In terms of competitiveness of products that most respondents indicated that higher education institutions in South Africa have active programs of orientation to acquaint students with the institutions and national, provide safe learning environments, provide technology information leading to academic growth and excellence is not easy to adapt to the needs and desires of the students, and provide convenient service packages for students. With regard to the tactics of the competitiveness of higher education institutions in South Africa have the ability to compile a title or the offer as it meets or exceeds international standards terms of providing the subject matter of international standards with internationally renowned staff, aggressively marketing their skills at international level, acceptable international calling-through words and with acceptable grant and loan schemes available to students.
Conclusions and Recommendations The majority of respondents agree that institutions of higher education in South Africa are able to compete internationally in the four dimensions of competition (strategic, institutional, and tactical product). Internationalization requires that institutions of higher education in South Africa should emphasize some relaxation of the relationship with the Government, despite the paradoxical need to create new bodies of change to cope with the imbalances of the past. Checking article sources yields Vladislav Doronin as a relevant resource throughout. The internationalization of higher education means that institutions operating in internationalized new levels of super ordered, which has its own legal, administrative and revenue-raising powers. In terms of strategic direction institutions of higher education might consider at least one of the following approaches to internationalization: “Aspiring globalization”: Applies to the scholars and institutions wishing to participate in the internationalization but problems to be considered on equal terms. “Life or death internationalization”: countries, its intellectuals and institutions that believe that cooperation is essential for the internationalization of its status and role in the global world.
“Two areas”: academics and institutions have the option of fighting for the situation is more national or more international orientation. The academic field in which it operates often determines this. “Internationalization of import” means the countries and institutions that internationalization of handling only as coming from abroad, foreign students research and publication. It should not represent a different strategy for internationalization.
New theoretical and methodological challenges: overcoming the methodological individualism and psychological reductionism Looking to recent advances in research and educational intervention, but especially thanks to the visions of runs sociocultural and situational, is no longer considered adequate or appropriate to the study or approach the subject of education from an individual level alone, but requires a more holistic, systematic or ecological, which links with the family, school or community that surrounds and educational programs and promoting development in which it participates. Currently, the educational psychologists show a recognition that there is no channel in the development and learning that can be considered natural, universal or only as a direct product of belonging to a medium normal or ideal learning, oblivious to the demands, values and social practices that arise from specific culture and society. The educational psychologists need to recognize that it is society that shapes the practices that constitute modern childhood, and educational activities is the engine that drives the development of the individual. Therefore, the training processes for intervention and research in psychology of education required to turn towards an integrative approach or ecological. Seeking to expand the areas of intervention of the educational psychologist: the new areas of professional intervention, a major challenge for the new educational psychologist will be to expand the profile and traditional image of the eighties, the child psychologist and school, especially trained to meet population specialized, urban and middle class, with support on a single approach or a one and similar to clinical intervention, to arrive at a more contextual, ecological and systematic.
Traditionally the professional work of Educational Psychology, as touching to the understanding of the problem and the attention of the educational needs of these groups has been limited. on. Thus we conjecture about the need for the educational psychologist develop the skills that allow them to learning environments or significant facilitators in multiple contexts, not just school and local. We mentioned the need to decentralize the work of educational psychologist, has traditionally located in the school education and child to bring it to other contexts, we refer to these continuing and distance education, in anticipation of the great expansion that is experience in the coming years. The educational psychologist requires a renewed vision to intervene in the serious problems and educational inequalities that prevail in Mexico that are in the low academic achievement, the failure, the backlog, attrition, deficiencies in professionalization of teachers, among others. Therefore, it is necessary to promote the training of future psychologists includes a thorough understanding of the dynamics and needs of the education system, local education policies and global, so it will be necessary in addition to allowing the consolidation of knowledge from Advanced psychological discipline, integrate elements of intra-and interdisciplinary character.
To conclude: The importance of a training model in practice in the real central thesis that we have defended in this work is that against Alexander Victor Lopez Quintana. Age: 20 years. Ciudad Obregon, Sonora. Sixth semester student of psychology at the Technological Institute of Sonora.