Different perspectives on internationalization in higher education (original) (raw)

Internationalization of Higher Education: Past and Future

International Higher Education, 2018

Over the past 25 years, internationalization has evolved from a marginal and minor component to a global, strategic, and mainstream factor in higher education. Has international higher education lived up to our expectations and its potential? What values have guided it? What have we learned from the past to guide us into the future? Is the strong appeal for internationalization of the curriculum a return to the former days of cooperation and exchange, or a call for a more responsible process of internationalization? Who could have forecasted that internationalization would transform from a process based on values of cooperation to one that is increasingly characterized by competition?

The Internationalization of Higher Education: Motivations and Realities

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.

Internationalization in higher education: global trends and recommendations for its future

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

INTERNATIONALIZATION IN HIGHER EDUCATION: ASSUMPTIONS, MEANINGS AND IMPACTS

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).

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?

Internationalization: a transformative agenda for higher education?

Teachers and Teaching, 2011

This conceptual paper explores the notion of higher education (HE) internationalization and its potential to lead to transformational institutional change. Internationalization is generally regarded as a process that involves increasing the range of international activities within universities and between universities and other educational institutions and the numbers of international students and academic staff. Much of the literature on ‘internationalization’ focuses on incoming international students and the challenges for teaching and learning associated with the increasing diversity of the student population. Forward thinking institutions are responding by attempting to make the curriculum (both formal and informal) more relevant and engaging for international students and by considering ‘internationalization at home’ to prepare all students for life and work in a global economy. Other studies explore the opportunities arising from international research collaboration, for knowledge-transfer and societal impact. Talk about internationalization has become firmly embedded. While the managerial implications of an internationalization agenda for HE institutions have been articulated elsewhere, there has been relatively little research that investigates the transitions for individuals and communities that are essential to transformative internationalization. This paper attempts to characterize what an ‘internationalized’ institution might look like, and what support might be required to achieve the personal and professional transitions within its communities that are necessary to achieve the transformative agenda.

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.

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.