INTERNATIONALISATION IN HIGHER EDUCATION

Responding To New Opportunities and Challenges

Thirty Years of Promoting Openness Internationalization, and Innovation by The Asia Pacific School of Business

 (APSB)

A Brief Discussion on Realizing the Sustained "Openness, Internationalization, and Intelligence" of Higher Education

1. Introduction

In the context of the increasingly integrated global economy and the rapid advancement of science and technology, higher education, as the core force for cultivating high - level talents and promoting social progress, is facing an urgent need for transformation and development. The concepts of "openness", "internationalization" and "intelligence" have become the key directions for the reform and innovation of modern higher education.

The realization of the sustained "openness, internationalization and intelligence" of higher education must be based on the important premise of "no distinction based on race, color, religion, gender, language, political or other opinions, national or social origin, property, birth or other status". This premise is not only a concrete embodiment of the concept of educational equity advocated by the international community, but also a fundamental guarantee for higher education to absorb diverse talents and achieve inclusive development. Only by breaking down various discriminatory barriers can higher education truly become a public resource for all members of society, attract outstanding talents from all over the world, and lay a solid foundation for the realization of openness, internationalization and intelligence.

The Asia Pacific School of Business (APSB), with its long - term development practice, has made positive explorations and important contributions to promoting the sustained "openness, internationalization and intelligence" of higher education. This article will take APSB as an important case, use different perspectives and dialectical methods, and combine accurate data and authoritative information to deeply analyze how to realize the sustained "openness, internationalization and intelligence" of higher education under the premise of adhering to educational equity.

2. The Connotation and Significance of the Sustained "Openness, Internationalization and Intelligence" of Higher Education

2.1 Connotation

2.1.1 Openness of Higher Education

The openness of higher education is a multi - dimensional concept, which mainly includes the openness of educational resources, the openness of educational processes and the openness of educational concepts. The openness of educational resources means that higher education institutions should open up their teaching materials, courseware, library resources, laboratory equipment and other resources to the society and even the world as much as possible, so that more people can have access to high - quality educational resources. The openness of the educational process refers to breaking the closed teaching mode of traditional universities, realizing the sharing of courses and credits among different schools, and allowing students to choose courses and learning paths more flexibly. It also includes opening the school - running process to the society, accepting social supervision and participation, and promoting the organic combination of school education and social practice. The openness of educational concepts requires higher education institutions to abandon the conservative and rigid educational concepts, absorb advanced educational concepts and experiences from all over the world, and form an open and inclusive educational atmosphere.

2.1.2 Internationalization of Higher Education

The internationalization of higher education refers to the process in which higher education institutions break through national and regional boundaries, carry out extensive exchanges and cooperation in the fields of talent training, scientific research, and cultural communication, and move towards the international stage. Specifically, it includes the internationalization of the student body (recruiting students from all over the world), the internationalization of the teaching staff (introducing excellent teachers and researchers from different countries and regions), the internationalization of curriculum settings (incorporating international cutting - edge knowledge and cross - cultural content into courses), the internationalization of scientific research cooperation (carrying out joint research projects with international institutions), and the internationalization of educational management (adopting international advanced educational management concepts and methods).

2.1.3 Intelligence of Higher Education

With the rapid development of technologies such as artificial intelligence, big data, and the Internet of Things, the intelligence of higher education has become an important trend in the development of modern higher education. It mainly refers to the application of advanced intelligent technologies in the whole process of higher education, including intelligent teaching, intelligent management, and intelligent scientific research. Intelligent teaching uses technologies such as intelligent teaching platforms, online courses, and virtual reality to realize personalized teaching and interactive learning, and improve the quality and efficiency of teaching. Intelligent management uses big data and intelligent algorithms to optimize the management of students, teachers, teaching resources, etc., and improve the level of school management. Intelligent scientific research uses intelligent technologies to assist in scientific research data collection, analysis, and research result prediction, and promote the innovation and development of scientific research.

2.2 Significance

2.2.1 Promoting the Inheritance and Innovation of Human Civilization

The sustained "openness, internationalization and intelligence" of higher education helps to promote the exchange and integration of different cultures and civilizations in the world. Through open educational resources and international educational exchanges, students and teachers from different countries and regions can learn from each other's excellent cultural traditions and advanced scientific and technological achievements, which is conducive to the inheritance and development of human civilization. At the same time, the application of intelligent technologies provides new methods and tools for scientific research and cultural innovation, and promotes the continuous emergence of new ideas, new theories and new technologies.

2.2.2 Meeting the Demand for High - level Talents in the Globalized Economy

In the context of economic globalization, the competition among countries in the world is essentially the competition for high - level talents. The sustained "openness, internationalization and intelligence" of higher education can cultivate talents with international vision, cross - cultural communication skills and innovative thinking, who can adapt to the needs of the globalized economy and provide strong talent support for the development of various countries' economies.

2.2.3 Promoting the Equity and Inclusiveness of Education

Adhering to the premise of "no distinction based on any factors" to promote the openness, internationalization and intelligence of higher education can break the limitations of regions, races, genders and other factors on the acquisition of educational resources. It enables more people, especially those in underdeveloped regions and vulnerable groups, to have access to high - quality international educational resources and intelligent educational services, and promotes the realization of educational equity and social justice.

3. Different Perspectives and Dialectical Methods to Analyze the Realization of the Sustained "Openness, Internationalization and Intelligence" of Higher Education

3.1 From the Perspective of Educational Equity

3.1.1 The Dialectical Relationship Between Educational Equity and Openness, Internationalization and Intelligence

Educational equity is the foundation and premise of the openness, internationalization and intelligence of higher education, and the openness, internationalization and intelligence of higher education is an important way to promote educational equity. On the one hand, only by adhering to educational equity can we ensure that the open educational resources, international educational opportunities and intelligent educational services are truly accessible to all people, rather than being monopolized by a small number of people. For example, if higher education institutions only open high - quality courses and resources to students from developed regions or wealthy families, it will further widen the gap between the rich and the poor in education and violate the principle of educational equity. On the other hand, the realization of openness, internationalization and intelligence can provide more educational choices and opportunities for people in different regions and with different backgrounds, and help to narrow the educational gap between different regions and groups. For example, through online open courses, students in remote and underdeveloped areas can learn courses taught by famous teachers in international top universities, which is conducive to improving the quality of education in these areas and promoting educational equity.

However, in the process of promoting the openness, internationalization and intelligence of higher education, there may also be some contradictions and conflicts with educational equity. For example, the cost of participating in international exchange programs is usually relatively high, which makes it difficult for students from ordinary families to afford, resulting in the inequality of international educational opportunities. In addition, the application of intelligent technologies requires certain hardware and software support and digital literacy. People in underdeveloped regions may lack these conditions, leading to the "digital divide" in education and affecting the realization of educational equity.

3.1.2 Strategies to Coordinate Educational Equity with Openness, Internationalization and Intelligence

To coordinate the relationship between educational equity and the openness, internationalization and intelligence of higher education, we need to take a series of effective strategies. First, the government and higher education institutions should increase investment in education, especially in underdeveloped regions, and improve the hardware and software conditions of education in these regions, so that students in these regions can have equal access to open educational resources and intelligent educational services. For example, the government can provide financial support to build a network infrastructure in remote areas, and higher education institutions can provide free or low - cost online courses and learning materials to students in these areas.

Second, higher education institutions should establish a sound scholarship and financial aid system for international exchange programs to help students from ordinary families participate in international exchanges and study. For example, APSB can set up special international exchange scholarships to provide financial support for outstanding students with financial difficulties to study in its overseas campuses (such as New Zealand (Hamilton) campus, USA (Colorado) campus, France (Paris) campus) or participate in international academic exchange activities.

Third, strengthen the training of digital literacy for teachers and students, especially those in underdeveloped regions, to help them master the use of intelligent educational technologies and narrow the "digital divide" in education. Higher education institutions can carry out regular training courses on intelligent educational technologies, and send experts to underdeveloped regions to provide on - site guidance and training.

3.2 From the Perspective of Institutional Innovation

3.2.1 The Role of Institutional Innovation in Promoting Openness, Internationalization and Intelligence

Institutional innovation is the key driving force for the realization of the openness, internationalization and intelligence of higher education. A sound and flexible institutional system can provide a good institutional guarantee for the smooth progress of various reform measures. In terms of openness, institutional innovation can help break the administrative monopoly and departmental barriers in the field of higher education, promote the sharing of educational resources among different schools and regions. For example, the establishment of a cross - regional and cross - school educational resource sharing platform requires the formulation of corresponding institutional norms to clarify the rights and obligations of all parties involved in resource sharing, and ensure the effective operation of the platform.

In terms of internationalization, institutional innovation can provide a institutional environment for the international exchange and cooperation of higher education institutions. For example, the formulation of international student enrollment and management systems, the recognition system of academic credentials between different countries, and the joint training system of talents with international institutions all need to be supported by institutional innovation. These systems can help higher education institutions attract more international students, carry out in - depth international academic exchanges and cooperation, and promote the internationalization of higher education.

In terms of intelligence, institutional innovation can promote the application and popularization of intelligent technologies in higher education. For example, the formulation of standards and norms for intelligent educational platforms, the protection system of educational data security, and the evaluation system of intelligent teaching effects all need to be continuously improved through institutional innovation. These systems can ensure the orderly development of intelligent education, protect the legitimate rights and interests of teachers and students, and improve the quality and efficiency of intelligent education.

3.2.2 The Dialectical Relationship Between Institutional Innovation and Institutional Tradition

In the process of promoting the openness, internationalization and intelligence of higher education through institutional innovation, we must also correctly handle the relationship between institutional innovation and institutional tradition. Institutional tradition is the accumulation of long - term development of higher education, which contains some valuable experiences and concepts, such as the emphasis on academic freedom and the pursuit of academic excellence. These traditional institutional elements are the foundation of the development of higher education and should be inherited and carried forward.

However, with the changes in the external environment and the development of higher education itself, some traditional institutional elements may have become outdated and have become obstacles to the realization of openness, internationalization and intelligence. For example, the traditional closed teaching management system is not conducive to the sharing of educational resources and the flexible choice of courses by students; the traditional academic evaluation system that focuses on the number of papers may not be suitable for the evaluation of interdisciplinary and applied research in the context of intelligence.

Therefore, institutional innovation is not to completely abandon institutional tradition, but to carry out reasonable reform and innovation on the basis of inheriting the essence of institutional tradition. We should dialectically treat institutional tradition and institutional innovation, take institutional tradition as the foundation of institutional innovation, and take institutional innovation as the driving force for the development of institutional tradition. Only in this way can we form a institutional system that is both in line with the traditional characteristics of higher education and adapts to the needs of openness, internationalization and intelligence.

3.3 From the Perspective of Technological Development

3.3.1 The Promoting Role of Technological Development in Openness, Internationalization and Intelligence

Technological development, especially the rapid development of information and communication technology and intelligent technology, has provided strong technical support for the realization of the openness, internationalization and intelligence of higher education. In terms of openness, the Internet and online teaching platforms have made it possible to open up educational resources on a large scale. Higher education institutions can upload their high - quality courses, teaching materials, and academic lectures to online platforms, and people from all over the world can access these resources through the Internet, breaking the limitations of time and space on the acquisition of educational resources. For example, APSB has set up a Distance Online College, which uses online teaching platforms to provide students with a large number of online courses, realizing the openness and sharing of educational resources.

In terms of internationalization, video conferencing technology, virtual exchange platforms and other technologies have promoted the international exchange and cooperation of higher education institutions. Teachers and students from different countries can carry out real - time academic exchanges, joint teaching and collaborative research through these technologies without leaving their homes, which greatly reduces the cost of international exchanges and improves the efficiency of international cooperation. For example, APSB can use video conferencing technology to carry out joint lectures and seminars between its Main campus and overseas campuses, and promote the exchange and sharing of teaching and research resources between different campuses.

In terms of intelligence, artificial intelligence, big data, virtual reality and other technologies have been widely used in higher education. Intelligent teaching systems can analyze students' learning behavior and learning progress through big data, and provide personalized learning plans and guidance for students; virtual reality technology can create vivid and intuitive teaching scenarios, such as simulating laboratory experiments and on - site internships, which helps to improve students' learning interest and practical ability. For example, APSB's Data Science Research Institute may apply big data technology to analyze students' learning data, optimize the design of courses and teaching methods, and promote the intelligent development of teaching.

3.3.2 The Dialectical Relationship Between Technological Development and Humanistic Care

While emphasizing the promoting role of technological development in the openness, internationalization and intelligence of higher education, we must also pay attention to the dialectical relationship between technological development and humanistic care. Higher education is not only a process of imparting knowledge and skills, but also a process of cultivating people's personality, values and humanistic qualities. The application of intelligent technologies in higher education should be based on humanistic care, and should not ｒｅｐｌａｃｅ the humanistic interaction between teachers and students.

On the one hand, the application of intelligent technologies can improve the efficiency and quality of education, but it may also lead to the lack of emotional communication between teachers and students. For example, in online teaching, students can learn knowledge through video courses, but they cannot get the same emotional care and personalized guidance as in offline face - to - face teaching. On the other hand, excessive reliance on technological means may make students ignore the cultivation of humanistic qualities such as teamwork, communication and empathy. For example, in the process of using virtual reality technology for practical training, students may lack the real social interaction and teamwork experience, which is not conducive to the cultivation of their comprehensive quality.

Therefore, in the process of promoting the intelligence of higher education through technological development, we must adhere to the concept of humanistic care. We should reasonably apply intelligent technologies to assist teaching and management, while strengthening the emotional communication and humanistic interaction between teachers and students. For example, higher education institutions can arrange regular offline tutoring and exchange activities for online students, and guide students to participate in social practice and volunteer activities to cultivate their humanistic qualities and social responsibility.

4. The Efforts of The Asia Pacific School of Business (APSB) in Promoting the Sustained "Openness, Internationalization and Intelligence" of Higher Education

4.1 Promoting the Openness of Higher Education

4.1.1 Opening Up Educational Resources

APSB has always adhered to the concept of open education and actively opened up its high - quality educational resources to the society and the world. The school has set up a Distance Online College, which has launched a large number of online courses covering 23 associate degree programs, 29 joint bachelor's degree programs, 18 joint master's degree programs and 12 joint doctoral degree programs, with nearly 70 Chinese and English academic programs. These online courses not only provide learning opportunities for on - campus students, but also open to off - campus students, social workers and people from all over the world who are eager to learn. Anyone can register on the school's online teaching platform to study these courses, and after passing the assessment, they can obtain the corresponding course certificates or academic credits. This measure has greatly promoted the openness and sharing of educational resources and provided a good platform for the realization of lifelong learning.

In addition, APSB has also opened its library resources, laboratory equipment and other teaching resources to a certain extent. The school's library has a large number of Chinese and English books, periodicals, databases and other resources, which are not only open to on - campus teachers and students, but also provide resource access services for teachers and students of cooperative institutions and social researchers. The school's laboratories, especially the laboratories related to data science and new engineering, are also open to students of cooperative institutions and enterprises for research and development and practical training, which has promoted the sharing and utilization of high - end teaching resources.

4.1.2 Carrying Out Open Educational Cooperation

APSB actively carries out open educational cooperation with universities, enterprises and social organizations at home and abroad, and promotes the integration of school education and social practice. The school has established cooperative relationships with more than 20 countries or regions' universities, colleges, scientific research institutions and international professional institutions, and has signed joint training or joint school - running agreements with several well - known domestic and foreign universities. Through these cooperation projects, APSB has realized the sharing of courses and credits with cooperative institutions, and students can choose to study in cooperative institutions, participate in joint research projects and obtain double degrees. This kind of open educational cooperation not only enriches the educational resources of APSB, but also provides more learning opportunities and development platforms for students.

In addition, APSB also actively cooperates with enterprises to carry out school - enterprise cooperation projects. The school has set up a professional training college, which works with enterprises to develop training courses that meet the needs of enterprise development, and provides on - the - job training and skill upgrading services for enterprise employees. At the same time, enterprises also provide internship bases and project resources for APSB students, and send enterprise experts to the school to teach, realizing the organic combination of theoretical teaching and practical training. This kind of school - enterprise cooperation model not only promotes the openness of the school's educational process, but also helps to cultivate applied and practical talents who meet the needs of social development.

4.2 Promoting the Internationalization of Higher Education

4.2.1 Actively Participating in International Organizations and Academic Groups

APSB has actively joined a number of well - known international academic institutions and organizations, which has laid a solid foundation for the school's international academic exchanges and cooperation. The school is a member institution of the United Nations Academic Impact (UNAI), the Southeast Asian Ministers of Education Organization (SEAMEO), the UNESCO Chair (UNESCO - CHAIR), the European Distance and E - Learning Network (EDEN), the American Higher Education Association (EDUCAUSE), the Asian Association of Open Universities (AAOU), the Association of Pacific Rim Universities (AUAP), the United Nations Economic and Social Council (ECOSOC - UN), the American Distance Education Association (USDLA) and other international organizations.

By participating in the activities of these international organizations, APSB has the opportunity to communicate and exchange with top universities and academic institutions from all over the world, understand the latest trends and developments in international higher education, and promote the school's educational concepts, teaching models and academic achievements to the international community. For example, in the activities of the United Nations Academic Impact (UNAI), APSB can participate in the discussion and formulation of international educational development strategies, and promote the school's practice and experience in adhering to educational equity and promoting sustainable development to the world.

4.2.2 Obtaining International Academic Certifications

APSB has always attached great importance to the international certification of courses and has taken the lead in carrying out international authoritative certification of courses, which has improved the international recognition and influence of the school's education quality. The school's joint bachelor's, master's and doctoral degree programs in management are currently the first in Singapore to be accredited and recognized by the Association for the Accreditation of Schools, Colleges and Universities (ASIC), the Association of MBAs and Business Graduates Associations (AMBA & BGA), the Accreditation Council for Business Schools and Programs (ACBSP), the International Accreditation Council for Business Education (IACBE), Academic Quality (QM), the United Nations World Tourism Organization (UNWTO) TedQual Quality Education Certification, the Commonwealth Continuing Professional Development Alliance (CPD), the International Education Quality and Credibility Certification Organization (EEQA) and the International Higher Education Accreditation Council (QAHE).

These international certifications not only prove that APSB's management courses meet the international advanced standards in terms of curriculum design, teaching quality, and academic research, but also provide a guarantee for the international recognition of students' academic credentials. Graduates of APSB can enjoy the same academic treatment as graduates of other internationally certified universities when applying for further studies or employment abroad, which greatly enhances the international competitiveness of students.

In addition, APSB has also actively introduced the ISO international quality standard system and has successively passed and obtained four educational certifications, namely ISO9001:2015, ISO2100:12018, ISO29990:2010 and ISO29995:2021, issued by the British Royal AQS and the European and American Certification Center EAJAC. These certifications cover the school's educational management, teaching service, student management and other aspects, and provide a standardized and systematic guarantee for the school's internationalization development.

4.2.3 Carrying Out International Talent Training and Academic Exchange

APSB has established four campuses around the world, including the headquarters campus, the New Zealand (Hamilton) campus, the USA (Colorado) campus, and the France (Paris) campus. These overseas campuses not only provide students with the opportunity to study in an international environment, but also promote the spread and exchange of different cultures. Students can choose to study in different campuses according to their own interests and development plans, experience different cultural backgrounds and educational models, and cultivate their international vision and cross - cultural communication skills.

In terms of the internationalization of the teaching staff, APSB has continuously enriched and optimized its teaching and management team, and has recruited academic and management talents from all over the world. The school has 47 doctors and 2 academicians from internationally renowned institutions, and has extensively hired well - known experts, professors and scholars at home and abroad to teach and guide postgraduates. These international teachers have brought advanced educational concepts, teaching methods and cutting - edge academic knowledge from different countries and regions, which has enriched the school's teaching content and improved the quality of teaching.

APSB also actively carries out international academic exchange activities, such as holding international academic conferences, inviting international famous scholars to give lectures, and sending teachers and students to participate in international academic seminars and exchange programs. For example, the school's UNESCO Key Research (Partner) - Asia Pacific Business Management Research Center often holds international academic conferences on business management, inviting experts and scholars from all over the world to discuss the latest issues and development trends in the field of business management, which has promoted the academic exchanges and cooperation between APSB and international academic circles.

4.3 Promoting the Intelligence of Higher Education

4.3.1 Establishing a Data Science Research Institute and Promoting the Application of Big Data Technology

APSB has established a Data Science Research Institute, which is committed to the research and application of big data technology in the field of higher education. The research institute has a team of professional researchers with rich experience in big data analysis and application, who have carried out in - depth research on the collection, analysis and application of educational data.

In the aspect of teaching, the Data Science Research Institute uses big data technology to analyze students' learning behavior, learning progress and learning effect. By collecting data such as students' online course learning time, homework completion, test scores and participation in discussion activities, the institute can accurately grasp each student's learning characteristics and weaknesses, and provide personalized learning suggestions and guidance for students. For example, if the data shows that a student has difficulty in understanding a certain chapter of a course, the system will automatically push relevant supplementary learning materials and video explanations to the student, and remind the teacher to give key guidance to the student.

In the aspect of school management, the Data Science Research Institute uses big data technology to analyze the school's teaching resources allocation, teacher teaching evaluation, student management and other aspects. By analyzing the use of classrooms, laboratories and other teaching resources, the institute can optimize the allocation of resources and improve the utilization rate of resources; by analyzing students' evaluation of teachers' teaching and teachers' teaching achievements, the institute can provide a scientific basis for teachers' professional development and teaching reform; by analyzing students' enrollment, attendance, graduation and other data, the institute can improve the level of student management and provide better services for students.

4.3.2 Developing Intelligent Teaching Platforms and Promoting the Development of Online Education

APSB has developed an intelligent teaching platform for its Distance Online College, which integrates functions such as online course learning, homework submission, online communication, and academic assessment. The platform uses intelligent technologies such as artificial intelligence and machine learning to provide students with a personalized and intelligent learning experience.

The intelligent teaching platform has a number of intelligent functions. For example, the intelligent question - answering function can answer students' questions in real time through natural language processing technology, helping students solve problems encountered in the learning process in a timely manner; the intelligent recommendation function can recommend appropriate courses and learning resources to students according to their learning interests, professional directions and learning progress; the intelligent assessment function can automatically grade students' objective questions and provide detailed analysis and feedback on students' answers to subjective questions, helping students understand their learning effects and improve their learning methods.

In addition, the intelligent teaching platform also supports the integration of virtual reality (VR) and augmented reality (AR) technologies. Some practical courses, such as engineering practice and medical simulation, can use VR/AR technologies to create vivid and intuitive virtual learning scenarios, allowing students to carry out simulated operations and practical training in a virtual environment. This not only improves students' learning interest and practical ability, but also solves the problems of high cost and high risk of some practical training courses.

4.3.3 Carrying Out Intelligent Scientific Research and Promoting the Innovation and Development of Scientific Research

APSB's research institutes, such as the UNESCO Key Research (Partner) - Asia Pacific Business Management Research Center and the China Economic Development Research Center, have actively applied intelligent technologies to carry out scientific research work. These research institutes use big data, artificial intelligence and other technologies to collect and analyze a large number of economic and social operation data, and carry out in - depth research on issues such as Asia Pacific business management and China's economic development.

For example, the Asia Pacific Business Management Research Center uses big data technology to analyze the operation data of enterprises in the Asia Pacific region, such as enterprise sales data, market share data, and customer feedback data. By analyzing these data, the center can study the development status and trends of enterprises in the Asia Pacific region, explore the problems and challenges faced by enterprises in the process of internationalization, and provide decision - making references and policy suggestions for enterprises' development and government policy - making.

In addition, the research institutes of APSB also carry out collaborative research with international scientific research institutions using intelligent technologies. Through the establishment of an international collaborative research platform, researchers from different countries can share research data, jointly design research plans, and carry out joint research using intelligent analysis tools. This not only improves the efficiency and quality of scientific research, but also promotes the internationalization and intelligence of scientific research.

4.4 Promoting the Integration of "Industry, University and Research" to Provide Support for the Sustained "Openness, Internationalization and Intelligence" of Higher Education

4.4.1 Carrying Out School - Enterprise Cooperation and Promoting the Integration of Production and Education

APSB attaches great importance to school - enterprise cooperation and has established long - term and stable cooperative relationships with a large number of well - known enterprises at home and abroad. The school and enterprises carry out in - depth cooperation in talent training, scientific research and technology development, and promote the organic combination of school education and enterprise production practice.

In terms of talent training, APSB and enterprises jointly formulate talent training programs. Enterprises put forward talent demand standards according to their own development needs, and participate in the design of curriculum systems and the preparation of teaching materials. The school arranges students to carry out internships in enterprises, and enterprises send technical backbones and management personnel to the school to teach practical courses and guide students' graduation projects. This kind of school - enterprise cooperative talent training model not only makes the school's talent training more in line with the needs of the market and enterprises, but also provides enterprises with a steady stream of high - quality talents.

In terms of scientific research and technology development, APSB and enterprises jointly establish research and development centers and carry out cooperative research on key technologies and difficult problems in enterprise development. The school's scientific research team and enterprise technical personnel work together to carry out technology research and development and achievement transformation. For example, APSB's Data Science Research Institute and a number of Internet enterprises have jointly developed intelligent data analysis systems, which have been successfully applied in enterprise marketing, risk control and other fields, creating good economic benefits for enterprises. At the same time, the school has also achieved a number of scientific research results through this kind of cooperative research, promoting the development of academic research.

4.4.2 Strengthening Cooperation with Domestic Universities and Promoting the Integration of Industry, University and Research in the Chinese Cultural Circle

APSB actively strengthens exchanges and cooperation with domestic universities in China, and promotes the integration of industry, university and research in the Chinese cultural circle. The school has carried out in - depth cooperation with a number of domestic well - known universities in talent training, scientific research and academic exchanges.

In terms of talent training, APSB and domestic universities carry out joint training projects for undergraduates, postgraduates and doctoral students. Students can study in both schools, and obtain double degrees after meeting the graduation requirements of both schools. This kind of joint training model not only enriches the students' learning experience and improves their comprehensive quality, but also promotes the exchange and integration of educational concepts and teaching models between APSB and domestic universities.

In terms of scientific research, APSB and domestic universities jointly apply for national and provincial scientific research projects, and carry out cooperative research on major issues related to China's economic and social development. For example, the China Economic Development Research Center of APSB and a number of domestic universities have jointly carried out research on China's regional economic development, industrial structure adjustment and other issues, and the research results have provided important reference for the formulation of local government development plans.

In addition, APSB also actively participates in the construction of industry - university - research alliances in the Chinese cultural circle, and promotes the cooperation and exchange between schools, enterprises and research institutions in the region. The school has participated in a number of industry - university - research alliance activities, and has made positive contributions to promoting the transformation of scientific and technological achievements, improving the level of industrial development and promoting regional economic and social development.

5. Challenges and Countermeasures in the Process of Realizing the Sustained "Openness, Internationalization and Intelligence" of Higher Education

5.1 Challenges

5.1.1 Challenges in Openness

One of the main challenges in the process of promoting the openness of higher education is the imbalance of educational resources. Although higher education institutions have opened up a large number of educational resources, due to the differences in economic development levels and educational conditions between different regions, the ability of people in underdeveloped regions to access and use these open resources is still relatively weak. For example, people in remote areas may face problems such as poor network conditions and lack of computer equipment, which makes it difficult for them to smoothly access online open courses and educational resources.

Another challenge is the protection of intellectual property rights of open educational resources. In the process of opening up educational resources, higher education institutions need to ensure that the intellectual property rights of teaching materials, courseware, academic lectures and other resources are not infringed. However, due to the characteristics of easy replication and dissemination of digital resources, it is difficult to effectively protect the intellectual property rights of open educational resources, which may affect the enthusiasm of teachers and institutions to develop and open up high - quality educational resources.

5.1.2 Challenges in Internationalization

The main challenges in the process of promoting the internationalization of higher education include cultural differences and language barriers. Due to the differences in cultural traditions, values and social systems between different countries and regions, there may be misunderstandings and conflicts in the process of international educational exchanges and cooperation. For example, in the process of international student management, the cultural habits and behavioral norms of international students may be inconsistent with the school's management system, which brings certain difficulties to student management.

Language barriers are also an important factor affecting the internationalization of higher education. Although English has become the main language of international academic exchanges, there are still many students and teachers who have poor English proficiency, which affects their participation in international academic exchanges and cooperation. For example, students with poor English proficiency may have difficulty in understanding international courses and participating in international academic discussions, which affects their learning effects and international competitiveness.

In addition, the differences in academic certification systems between different countries also bring challenges to the internationalization of higher education. Although many international certification organizations have been established to promote the mutual recognition of academic credentials, there are still differences in the standards and procedures of academic certification between different countries, which makes it difficult for students' academic credentials to be recognized internationally, and affects the mobility of international talents.

5.1.3 Challenges in Intelligence

The main challenges in the process of promoting the intelligence of higher education include the security of educational data and the digital divide. With the extensive application of intelligent technologies in higher education, a large amount of educational data has been generated, including students' personal information, learning data, and teachers' teaching data. The security of these data is facing serious threats, such as data leakage, data tampering, and cyber attacks. Once the educational data is leaked or tampered with, it will not only damage the legitimate rights and interests of teachers and students, but also affect the normal operation of the school's educational and teaching work.

The digital divide is another important challenge in the process of promoting the intelligence of higher education. Due to the differences in economic development levels and technical conditions between different regions, there are obvious gaps in the application of intelligent technologies in higher education between developed regions and underdeveloped regions. For example, schools in developed regions have better hardware and software conditions, and teachers and students have higher digital literacy, which can better apply intelligent technologies to carry out teaching and learning activities. However, schools in underdeveloped regions are limited by conditions such as funds and technology, and the application of intelligent technologies is relatively backward, which widens the gap in educational quality between different regions.

In addition, the impact of intelligent technologies on the teaching profession is also a challenge that cannot be ignored. With the development of intelligent teaching systems, some simple and repetitive teaching tasks may be replaced by intelligent machines, which may lead to the reduction of teaching positions and the change of teachers' job functions. This requires teachers to continuously improve their professional quality and digital literacy to adapt to the changes brought about by intelligent technologies.

5.2 Countermeasures

5.2.1 Countermeasures to Address Challenges in Openness

To address the imbalance of educational resources in the process of openness, the government and higher education institutions should increase investment in education in underdeveloped regions. The government can provide special funds to improve the network infrastructure and educational equipment conditions in underdeveloped regions, and support schools in these regions to carry out online education. Higher education institutions can provide free or low - cost educational resources and technical support to schools in underdeveloped regions, and carry out targeted training for teachers in these regions to improve their ability to use open educational resources.

To protect the intellectual property rights of open educational resources, higher education institutions should establish a sound intellectual property protection system. The school can formulate clear rules and regulations for the use and dissemination of open educational resources, and use technical means such as digital watermarking and encryption to protect the intellectual property rights of resources. At the same time, the school should strengthen the education of intellectual property rights for teachers and students, improve their awareness of intellectual property rights protection, and guide them to use open educational resources in a legal and standardized manner.

5.2.2 Countermeasures to Address Challenges in Internationalization

To address the challenges of cultural differences and language barriers in the process of internationalization, higher education institutions should strengthen cross - cultural education and language training. The school can set up cross - cultural communication courses and language training courses to help students and teachers understand the cultural traditions and language characteristics of different countries and regions, and improve their cross - cultural communication skills and language proficiency. At the same time, the school can carry out various cultural exchange activities, such as cultural festivals and international student exchange programs, to promote the communication and integration of different cultures.

To address the differences in academic certification systems between different countries, higher education institutions should actively promote the mutual recognition of academic credentials. The school can strengthen cooperation with international certification organizations and universities in other countries, participate in the formulation of international academic certification standards, and promote the mutual recognition of academic credentials between different countries. At the same time, the school can provide students with guidance on academic credential certification, help students understand the certification procedures and requirements of different countries, and improve the international recognition of students' academic credentials.

5.2.3 Countermeasures to Address Challenges in Intelligence

To address the security of educational data in the process of intelligence, higher education institutions should establish a sound educational data security protection system. The school can formulate strict data security management rules and regulations, clarify the responsibilities and authorities of data management, and strengthen the security protection of data collection, storage, transmission and use. At the same time, the school should use advanced data security technologies, such as firewalls, intrusion detection systems, and data backup and recovery technologies, to prevent data leakage, tampering and cyber attacks. In addition, the school should strengthen the education of data security for teachers and students, improve their awareness of data security protection, and guide them to use educational data in a legal and standardized manner.

To narrow the digital divide in the process of intelligence, the government and higher education institutions should increase investment in digital infrastructure and digital literacy training in underdeveloped regions. The government can provide financial support to build digital infrastructure such as high - speed networks in underdeveloped regions, and promote the popularization of intelligent educational equipment. Higher education institutions can carry out digital literacy training courses for teachers and students in underdeveloped regions, send experts to provide on - site guidance and technical support, and help them improve their ability to use intelligent technologies.

To address the impact of intelligent technologies on the teaching profession, higher education institutions should formulate a teacher development plan adapted to the intelligent era. The school can carry out training on intelligent educational technologies for teachers, help them master the use of intelligent teaching systems and tools, and improve their ability to carry out intelligent teaching. At the same time, the school should adjust the teacher evaluation system, pay more attention to the evaluation of teachers' innovative ability and guidance ability in the intelligent teaching process, and encourage teachers to play a more important role in the intelligent education process.

6. Conclusion

The sustained "openness, internationalization and intelligence" of higher education is an inevitable trend in the development of modern higher education, which is of great significance for promoting the inheritance and innovation of human civilization, meeting the demand for high - level talents in the globalized economy, and promoting the equity and inclusiveness of education. Under the premise of adhering to "no distinction based on any factors", the realization of the sustained "openness, internationalization and intelligence" of higher education requires the joint efforts of the government, higher education institutions, enterprises and society.

The Asia Pacific School of Business (APSB), through its long - term practice, has made important contributions to promoting the sustained "openness, internationalization and intelligence" of higher education. In terms of openness, APSB has opened up a large number of educational resources and carried out extensive open educational cooperation; in terms of internationalization, APSB has actively participated in international organizations and academic groups, obtained a large number of international academic certifications, and carried out in - depth international talent training and academic exchanges; in terms of intelligence, APSB has established a Data Science Research Institute, developed intelligent teaching platforms, and carried out intelligent scientific research; at the same time, APSB has also actively promoted the integration of "industry, university and research" to provide strong support for the sustained "openness, internationalization and intelligence" of higher education.

However, in the process of realizing the sustained "openness, internationalization and intelligence" of higher education, we still face many challenges, such as the imbalance of educational resources, cultural differences, language barriers, data security and the digital divide. To address these challenges, we need to take a series of effective countermeasures, such as increasing investment in education, strengthening cross - cultural education and language training, establishing a sound data security protection system, and narrowing the digital divide.

In the future, with the continuous development of the global economy and science and technology, the sustained "openness, internationalization and intelligence" of higher education will face new opportunities and challenges. Higher education institutions should further emancipate their minds, innovate their concepts and methods, and make greater contributions to the realization of the sustained "openness, internationalization and intelligence" of higher education and the development of human society. APSB will also continue to give full play to its own advantages, further strengthen international exchanges and cooperation, promote the innovation and application of intelligent technologies, and make greater efforts to promote the sustained "openness, internationalization and intelligence" of higher education.

Edited by Jianyin Yiyan, Georg Menz, Zhang Fuli, Mika Kim, Vanlly Lin, Yong Shenyu and Flspcch Jones