If you wish to operate globally and have overseas office in Dubai (UAE) then it is the tool which will end your search here. It is the concept to work as Local Representative (LR) for an educational institute/ college/ university/ school/ organization in Dubai (UAE), Middle East and Middle East North Africa region.escription Text..
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The primary motto is to embark overseas operations without any office set up or any branch campus...
Educational tourism is about learning new things, acquiring new knowledge about culture or history of other destinations. ..
A student exchange program is a program in which students from a secondary school (high school) or university...
Student development theory provides higher education administrators with invaluable insights about college students ...
The faculty exchange programs provide participants with the opportunity to teach or conduct research for one...
Faculty development refers to a range of activities that are perceived to help academicians in improving their professional skills...
Strategic planning is an organized, systematic and coordinated way to plan for achieving specific goals...
Businesses of all sizes need to invest in research and development if they want to achieve future growth, stay abreast of developments...
Global information center is a unique concept invented by LRM. The primary motto is to embark overseas operations without any office set up or any branch campus. GIC has been designed in such a way that it can assist to achieve the desired goal. There has been research conducted on the similar topic. Following explanation will assist you to comprehend in a better way :
The level of universities' physical presence abroad is at a record high at the moment. One clear sign of this is the increasing number of international branch campuses, which are the conventional examples of cross-border higher education.
According to the Cross-Border Education Research Team (C-BERT), the number of international branch campuses stood at 250 in January 2017. As Richard Garrett, the director of the Observatory on Borderless Higher Education, notes, this number reached 263 at the end of the same year.
Considering that there were 230 international branch campuses in 2015 and 160 in 2009, these figures show that there has been a 65% increase in the number of international branch campuses around the world in the past decade. Comparing international branch campuses to "mushrooms after a heavy rain", Philip G Altbach has drawn attention to the rapid increase in their number.
International branch campuses are the most traditional examples of transnational higher education operations that provide exporting universities and countries with income and soft power. Nevertheless, the popularity of international branch campuses should not allow us to overlook another cross-border presence of higher education institutions, ‘offices abroad’.
Universities' offices abroad are outposts that are significantly smaller than international branch campuses. They are named variously by their exporting universities as ‘international offices’, ‘gateway offices’, ‘locations abroad’ or ‘centres abroad’.
However, the main role expected of them is fairly similar: helping the exporting universities get access to research opportunities abroad and promoting the home campus to international students when necessary.
Unfortunately, there is no study that lists all the offices abroad that have been opened by universities around the world. Nevertheless, it would be correct to state that there are universities that invest more in establishing offices abroad than in international branch campuses. Harvard University is a good example of a world-class university whose cross-border internationalisation relies mainly on its offices abroad.
As the C-BERT indicates, Harvard University has only one international branch campus, in the United Arab Emirates, the Harvard Medical School Center for Global Health Delivery in Dubai. On the other hand, the university has established 22 offices abroad up to now.
Considering that the oldest of these offices, the office of Archaeological Exploration of Sardis in Turkey, was established in 1958 and the newest ones, the Center for Middle Eastern Studies in Tunisia and the Lakshmi Mittal and Family South Asia Institute office in India, were established in 2017, it is reasonable to conclude that Harvard University has adopted a long-term strategy of cross-border internationalisation mainly through offices abroad.
It would therefore not be surprising if we were to see an increase in the number of Harvard University's offices in different locations of the world in the future.
Research on why universities prefer to establish offices rather than international branch campuses does not yet exist. However, an administrative, financial and quality-related comparison between the two options could be a good starting point to question why offices might be a more attractive option.
International branch campuses are mostly smaller than their exporting universities. However, they require almost the same administrative structure, including senior leadership, student affairs offices, a financial office, an admissions office and academic units.
The administrative processes of each unit are expected to be planned and implemented respecting the laws of both host and exporting countries. This requires long-term planning and consideration of many technical details.
When it comes to the administrative organisation of offices abroad, the problems are less challenging. While some offices are established in a one-bedroom apartment-sized area, including only one person as a representative of the exporting university, others can be established in bigger buildings with research specialists from different disciplines.
As these offices usually aim to search for research opportunities in the host and neighbouring countries only, no specific academic, legal and financial preparations for admissions and teaching are required. This makes administering offices abroad a more practical option than administering international branch campuses.
For example, when an exporting university's administrators want to close an international branch campus, they may have to wait for the graduation of the last student from the branch campus. Yet closing or moving an office is simpler as it involves considerably smaller physical and human resources.
Today, income generation is the dominant rationale for internationalisation. Both international branch campuses and offices abroad are driven by this motivation.
However, it should be noted that a decision to open international branch campuses and offices abroad carries financial risks, as most business investments do.
International branch campuses are expected to attract students from their host and neighbouring countries. They are opened with the hope of enrolling thousands of students. However, in his article "Look before jumping into the branch campus business", Robert Ubell reports that the average number of enrolled students at branch campuses does not exceed 500.
That means that some of the international branch campuses are opened as a nice dream but one that ends up in disappointment. This could best be explained by the fact that between 1999 and 2016 at least 41 international branch campuses were shut down, according to the C-BERT.
The set-up costs of an office abroad are usually significantly less than those for an international branch campus as the former is mostly established in small office complexes with a few staff members.
In addition, these offices search for research opportunities in their host and neighbouring countries and once they come up with these, they inform their home universities. In most cases, researchers on the home campus begin travelling to or living in a host country when they get research funding from an institution or organisation in that country.
In this sense, it is not only the set-up costs of an office abroad that are less risky than those of an international branch campus, but also the operation of it.
The administrative processes of each unit are expected to be planned and implemented respecting the laws of both host and exporting countries. This requires long-term planning and consideration of many technical details.
When it comes to the administrative organisation of offices abroad, the problems are less challenging. While some offices are established in a one-bedroom apartment-sized area, including only one person as a representative of the exporting university, others can be established in bigger buildings with research specialists from different disciplines.
As these offices usually aim to search for research opportunities in the host and neighbouring countries only, no specific academic, legal and financial preparations for admissions and teaching are required. This makes administering offices abroad a more practical option than administering international branch campuses.
For example, when an exporting university's administrators want to close an international branch campus, they may have to wait for the graduation of the last student from the branch campus. Yet closing or moving an office is simpler as it involves considerably smaller physical and human resources.
International branch campuses promise to provide the students in their host countries with the same quality of education offered on the exporting campuses. In order to achieve this, "the student body must largely match the one at home in terms of selectivity and quality", says Philip G Altbach.
However, in today's harsh economic conditions, maintaining this selectivity in the admissions process is challenging. Some of the international branch campuses already operate under capacity and a couple of them are shut down every year.
This forces many international branch campuses to spend as little as possible on set-up costs and to focus on teaching in large classes, which makes the operation less expensive and more profitable. Low intake of students and a reliance on teaching run the risk of turning international branch campuses into ‘diploma mills’ and harm the reputation of the home campuses.
In terms of quality, offices abroad are less risky than international branch campuses. As a general rule, the specialists in an office abroad find a research opportunity, evaluate it with the office administrators, inform the home campus, the home campus leadership asks the related researcher/s to apply for it and once their applications are approved, these researchers conduct research with the ethical and administrative approval of the local authorities.
In this respect, the way offices abroad operate is less risky. It helps home universities not only enhance their international research capability but also gain scores in the global university rankings as research income, research productivity and international collaboration are among the ranking indicators.
In today's globalised world, even a Tweet by a president can be quite enough to disrupt multi- or inter-national economic, academic, political and societal peace. This makes trans-border higher education operations riskier than before. For this reason, university leaders should consider the above administrative, financial and quality-related comparisons before they establish an institutional physical presence in another country.
Educational tourism is about learning new things, acquiring new knowledge about culture or history of other destinations. Its main focus is on studying new things, learning about other cultures, study tours, or to apply the learned skills. This is one of the most famous type of tourism activity for past few years, for example people travel to learn foreign languages. Due to the growing popularity of teaching and learning of new knowledge, Educational tourism is growing at a faster speed. Educational tourism has become an alternative of large scale mass tourism. <br><br>
The number of international students has been steadily increasing over the last 30 years and China, India, and the Republic of Korea are the top three global student providers. The most popular destinations for educational tourism are United States, United Kingdom, Germany, France, Australia, and Japan. These six countries host around 62% of the world’s total international student population. <br><br>
In recent past the general increase in the educational level of society has had a profound impact on the tourism market. Educational tourism can take a variety of directions and serve a diversity of visitor interests, “such as satisfying curiosity about other people and their language and culture; stimulating interest in art, music, architecture or folklore; inspiring concerns for natural environments, landscapes, flora and fauna; or, deepening the fascination of cultural heritage and historic places. Educational tourism goes beyond a curiosity, interest or fascination for a particular topic but includes an element of organized learning (Kalinowski & Weiler 1992).
Although there is no clearly defined classification of education tourism, we can identify some major types:
1. Youth Traveling –
2. Tourism Education –
3. International research programs-
4. Student Exchange Program–
5. Workshop Travels –
6. Language schools for foreign language learners
The benefits from Educational Tourism are as follows:
• Encouragement to investment
◦ Development of infrastructure
◦ New training courses
◦ More employment opportunities
◦ Availability of skilled manpower
◦ Entrepreneurship development
◦ Exploration of hidden places
◦ Social welfare and development
◦ Cultural exchange
◦ International collaboration
◦ Image building of region
◦ Global reorganization of destination
Short-term exchange
A short-term exchange program is also known as STEP. These focus on homestays, language skills, community service, or cultural activities. High school and university students can apply for the programs through various government or non-governmental organizations that organize the programs. A short-term exchange lasts from one week to three months and doesn't require the student to study in any particular school or institution. The students are exposed to an intensive program that increases their understanding of other cultures, communities, and languages.
Long-term exchange
A long-term exchange is one which lasts six to ten months or up to one full year. Participants attend high school or university in their host countries, through a student visa . Typically, guest students coming to the United States are issued a J-1 cultural exchange visa or an F-1 foreign student visa. Students are expected to integrate themselves into the host family, immersing themselves in the local community and surroundings.
Candidates who study in foreign institutes of high eminence are at an advantage. As the most emerging industries have intense competition, having something extra adds to the person’s credentials. For students who want to join industries of these sorts, student exchange programs are like jackpots! In addition to that, some of the student exchange programs also provide student visas with which the candidates can study as well as work in a foreign land.
The thirst of knowledge budding inside all of us has always been molding our actions. While the inquisitive leaves no stone unturned, the incurious fights shy of exploring. This program is a key which can unlock many career avenues. By exposing the students to new cultures and social settings, the students get to enhance their social perspective. There is a renowned term, Culture Shock. This happens when all of a sudden a person belonging to a particular ethnicity/nation gets acquainted with a very contrasting environment. As each and every academic domain is in some way or another interwoven with global, one is very likely to get culture shock. Here, under this program, the students get an insight into how other country works and what features are embedded in their culture. In addition to that, the exchange of ideologies and thoughts helps in empathizing with others. All in all, it is a program worth all the time and energy.
Student development in higher education is the integration of academic learning programs with the larger issues of personal improvement and individual growth. It is a student centered, holistic experience focused on understanding (and demonstrating) values, nurturing skills, and moving towards knowledge.
Student development theory provides higher education administrators with invaluable insights about college students and improves their ability to support those struggling to transition into college life, academically and socially.
The stages are: developing competence, managing emotions, moving through autonomy towards interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing an identity.
Student development is the way that a student grows, progresses, or increases his or her. developmental capabilities as a result of enrollment in an institution of higher education.
Faculty development refers to a range of activities that are perceived to help academicians in improving their professional skills that are vital for carrying out their teaching, research or administrative activities in medical education
After attending FDP, participants will get in depth understanding of research and its implications in decision making process. 2. Gain better understanding on how to design a valid research project to answer specific research questions.
Strategic planning is an organized, systematic and coordinated way to plan for achieving specific goals. Using strategy to map out a path for your personal career, your team or your organization can create direction and clarity, ultimately leading to success.
•Self-Analysis:
•Opportunity Analysis:
•Goal Setting:
•Creating A Strategy And Implementing The Action Plan:
1. It can help you choose a career:
2. Career planning can ensure job safety:
3. It can ensure financial stability:
4. It can help you attain peace of mind:
One of the lesser-known benefits of career planning is that it provides peace of mind, especially in stressful situations. Unemployment invariably leads to stress, uncertainty, and feelings of low self-worth.
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But if you plan your career smartly, you would be keeping an eye on the job trends, which in turn can eliminate the possibilities of financial hardships or lack of opportunities. .
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Among the key benefits of career planning is that it enables you to stay in sync with job trends, emerging technologies, and market demands.
Research and development (R&D) is when businesses and educational organizations gather knowledge to create new products or discover new ways to improve their existing products and services. Larger companies may have their own research and development team that will test and refine products or processes before commercial use. However, many companies outsource this work to universities due to a lack of in-house capacity and to access the expertise and advanced research equipment they possess.
Businesses of all sizes need to invest in research and development if they want to achieve future growth, stay abreast of developments in their industry and reduce production costs. Fortunately, LRM is a world leading research institution dedicated to delivering solutions to a broad range of educational organisations of all sizes. We have academics from a wide range of disciplines that are bringing significant benefits to our business partners.
• Inexpensive way to explore new ideas and find a gap in the market
• Bringing innovative products to the market could give your business a competitive advantage.
• We have world class equipment, expertise and facilities to conduct research projects and are continually investing money in the innovations.
• Working with LRM can improve brand reputation and profile and potentially attract future investment
