3. Analysis of higher education internationalization index systems
Analysis reveals that the primary characteristics of overseas index systems are: (1) Evaluation indexes pay more attention to the quality of internationalization rather than the quantity; (2) Generally, no weights or points are assigned to the indexes; (3) Research is usually performed by institutions or teams, and seldom by individuals; (4) Research is conducted over a long period and includes practice and trials; (5) Different index systems have different application purposes; (6) There is inheritance and similarity between different index systems. The primary characteristics of domestic index systems are: (1) Different index systems have similar structures, and nearly all are hierarchical (except Zhejiang province), being composed of first-level, second-level and third-level indexes; (2) The indexes are given weights or point values, as seen in the Shandong University, Guangdong province, Li Shengbin, Wang Xianping, Zhongshan University and Wang Wen research projects; (3) Most research is performed by individuals; (4) Research results are relatively scarce; (5) Most of the research results are not empirical research based on practice.
The first-level indexes of all index systems can be classified into the five categories of “strategy and funds, institution and personnel, teachers and students, courses and teaching, and scientific research” (classification process omitted). These five categories can also be seen as general indexes of higher education internationalization.
4. Significance in constructing a distance education internationalization index system
The term “higher education”, as understood in domestic and international higher education index systems, is usually limited to traditional campus-based universities. Little consideration has been given to distance education. However, distance education is different from general higher education when it comes to internationalization. It might have advantages in some aspects. For example, distance education can use network technology to recruit students and give lectures worldwide. Thus, it can achieve internationalization without going abroad. Therefore, when learning from higher education internationalization index systems to construct a distance higher education internationalization index system, we should follow the general characteristics of higher education and use general indexes of higher education internationalization as a baseline, while including specific monitoring indexes designed to incorporate characteristics of distance education. Furthermore, we should research and design custom indexes for distance education in order to embody distance education characteristics.
Through analyzing and studying the common practices of domestic and international index systems, we can see that the key to constructing a distance education internationalization index system is to find the main dimensions and specific monitoring points that reflect the degree, level and capacity of internationalization, and then choose different indexes for each dimension. In this aspect, this paper mainly uses the index system of Osaka University in Japan as a reference. The internationalization index system of Osaka University is relatively comprehensive. It can be divided into large projects (first-level indexes), medium projects (second-level indexes) and small projects (third-level indexes). For each small project, there are five columns: “evaluation objective and evaluation topic, object of investigation, investigation and analysis methods, indexes, and principles”. However, this paper is different in that it does not use tiered indexes, but instead designs specific monitoring indexes based on several monitoring points related to internationalization level and internationalization capacity. Moreover, this paper favors adopting the practices of overseas index systems in not assigning uniform, fixed weights to each index, thereby ensuring that the internationalization indexes focus more on quality.
III. Construction of a distance higher education internationalization index system
1. Selection of index dimensions
For the general indexes of higher education, we can apply the five dimensions of strategy and funds, institution and personnel, teachers and students, courses and teaching, and scientific research. For the special indexes of distance education, through analysis of the classic definitions and theories of domestic and international distance education experts such as Keegan and Ding Xingfu[11][12], we arrive at the four dimensions of distance teaching resources, student support, distance education quality and distance education technology. After selecting the dimensions, we select several internationalization level and capacity monitoring indexes for each dimension based on the characteristics of distance education.
2. Spider web model
In order to represent the distance higher education internationalization index system, this paper proposes a spider web model (see figure below). We can use the model to illustrate the changes of internationalization level and capacity of different index dimensions of the same institution at two time points. It can also be used to compare the internationalization level and capacity between different institutions. In the figure, B indicates special indexes, and A indicates general indexes. The small blue nonagon represents the original internationalization level, indicated by L1. The large red nonagon represents the current internationalization level, indicated by L2. The nodal point of each nonagon indicates the datum of the index. The belt area between the large red nonagon and the small blue nonagon (L2-L1) indicates the increase of the current internationalization level from the previous internationalization level. The belt can indirectly reflect the internationalization capacity.
Spider web model for distance higher education internationalization index system
3. Overview of index system
3.1 Strategy and funds
Monitoring indexes for internationalization level include: (1) Clear adoption of internationalization as a strategic mission; (2) Clear internationalization objectives and development plans; (3) Matching internationalization implementation plans, policies and measures; (4) Clear internationalization projects and guaranteed funding for activities.
Monitoring indexes for internationalization capacity include: (1) Able to implement the plans and policies in the development plan; (2) Able to formulate internationalization fund management systems; (3) Able to complete different internationalization projects and activities on time; (4) Able to regularly conduct self-evaluation of internationalization plan and publish reports; (5) Able to use internationalization funds according to plan and system.