Abstract

The management of academics in international colleges in Inner Mongolia, China illustrates the lack of systematic approaches in the potential fostering of Global Citizenship Education (GCE). This study aims to (1) analyze the current (D) and the desirable (I) states of Academic Management (AM) and GCE and (2) determine improvement needs in order of priority using the Modified Priority Needs Index (PNI). Using the Quantitative design method, positive data was collected from 362 international students, administrators, and teachers from 14 different colleges using a validated questionnaire which was measured by descriptive statistics and the PNI. The results of the data collected showed that Partnerships & Mobility (EAM5), Curriculum Internationalization (EAM2), and Student & Intercultural Support (EAM4) are the three top needs of the AM. A Loop-based Academic Management was constructed and validated consisting of Integrated Academic Loop, Integrative Experiential Loop, Feedback-Governance Loop and is integrated into an Intercultural ‘third space’ as the core connector. The needs are prioritized, it is possible that the colleges be able to address the gaps in strategy and execution and improve GCE. This study provides theoretical contributions to the Practical and needs-based diagnostic modeling as well as practical approaches to the academic management of borderland higher education.

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