Rezaei Habibolah, Yousefi Alireza, Larijani Bagher, Dehnavieh Reza, Rezaei Nima, Adibi Peyman
Center of Medical Education Research, Isfahan University of Medical Sciences, Isfahan, Iran.
Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2018 Jan 10;7:8. doi: 10.4103/jehp.jehp_25_17. eCollection 2018.
Studies about globalization and internationalization demonstrate different attitudes in explaining these concepts. Since there is no consensus among Iranian specialists about these concepts, the purpose of this study is to explain the concepts of internationalization and globalization in Iran.
This study is a systematic review done in the first half of 2016. To explain the concept of globalization and internationalization, articles in Scientific Information D atabase, Magiran database, and Google Scholar were searched with the keywords such as globalization, scientific exchange, international cooperation, curriculum exchange, student exchange, faculty exchange, multinational cooperation, transnational cooperation, and collaborative research. Articles, used in this study, were in Persian and were devoted to internationalization and globalization between 2001 and 2016. The criterion of discarding the articles was duplicity.
As many as 180 Persian articles were found on this topic. After discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the differences between globalization and internationalization. Definitions of globalization were categorized in four categories, including globalization, globalizing, globalization of higher education, and globalizing of higher education. Definitions about internationalization were categorized in five categories such as internationalization, internationalization of higher education, internationalization of the curriculum, internationalization of curriculum studies, and internationalization of curriculum profession.
The spectrum of the globalization of higher education moves from dissonance and multipolarization to unification and single polarization of the world. One end of the spectrum, which is unification and single polarization of the world, is interpreted as globalization. The other side of the spectrum, which is dissonance and multipolarization, is interpreted as globalizing. The definition of internalization is the same as that of globalizing. In other words, it is possible to say that internalization is similar to globalizing but different from globalization.
关于全球化和国际化的研究在解释这些概念时展现出不同的态度。由于伊朗专家们对这些概念尚未达成共识,本研究的目的是阐释伊朗语境下国际化和全球化的概念。
本研究是一项于2016年上半年开展的系统综述。为了解释全球化和国际化的概念,我们在科学信息数据库、Magiran数据库以及谷歌学术中搜索了诸如全球化、科学交流、国际合作、课程交流、学生交流、教师交流、跨国合作、跨国家合作以及合作研究等关键词。本研究中使用的文章均为波斯语,且发表于2001年至2016年间,主题围绕国际化和全球化。排除重复文章作为筛选标准。
在该主题下共找到180篇波斯语文章。剔除重复文章后,剩余64篇。其中,39篇文章提及了全球化与国际化的差异。全球化的定义被归为四类,包括全球化、使全球化、高等教育全球化以及高等教育的全球化进程。国际化的定义被归为五类,如国际化、高等教育国际化、课程国际化、课程研究国际化以及课程专业国际化。
高等教育全球化的范围从世界的不和谐与多极化转向统一与单极化。该范围的一端,即世界的统一与单极化,被解释为全球化。另一端,即不和谐与多极化,被解释为使全球化。国际化的定义与使全球化相同。换句话说,可以说国际化类似于使全球化,但不同于全球化。