the aim of increasing institutional competition and consumer choice. The Government believes the reforms are necessary to assure financial sustainability, raise quality and enhance social mobility. This paper assesses the early impact of ...

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Seeking a Roadmap to Becoming World Class: Strategic Planning at Peking University, by Xie Guangkuan

Strategic planning plays an important but sometimes controversial role in higher education. This paper examines how strategic planning works in Chinese universities, using Peking University as a case study. This essay discusses the rationale for why Peking University (PKU) decided to pursue status as a world-class university along with objectives and value of its various strategic plans beginning in the 1990s. These plans have had four main roles at Peking University: as a means to periodically alter the development path or "roadmap" of the university; as a method to gain or " ...

• Read more about Seeking a Roadmap to Becoming World Class: Strategic Planning at Peking University, by Xie Guangkuan

Globalization and Student Learning: A Literature Review and Call for Greater Conceptual Rigor and Cross-Institutional Studies, by Richard J. Edelstein

University learning objectives and the curriculum have evolved to include more knowledge, skills and aptitudes related to the increasingly international nature of a broad range of professions and occupations. More broadly, graduates are expected to know more about the world outside their home country in order to be informed and responsible citizens and to function personally and professionally in international contexts. There is, however, very little systematic assessment of international learning and programming A review of the literature indicates that studies of ...

• Read more about Globalization and Student Learning: A Literature Review and Call for Greater Conceptual Rigor and Cross-Institutional Studies, by Richard J. Edelstein

International Academic Mobility: Towards a Concentration of the Minds in Europe, by Marijk van der Wende

The global competition and related international academic mobility in science and research is rising. Within this context, Europe faces quantitative skills shortages, including an estimate of between 800,000 and one million researchers. Within Europe skills imbalances and mismatches increase, with a growing divergence between countries and regions, in particular between the North and South, in terms of their ability to invest and attract human and financial capital for R&D. As a result intra-European mobility is not only on the rise, but may easily turn from an intended brain ...

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Privatization and Access: The Chilean Higher Education Experiment and its Discontents, by Cristina González and Liliana Pedraja

President Barack Obama recently announced a proposal to eliminate tuition charges at community colleges so that everyone can easily complete the first two years of a university education. At the same time, the administration is creating new regulations to curb the worst abuses of for-profit universities. This suggests that the country has reached a turning point regarding access to higher education. There is a practical limit to privatization, and the countries that have privatized their higher education systems most aggressively, such is the case of the United States, are now ...

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Quantifying Faculty Productivity in Japan: Development and Application of the Achievement-Motivated Key Performance Indicator by Misako Aida and Satoshi P. Watanabe

Universities throughout the world are trending toward more performance based methods to capture their strengths, weaknesses and productivity. Hiroshima University has developed an integrated objective measure for quantifying multifaceted faculty activities, namely the “Achievement-Motivated Key Performance Indicator” (A-KPI), in order to visualize the strengths and weaknesses of the university, while balancing versatile faculty activities university-wide. We believe any reform efforts should be based on accurate understanding of the status quo through rigorous self-assessment. This...

• Read more about Quantifying Faculty Productivity in Japan: Development and Application of the Achievement-Motivated Key Performance Indicator by Misako Aida and Satoshi P. Watanabe

China: A Follower or Leader in Global Higher Education? By Marijk van der Wende and Jiabin Zhu

This paper focuses on China both as an object and a subject in the globalization of higher education and the sometimes paradoxical nature of the country’s policies in this respect. How is the Chinese perspective on globalization shaping its agenda for higher education, the development of world-class universities, and cooperation with Europe and the West? What is China’s role in the globalization of higher education, its global agency in higher education, and the impact of its diaspora, soft power, and its new Silk Routes policies? What is its capacity to become a global leader in ...

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Australian Universities at a Crossroads, by W. Lacy, G. Croucher, A. Brett, R. Mueller

This study provides an overview of the history, current status, and future challenges to the Australian university system through the eyes of its leaders. Hopefully, the report will be informative and useful and will raise critical and important issues that need to be considered and addressed for the continuing success of the system and the society it enables. The intended audience includes: university leaders, managers and staff; higher education policy makers and analysts; and, Australian and global higher education researchers and scholars.

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A European Perspective on New Modes of University Governance and Actorhood, by Georg Krücken

Higher education systems in Europe are currently undergoing profound transformations. At the macro-level,there is an increasein the number of students enrolled, subjects of study offered, and university missions that have gained legitimacy over time. At the second levelchanges are evident at the level of university governance. New Public Management reforms have put into question the traditional mode of governance that was based on the interplay of strong state regulation and academic self-governance. Under the current regime, new actors like accreditation and evaluation bodies or boards of...

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What We Can Learn From International Educators

An American who has worked abroad shares how teachers in other countries implement some familiar strategies, with potential lessons for the U.S.

Teaching abroad allows you to broaden your perspective on the world at large and how different families and cultures approach education and teaching. It also helps you to continue to grow in your teaching in different contexts to meet the needs of a variety of students.

I am privileged to have worked abroad in two amazing schools. I grew in so many ways both personally and professionally. In that experience, I also reflected on the many challenges of both living and teaching abroad. Some personal challenges may seem obvious—languages, cultural norms, friendships, lifestyle—but there were specific challenges in the teaching profession while abroad that I couldn’t quite name at the time. 

Two professors at William & Mary School of Education, Leslie W. Grant and James H. Stronge , are involved in several research projects, including international comparative case studies of award-winning teachers in the United States and Asia.

More recently, they’ve been researching the strengths practices that international teachers have that ensure student success. Professors Grant and Stronge have interviewed 20 teachers across eight international schools in four countries in Asia and continue to do so. I saw them present their findings, which really resonated with me—not only due to my experience as an international educator, but also because what they reported can be transferable across the teaching profession. Below is a summary adapted from Stronge’s framework of effective teaching that shares effective practices that international school teachers use.

• Cultural Awareness and Responsiveness: Being aware of the culture and responding to the various needs of the students you serve in your guest country.
• Language Acquisition: Learning languages utilized in your guest country.
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• Professionalism: Attending to ethics and appropriate policies of the school and country.
• Learning Environment: Creating a healthy climate and culture in the classroom, including building student relationships. 
• Teacher Collaboration and Leadership: Collaborating with colleagues in professional learning communities or similar teams to maximize student learning, as well as taking various leadership roles like instructional coach or department chair.

“Cultural awareness and responsiveness“ and “language acquisition” might be the practices that stand out initially, which makes sense. When you live in a different country than your initial home, it’s important to learn the language or languages around you. Similarly, just as all educators endeavor to be culturally responsive and aware of the many cultures that make up a classroom, there’s even more of a need to understand the culture of the country where you now teach and live to ensure that you can be an effective educator. By learning the language and connecting with the local culture, you can build connections with your community, learners, and caregivers. 

At a cursory glance, any educator would likely say, “That makes sense” or “All great teachers do it,” but after talking with Leslie Grant, I learned that there are some critical nuances and components that need to be unpacked. 

Effective Direct Instruction

While their research continues, a study soon to be published found that in the area of instructional delivery, direct instruction was often used effectively. Direct instruction, however, wasn’t simply lecture; it was a structured set of tasks that teachers guided students through, involving teacher modeling, questioning, practice, and careful planning, rather than simply talking at students. As Dr. Grant describes, “Of the instructional activities used in the classroom, interaction and engagement with students were the most used activities. Clearly, these effective international teachers are focused on the needs of their students.”

Students might have some freedom in the process, but it is carefully orchestrated by the teacher. 

Sharing Work in Collaboration

While collaboration may seem straightforward, a specific nuance of collaboration is critical to international educators. It centers around “doing work” and “workload.” International educators collaborate in ways that ensure that there is a shared workload. It’s not simply another planning meeting, but a sense that work is getting done with tangible products. In fact, one educator shared that there was no way they “could survive” without the collaboration of their colleagues.

This work is directly connected to the curriculum from lesson planning to assessment design. As Dr. Grant says, “Teachers co-develop lessons and assessments, share effective instructional practices, and reflect on student learning. These are hallmarks not only of effective teachers but also of effective collaborative structures.” 

Systems Thinking

Coupled with being culturally aware, international educators in the study understand the many systems that impact them. These include the political and legal systems of the host country as well as their role as a middle-level leader in a large school. They’re able to understand the tensions between school and home and how potential conflict might arise. 

For example, they might have to know how to navigate the school system’s expectation of homework and the cultural and community expectation. This system and situational thinking allows educators to better collaborate with all members of the school community in complex geopolitical and cultural settings.

Key Takeaways

Flex curriculum design muscles: While educators may not have the time to fully design their curriculum, it’s important that they be trained in the process of effective curriculum design practices so they can unpack and understand how curriculum materials are created. It’s OK for educators to adapt them, but it’s important that those adaptations maintain the integrity of the curriculum. This can only be done by fully engaging in the curriculum as it is with a level of fidelity.

In addition, professional development in curriculum design can help challenge or reinforce mental models we may have about effective teaching. 

Language and cultural matters: We need to continue to support culturally responsive practices. Furthermore, educators need to engage with their local community in meaningful ways to deepen their understanding of the many cultural backgrounds in their classroom. This can include learning a language of the community, home visits, cultural celebrations, place-based experiences, attending community forums, and more.

While this may seem like a lot, I encourage educators to try one practice that makes sense for their bandwidth. 

Don’t shame direct instruction: There has been a narrative that direct instruction is ineffective. Direct instruction, however, is effective teaching that requires intentional planning connected to where students are and what they need to learn next.

We need to give permission for educators to deliver structured teaching through direct instruction and avoid shaming them in our collaborative conversations. 

Reflect on hiring and appraisal practices: All of the above ideas call us to reflect on hiring and appraisal practices. We can suss out these dispositions and practices through interview questions and performance tasks. We might ask a teacher, for example, to describe direct instruction in the classroom or ask about their comfort level in working with different cultural communities. We might include an appraisal goal that asks educators to modify curriculum tasks based on effective principles.

Teaching in another country is an exciting opportunity. We learn that while there are general best practices that are universal to all educators, we also understand that there are nuances and needs when teaching internationally. However, those practices can provide insight into how we in the United States engage daily in the practice of education. 

Case Studies

Belmont University

Colorado State University

University of South Carolina

University System of Georgia

• SCIENCE TECHBOOK
• MATH TECHBOOK
• PROFESSIONAL DEVELOPMENT
• AUGMENTED REALITY
• CURRICULUM CONNECT
• CASE STUDIES
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Partnerships Across the Globe

Africa | egypt.

Learn how visionary leadership propelled one country to develop a once in a generation change programme for education. Discovery Education as a trusted partner helped roll out a new curriculum where rote learning was replaced by teaching the key components of 21st Century learning, namely Critical Thinking, Creativity, Collaboration and Communication. Download Case Study

Critical Thinking, Creativity, Collaboration and Communication

Explore the journey this The Ministry took in partnership with Discovery Education. It had a clear vision to drive digital transformation through the use of digital textbooks to increase student engagement in the classroom and build teachers’ technology literacy and capacity to integrate digital media into instructional practices. Download Case Study

Digital textbooks increase student engagement

Discover a project aimed at inspiring a new generation of Coders! A large Middle Eastern-based Ministry of Education wanted to test the interest and take up coding with its students and teachers. Working with Discovery Education they came up with a unique and innovative way to do that without risking reputation, investment, and students’ goodwill. Download Case Study Watch Video in Arabic or Spanish

Discover a project aimed at Inspiring a new generation of Coders!

UNITED STATES

Stem for all transformation helps students grow, learn, succeed.

STEAM-powered Passion Motivates Diverse District

UNITED KINGDOM

St. mary of charity ce primary school.

Beatrix Potter Primary SchoolWandsworth

• International Education Studies
• Announcements

New Website and Publishing System Launched

Posted on Jul 23, 2018 We have introduced the new website and publishing system since July 22, 2018. Read More

Recruitment for Reviewers

Posted on Jul 12, 2018 We are recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Read More

Call for Manuscripts

Posted on Jul 12, 2018 International Education Studies (IES) is bimonthly, published in every month by Canadian Center of Science and Education. The editorial board welcomes complete unpublished and original works on inter.. Read More

Current: Vol. 17, No. 2 (2024)

• Learning to Hear Students’ Voices: Teachers’ Experiences on Student Mentoring
•   Sema Turgut    
•   Gülşah Taşçı    

• Establishing Citizen Democratic Networks to Promote Political Participation in Schools under the Provincial Administrative Organization in Mahasarakham
•   Tipsuda Yanapirat    
•   Thapanee Seechaliao    
• Sustainable Leadership Development Strategies of School Administrators under the Secondary Educational Service Area Office Nakhon Phanom
•   Theeranan Motham    
•   Waro Phengsawat    
•   Akkaluck Pheasa    
• Development of New Normal Administration Model According to Good Governance Principles of Schools under Sakon Nakhon Primary Education Service Area Offices in Sakon Nakhon Province
•   Ponchai Chumpunya    
•   Wanphen Nanthasri    
• Situations and Needs for Developing Desirable Characteristics of Students in the New Normal Era under the Secondary Educational Service Area Office Nakhon Phanom
•   Phrakhusriphanomworakun Kamolchai Srikamlang    
•   Paitoon Puangyod    
• Lusheng’s Preservation and Transmission of Knowledge in Qiandongnan Miao and Dong Autonomous Prefecture, Guizhou Province, China
•   Qin Chen    
•   Weerayut Seekhunlio    
• Evidence-Based Practice: The Essential Competency of Nursing Students for the Aging World
•   Narumol Laokosin    
•   Chakrit Ponathong    
•   Chatupol Yongsorn    
• Confirmatory Factor Analysis Affecting Aptitude in the Specialized Nursing Competency of Nursing Students
•   Varude Boonprayong    
•   Pinanta Chatwattana    
•   Pallop Piriyasurawong    
• A Model for Supervision Management to Improve the Education by Using the Area as Base in Digital Era under Primary Educational Service Area in the Northeastern Region
•   Warunee Teena    
•   Sakdinaporn Nuntee    
•   Chao Inyai    
• Reviewer Acknowledgements for International Education Studies, Vol. 17, No. 2
•   Chris Lee    

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a) Upon receipt of paper submission, the Editor sends an E-mail of confirmation to the corresponding author within 1-3 working days. If you fail to receive this confirmation, your submission/e-mail may be missed. Please contact the Editor in time for that. b) Peer review. We use  double-blind  system for peer-review; both reviewers and authors’ identities remain anonymous. The paper will be peer-reviewed by three experts; two reviewers from outside and one editor from the journal typically involve in reviewing a submission. The review process may take 4-10 weeks. c) Notification of the result of review by E-mail.

d) If the submission is accepted, the authors revise accordingly and pay the Open Access Fee (400USD). (The fee is mainly used for covering the cost of getting doi number, plagiarism prevention, language editing and formatting, article hosting service, and other open access services. Also the fee is charged from authors to meet the criteria for associate professorship without seeking acceptance/rejection.)

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• ISSN(Print): 1913-9020
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• Started: 2008
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Case studies

A number of countries are working with Cambridge to deliver bilingual programmes. Below are just a few examples of countries using Cambridge qualifications alongside their own national curricula.

Stedelijk College, Eindhoven, Netherlands

VIDEO: Stedelijk College in Eindhoven uses Cambridge Checkpoint to teach science and maths through English to students in lower secondary school. Teachers use the Content and Language Integrated Learning approach - known as CLIL. This video school case study explains more.

Liceo Luigi Galvani, Bologna, Italy

VIDEO: Liceo Luigi Galvani in Italy follows a bilingual education programme based around Cambridge IGCSE. Some subjects are taught in Italian and also in English. Teachers and learners explain how the team teaching method works for them. Visit the Liceo Luigi Galvani website .

Working together on the French Baccalaureate

France was the first country to integrate syllabuses devised with foreign partners into its national system of university entrance level examinations. The Baccalaureate with International Option, known as the OIB, was developed as a special version of the French Baccalaureate, based on partnerships between the French Ministry of Education and a number of foreign authorities. The result is a well-balanced academic qualification upon which a challenging curriculum for bilingual students is based.

The British version of the Baccalaureate with International Option is an integrated Franco-British school-leaving certificate which is jointly certified by Cambridge Assessment International Education (Cambridge) and the French Ministry of Education. It is the fruit of many years of Franco-British educational co-operation.

To obtain the British version of the OIB, students must supplement the traditional French Baccalaureate with a History-Geography course (taught bilingually) and English Language and Literature. The result is an integrated Franco-British school-leaving certificate which combines the breadth and rigour of the French Baccalaureate with A Level standard studies in History-Geography and English Language & Literature. These two subjects are taught and examined in English using syllabi and assessment practices overseen and validated by Cambridge Assessment International Education. Cambridge’s role is to provide quality assurance for the OIB.

The British OIB makes academic and linguistic demands to an equal level in English and French with the intention of making students 'bicultural' as well as bilingual. Those who succeed in this dual curriculum develop a capacity for hard work, and an intellectual and cultural flexibility that gives them the potential to become excellent undergraduates in Britain, France and elsewhere.

Cambridge works in close collaboration with the Association des Sections Internationales Britanniques et Anglophones (ASIBA). ASIBA is an association which supports the British version of the International Option of the French Baccalauréat (OIB).

You can find further information, including detail about university recognition, on the ASIBA website .

ASIBA Association des Sections Internationales Britanniques et Anglophones

21, allée de Bourrienne 92500 RUEIL-MALMAISON [email protected] www.asiba.info

Ministerio de Educación and British Council, Spain

The British Council has been working on a bilingual schools project with the Ministry of Education in Spain since 1996. More than 80,000 young people in Spanish state schools are now receiving a bilingual education.

Schools follow the national curriculum for subjects taught in Spanish, and an integrated curriculum for subjects taught in English. At secondary level, students can take Cambridge IGCSE examinations in subjects including English, Geography, History and Biology.

Speaking about her experience of Cambridge IGCSE, Carmen García, Head of English at Manuel de Falla School in Madrid, said: "These exams test pupils' understanding of the effects of words. For the first time, I felt I was really teaching English, not just the grammar."

Visit the British Council Spain website .

TTO schools in the Netherlands

"The Cambridge Checkpoint exams, together with the progress checks, give schools, teachers, parents and pupils an educational diagnostic tool to monitor the educational progress of our Dutch bilingual pupils in multiple subjects. The statements of achievement are also a formal way to end the first three years of bilingual education." Mr A Piketh, Bilingual Coordinator, Stedelijk College, Eindhoven

Visit the European Platform website .

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International Language Experts - CPD Member Case Study

International language experts.

News & updates from International Language Experts

We have been asking our members from across the industries the reasons why they became a CPD provider. This CPD Member case study was provided by International Language Experts. For more information, please visit their CPD Member Directory page.

Please provide us with a brief overview of your organisation. What do you do?

International Language Experts (ILE London) is a premier language education and consultancy firm dedicated to enhancing communication and cultural understanding in today's globalised world. We specialise in providing high-quality language training, translation services, and professional development courses tailored to meet the diverse needs of individuals, businesses, and educational institutions. CPD programmes at ILE London focus on innovative teaching methods, including the integration of technology in the classroom, which helps teachers stay ahead in a rapidly evolving educational landscape.

Why did you become a CPD provider?

International Language Experts (ILE London) recognised the growing need for Continuing Professional Development (CPD) in the field of language education. With the rapid advancements in teaching methodologies, technology integration, and the increasing demand for language proficiency, there was a clear necessity to provide structured and ongoing professional development opportunities for language educators. Here are the key reasons why ILE London decided to become a CPD provider: 

Enhancing Teaching Quality : ILE London is dedicated to upholding the highest standards in language education. By offering CPD courses, the organisation aims to equip language teachers with the latest pedagogical skills and knowledge, ensuring that they can deliver high-quality education to their students.

Addressing Educator Needs : Language educators often seek opportunities to enhance their skills and advance their careers. By providing CPD courses, ILE London supports teachers in their professional growth, helping them gain new competencies and improve their teaching effectiveness.

Fostering a Community of Practice : CPD courses create a platform for language teachers to connect, share experiences, and learn from each other. This sense of community fosters collaboration and the exchange of best practices among educators. ILE London offers ongoing support to language teachers, helping them stay updated with the latest developments in the field and continuously improve their teaching practice.

Meeting Market Demands : As globalisation continues to increase the demand for multilingual communication, there is a corresponding need for highly skilled language teachers who can effectively teach languages in diverse contexts. ILE London's CPD programmes help meet this demand by preparing educators to teach languages more effectively. CPD accreditation provides a mark of quality assurance, signalling to employers and educational institutions that the training provided meets recognised standards of excellence. This enhances the employability and credibility of teachers who complete CPD courses. 

Promoting Lifelong Learning : The philosophy of CPD aligns with the principle of lifelong learning, encouraging teachers to continually seek improvement and stay engaged in their professional development throughout their careers. In an ever-changing educational environment, CPD helps teachers remain adaptable and responsive to new challenges and opportunities, ensuring that they can effectively address the evolving needs of their students.

How did you implement CPD accreditation in your organisation?

Implementing CPD (Continuing Professional Development) accreditation within ILE London involved a strategic and methodical approach to ensure that the professional development programmes offered meet high standards of quality and relevance. Here are the key steps that ILE London undertook to implement CPD accreditation:

1. Understanding CPD Requirements

The first step involved thorough research to understand the standards and criteria set by CPD accrediting body. This included understanding the different types of CPD activities (structured, unstructured, and self-directed learning) and the specific requirements for accreditation. ILE London benchmarked its existing training programmes against CPD standards to identify gaps and areas for improvement. 

2. Curriculum Development 

The curriculum for CPD programmes was designed to meet the learning needs of language educators. This included developing modules on modern teaching methodologies, use of technology in language teaching, classroom management, and assessment strategies. Each CPD course was structured with clear learning outcomes that align with CPD standards. These outcomes were designed to ensure that participants gain practical skills and knowledge applicable to their professional roles.

3. Quality Assurance

ILE London engaged with stakeholders, including experienced educators, academic advisors, and industry experts, to review and refine the CPD courses. This collaborative approach helped ensure that the content was relevant and up-to-date. Before full implementation, pilot CPD programmes were conducted to gather feedback and make necessary adjustments. This helped in fine-tuning the courses to better meet the needs of participants.

4. Accreditation Process

ILE London prepared a comprehensive application for CPD accreditation, detailing the curriculum, learning outcomes, assessment methods, and quality assurance processes. The application was submitted to The CPD Certification Service for external review. This involved providing documentation and evidence of how the programmes met the required standards. The accrediting body conducted audits to verify the information provided and to ensure compliance with CPD standards.

5. Implementation and Monitoring

Trainers and facilitators were provided with training to deliver CPD courses effectively. This included training on adult learning principles, facilitation skills, and the use of technology in teaching. A system for continuous improvement was established, involving regular feedback from participants, periodic reviews of course content, and updates based on new developments in language education and pedagogy. Participants' progress and learning outcomes were assessed through various methods, including assignments, projects, and peer reviews. This ensured that the learning objectives were met and provided data for further course improvements.

6. Marketing and Outreach

The accredited CPD programmes were promoted through various channels, including ILE London's website, social media, and professional networks. Clear communication of the benefits of CPD accreditation helped attract educators looking to enhance their professional skills. ILE London formed partnerships with educational institutions, schools, and professional organisations to broaden the reach of its CPD programmes.

7. Feedback and Evaluation

Regular feedback was solicited from course participants to assess the effectiveness of the programmes and identify areas for improvement. ILE London adhered to the requirements for maintaining CPD accreditation, including submitting periodic reports and undergoing re-accreditation reviews to ensure ongoing compliance with CPD standards.

Implementing CPD accreditation at ILE London involved a detailed and structured approach to ensure the highest standards of professional development for language educators. Through rigorous research, curriculum development, quality assurance, and continuous improvement, ILE London successfully established itself as a provider of accredited CPD programmes. This commitment to excellence and innovation supports the ongoing professional growth of language teachers, enhancing the quality of language education worldwide.

How has CPD helped your organisation achieve its learning objectives?

Implementing Continuing Professional Development (CPD) has significantly helped ILE London achieve its learning objectives by ensuring that educators and staff continually enhance their skills, knowledge, and teaching methodologies. Here's an overview of how CPD has facilitated this achievement:

• Enhanced Teaching Quality  - CPD ensures that ILE London’s educators stay updated with the latest developments in language teaching methodologies, technology integration, and educational trends. This up-to-date knowledge directly translates into higher quality teaching and more effective learning experiences for students. Through CPD programmes, educators refine their pedagogical techniques, learning new ways to engage students, assess learning outcomes, and manage classrooms more effectively. This improvement aligns with ILE London's objective of providing high-quality language education.
• Professional Growth and Motivation - CPD fosters a culture of continuous learning and professional growth among educators. This culture not only boosts the motivation and job satisfaction of teachers but also aligns with ILE London's objective of maintaining a dynamic and committed teaching staff. By offering CPD opportunities, ILE London supports the career development of its educators, enabling them to take on advanced roles within the organisation or pursue further academic qualifications.
• Standardised Quality Assurance - CPD helps standardise the quality of teaching across all courses and programmes offered by ILE London. By adhering to CPD accreditation standards, the institution ensures a consistent level of excellence in education delivery. Regular CPD activities provide benchmarks for teaching practices and student outcomes, helping ILE London measure and improve its educational effectiveness continuously.
• Innovative Teaching Strategies - CPD programmes often include training on the latest educational technologies and digital tools. This integration supports ILE London's objective of using innovative methods to enhance language learning, making lessons more interactive and engaging. Educators are exposed to creative and varied teaching methodologies through CPD, enabling them to cater to diverse learning styles and needs. This diversity in teaching methods helps achieve the objective of providing personalised and effective language instruction.
• Student-Centred Learning - CPD programmes emphasize the importance of learner outcomes and student engagement. Educators learn to design lessons that are student-centred, focusing on the needs, interests, and progress of the learners. Through CPD, educators develop robust feedback mechanisms that help in evaluating and enhancing student performance. This focus on continuous feedback and improvement aligns with the objective of maximising student learning outcomes.
• Collaboration and Networking - CPD encourages educators to build professional networks, share best practices, and collaborate on projects. These networks are invaluable for professional growth and help ILE London achieve its objective of fostering a collaborative and innovative teaching environment. Through CPD, educators can explore interdisciplinary approaches to language teaching, integrating cultural studies, technology, and other relevant fields into their curriculum.
• Accreditation and Recognition - CPD accreditation enhances the credibility and reputation of ILE London as a provider of high-quality language education. This recognition helps attract students and educators who are looking for reputable and professionally recognised institutions. Offering CPD-accredited programmes positions ILE London competitively in the market, meeting the demand for quality and certified professional development in language education.

CPD has been instrumental in helping ILE London achieve its learning objectives by ensuring continuous professional growth, standardising quality, fostering innovation, and focusing on student-centred learning. The structured and accredited CPD programmes have empowered educators with the knowledge, skills, and motivation to deliver high-quality language education, ultimately benefiting the students and enhancing the institution's reputation and effectiveness. Through CPD, ILE London has successfully created a dynamic, collaborative, and high-performing educational environment.

We hope this brief CPD Member Case Study was both interesting and helpful. Please go to the International Language Experts CPD Member profile page for more on their available CPD. Alternatively, please visit the CPD Industry Hubs to find courses, events and articles relevant to your Continuing Professional Development requirements.

CPD accreditation for training and events

Established in 1996, The CPD Certification Service is the world's leading and largest Continuing Professional Development accreditation organisation working across all sectors. If you are a training provider or educational events organisers, your learning activities may be suitable for CPD accreditation. Please visit our become a CPD provider page or contact our team to discuss your training and events in more detail.

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"Education is not the filling of a pail, but the lighting of a fire." W.B. Yeats

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Vol. 1 No. 2 (2020): Case Studies in International Education

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Were the Obstacles Too Great? Why Minority Students are Underrepresented in Education Abroad

Unleashing the dark side mismanaging conflicts across cultures in a classroom, who is owed transparency conflicting ethics within local partnerships, paddling in muddy waters the role of p3s for international student enrollment and english language program management, risking relationships navigating tensions between student religion and local context, u.s. university norms and the ticking clock programmatic constraints and title ix, making it count moving from per-class to block credit validation in international dual degree programs, making history can be risky business traveling to 'challenging' countries in pursuit of academic diplomacy, mexican night whose job is it to educate, now what facilitating dialogue in experiential programs, can culture affect how we receive knowledge looking at the role of culture in teacher training, the slippery slopes of discrimination advocating for peers outside of campus, pushing the limits agitated student discloses information that may have immigration consequences, issues of inclusion examining the english-only policy in an international student support program, cyberbullying or artistic expression navigating an institutional response, camera on or off a dilemma choice of virtual course, recipes for passing the balance between student support and academic development, teaching oral english for college students in china lexical and syntactical inputs vs. conversational development, one country, two systems equitably addressing issues on u.s. campuses caused by hong kong and china relations, "my buddy makes me uncomfortable" ethical and cross-cultural considerations of matching global buddies program participants, information.

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Hosted by the Middlebury Institute of International Studies at Monterey

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Editor in Chief: 

Katherine Punteney, EdD

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