Conceptualizing international education

2018

Internationalization has become one of the central themes of higher education in recent years. This theme or agenda has many manifestations including: competing for a greater proportion of international staff and students, encouraging staff and student exchanges between institutions, internationalizing the curricula for home students, and fostering a greater degree of intercultural contact between students. Straddling these various initiatives are also two other major dimensions through which higher education now legitimates its purpose: the development of graduate attributes as well as global citizens. Some initiatives are primarily directed at institutional economic benefit or prestige in the pecking order employability, others at enhancing students’ employability, and yet others focus more on citizenship and civic responsibility. These are not mutually exclusive although there has been a more recent concern with the development of the latter. This paper provides a critical overvi...

International Journal of Educational Development, 2003

Universities everywhere are witnessing growing numbers of students in cross-border, international, and transnational spaces. This trend has resulted in many educators revising their curricula, pedagogical approaches, and assumptions about what it means to provide a university education in the 21st century. This edited collection contributes to a growing body of research in international and transnational education by looking back and looking forward at globalization’s impact on higher education. The authors in this volume aim to provide a solid base of theoretical knowledge and practical applications to readers in similar situations. With growing numbers of students and teachers moving – physically and virtually – across international borders, their expertise is needed. The collection contains authors from Germany, Ghana, Qatar, Saudi Arabia, Singapore, and the United States of America, and from varied disciplines such as education, English language teaching, higher education administration, indigenous studies, literature, mathematics, rhetoric and composition, and writing center studies.

ETD- Educação Temática Digital, 2020

The internationalization of higher education is understood within the framework of the globalization of knowledge, economic integration, advances in information and communication technologies. “As knowledge is universal, its search, advancement and dissemination can only take place thanks to the collective efforts of the international university community” [...]. Mutual trust and solidarity are fundamental principles of this international dimension: “members of the world university community must be interested not only in the quality of the institution to which they belong, but also in the quality of higher education and research worldwide”4 (DIAS SOBRINHO, 1999, p. 34, emphasis added).

The European Higher Education Area, 2015

Learning and Teaching, 2012

In order to prosper as a so-called knowledge society in a global economy, countries worldwide are increasingly emphasising the need to internationalise their higher education institutions and attract the best and brightest students and staff from abroad. This article explores the shifting rationales for internationalisation and how today, based on novel forms of comparability and exchange, a new and highly stratifi ed arena for higher education is developing. By focusing on the conferences and fairs where actors negotiate and position higher education on various scales, not least a global one, the article introduces the core themes of this special issue and presents one possible context for the following articles.

2022

Peer review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published. v Research justification Over the past three decades, the internationalisation of higher education (HE) has become a key point of strategy for international organisations, such as the World Bank, Organisation for Economic Cooperation and Development (OECD), the United Nations Educational, Scientific and Cultural Organization (UNESCO), as well as the European Commission, national governments and higher education institutions (HEIs). The strategic agenda has been driven by a dynamic global education environment and knowledge-based society requiring graduates with technological and discipline-specific knowledge. This book argues that international HE has to be competitive and sustainable while contributing to educational development locally and internationally. This book shows that HEIs are seen as being driven by an economic or educational agenda. For example, internationalisation can be influenced by the university ranking system, which is based on the international reputation of universities, the competitive quality of programmes offered in a market-oriented education environment, the generation of income from the enrolment of international students and employment of highly profiled researchers. Likewise, the book contributes to the production of knowledge by positing that an international profile for HEIs is fundamental to building their international excellence, outstanding academic standards and strengthening their competitiveness and economic growth. However, political and institutional rationales can also be drivers for higher education internationalisation, such as nation-building, national security and reputation. Despite diverse agendas, internationalisation can be abroad and local, wherein students may go abroad to gain international exposure as well as come in to gain local experience. Although virtual internationalisation can be used as an effective vehicle for students to gain international exposure, the majority of students have remained in their local environment. This book provides a detail of new needs, attitudes and demands, which teaching and learning pedagogy has to consider with a view to fostering the internationalisation of higher education. In addition, this book also argues that HEIs must ethically and pedagogically respond to the needs of international students and other stakeholders across various modes of internationalisation of higher education. The book argues that any rationale to internationalise higher education must ensure that inequitable and unethical ideologies and practices are addressed. In the same vein, this book also places emphasis on the importance of institutional quality assurance mechanisms, accreditation, learning outcomes and multicultural connectivity through an inclusive curriculum. Finally, in providing thorough strategies for the comprehensive internationalisation of higher education, this book provides pertinent discussions on the sustainable funding models for the HEIs, repositioning the higher education sector as a vibrant export sector, reforms in higher education, governance in HEIs, entrepreneurship in higher education and competition in higher education. The target audience consists of academia and specialists in global education environments, such as the World Bank, IMF, African Development Bank and the OECD. We declare that this book constitutes original research; it has not been published elsewhere and is not plagiarised.

Routledge eBooks, 2007

This is one of a series of strategic frameworks led by Higher Education Academy (HEA). It provides a structure to inspire and assist in the process of internationalising higher education (HE), with the aim of preparing graduates to live in and contribute responsibly to a globally interconnected society. HEA believes all students studying United Kingdom (UK) programmes across the world should experience a high quality, equitable and global learning experience. The framework offers a common point of reference to shape policy, practice and partnerships. It was developed in collaboration with the UK HE sector but is likely to have relevance for HE systems throughout the world.

Policy reviews in higher education, 2020

Internationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education. During the past half-century, internationalization has evolved from a marginal activity to a key aspect of the reform agenda. This analysis addresses the following points: What are the historical developments of internationalization? What do we mean by internationalization? What are the key factors in international tertiary education that impact, and are impacted by, this phenomenon? What initiatives and policies are developed to enhance the internationalization of tertiary education? What are the key data, trends, and challenges that are crucial for the future of internationalization, abroad and at home, in a critical time of transformation as a result of nationalist-populist developments, climate change and the COVID-19 pandemic? ARTICLE HISTORY

Higher Education, 1991

I would like to express my sincere thanks to Stine Haakonsson for her guidance and comments on my thesis. Her questions had made our meetings very fruitful discussions and her suggestions prompted new ways of thinking. She also showed a great interest in my project, which is very encouraging for me in pursuing my academic endeavour. When I first arrived in Denmark to study I did not think that I was taking part in the internationalisation of higher education. Writing this thesis gave me the opportunity to gain deeper understanding of this global social phenomenon, which happens in my universities in Denmark and also in my home country, and I am a part of it. In writing this thesis I have received support from various people, many of them have become important in my professional networks. My special thanks go to

Springer eBooks, 2020

Internationalization has evolved in higher education over the past 30 to 40 years from a marginal aspect to a key aspect of the reform agenda. It also has evolved in different directions and, in that process, some previous values have got lost, and past priorities have been replaced by others. Economic rationales have become more dominant, but as the society is facing extreme challenges, summarized in the Sustainable Development Goals (SDGs) of the United Nations, internationalization needs to respond to these challenges and goals. Some of the papers in this section address the sustainability and quality of the current state of internationalization, others look ahead and analyse whether new initiatives such as the European Universities initiative (EUI) are an answer, or how internationalization can address the need for higher education of refugees. It is important to place the papers in perspective of the evolution of internationalization as a basis for the next decade. 1 Internationalization in Perspective Universities have always had international dimensions in their research, teaching and service to society, but those dimensions were, in general, more ad hoc, fragmented and implicit, rather than explicit (de Wit and Merkx 2012). Comprehensive strategies are a rather recent development of the past three decades. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a

Journal of Studies in International Education, 2007

Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

US-China Education …, 2009

Abstract: In today's changing world, the idea of internationalization of higher education especially in developing countries has been deduced from globalization of education process. The international aspect of higher education is becoming increasingly important, composite, and confusing. ...

With demographics and internationalisation changing our classrooms, the issue of how to cater for and benefit from the resultant individual and cultural differences in learning is crucial in the development of effective pedagogies. The Internationalisation of higher education is already well under way. University classes are increasingly international in terms of staffing as well as students. GATS and other trade agreements covering the development and management of cross border educational imports and exports also serves to raise the prominence of internationalisation. Australian and other governments now actively seek to become net exporters of university education and importers of students and the associated revenue streams. The OECD (1994) describes an international curriculum as encompassing domestic as well as foreign students, having an 'international orientation' visible in its subject content, seeking to prepare graduates to effectively and professionally perform in an international and multicultural context. There are many definitions of internationalization. One is that internationalization in tertiary education is 'the process of integrating an international, intercultural, global dimension into the purpose, functions and delivery of higher education' (Knight, 2003). She suggests two broad definitional 'streams' that recur in academic discourses of internationalization in higher education. That is, internationalization carried out 'overseas' and internationalization 'at home': the former concerning changes to program content, the movements of people such as student exchanges. Nevertheless, new digital communication technologies have enabled the creation of new 'learning spaces' plugging students into the web whilst blurring such geographical and practical distinctions between home and away. Gen Y students especially simply take for granted that such technology-enabled forms of networking and learning and study are going to be available to them. Research shows that internationalisation of the curriculum is more effective if academic staff are designated to coordinate the process. The greatest barriers to effective internationalisation of the curriculum are 1) lack of staff knowledge, 2) an unwillingness to develop the knowledge or invest the time required, and 3) lack of explicit institutional support and recognition of its value. At ASB we already have institutional support in the form of the UNSW graduate attributes and the ASB graduate attributes we are currently piloting. Thus barriers 1) and 2) are the main impediments to internationalisation in the faculty and these barriers have less intellectual legitimacy in the age of globalization (amply illustrated in the lack of 'isolation' of Australia from the economic impact of the current global recession). Some Suggested L&T Options • Include a global perspective in all courses and programs by integrating international materials in the program e.g. o International Case studies

Policy Futures in Education, 2003

Higher education has now become a real part of the globalization process: the cross-border matching of supply and demand. Consequently, higher education can no longer be viewed in a strictly national context. This calls for a broader definition of ...