Trends, Issues and Challenges in Internationalisation of Higher Education (original) (raw)

Internationalisation of Higher Education –Overview of Recent Developments

Resilience and Economic Intelligence Through Digitalization and Big Data Analytics, 2021

The present paper aims at identifying current trends in the internationalisation of higher education. We begin by acknowledging the need for continuously updating the definition of the phenomenon and the key dimensions it implies, so as to reflect developments across the globe. We refer to concepts such as "internationalisation abroadˮ, "internationalisation at homeˮ and "comprehensive internationalisationˮ. Next, we provide details on recent trends in the field in Europe (the European Union, including Member State Romania), North America (the USA) and Asia (Japan and the ASEAN-Member States).

The internationalisation of higher education

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

The Internationalization of Higher Education

2016

The terms ‘internationalization’ and ‘globalization’ are frequently used for a wide variety of different aspects and domains that concern our contemporary world, such as the economy, the environment, education and science, political relationships, and many more. Both ‘internationalization’ and ‘globalization’ refer to an ongoing process and although they are related and often used interchangeably, they do not have the exact same meaning. In the context of tertiary education, Altbach and Knight’s (2007, p.1) definition of globalization refers to forces that are at work in our twenty-first century, which strongly influence the domains of economics, politics and societies on a worldwide scale. According to them, these forces are urging higher education to undertake action in order to respond to this current trend of globalization, namely by internationalizing higher education. There are, however, many different definitions and viewpoints on what the internationalization of higher education should resemble and what a soi-disant international university or college does -or should- consist of. The present paper will, therefore, be limited to the standpoint of Rizvi (2007), Stier (2006) and Woodin et al. (2011), regarding this topic. Rizvi’s and Stier’s perception of the role of internationalized higher education will be addressed in the first instance and furthermore, this paper will try to clarify what the current state of affairs is of the internationalized curriculum in higher education, according to the abovementioned authors.

Internationalisation of higher education

2010

Internationalization of higher education:�time to reflect, re-think & re-focus

2020

The internationalization of higher education is a sophisticated and increasingly complex issue. It incorporates: a rising number of students participating in both short-term or degree-granting programmes abroad; increasing collaboration, sharing of facilities, and joint publications authoring of research; the introduction of international perspectives in curricula; the gaining of second and third languages; the mobility of academic teaching staff as well as researchers; the mutual recognition between institutions of academic credits and degree equivalences at the international level; the development of joint and double degrees; the establishment of branch campuses of universities overseas; the offering of at a distance courses and academic programmes; the investments in local universities by private foreign investors; and the development of international associations. As Internationalization has been a driving power in higher education, why it should be addressed funded by higher education institutions? What are the challenges and obstacles in its implementation? Does it offer privileges to higher education societies? If so, how might internationalization be rethought and re-focused to generate a real contribution in diverse national and regional contexts?

Internationalisation of higher education: A conceptual framework

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.

Internationalization of Higher Education, Challenges and Opportunities for the Next Decade

European Higher Education Area: Challenges for a New Decade

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.

Trends, Issues and Challenges in Internationalisation of Higher Education (original) (raw)

Related papers