Relevant bibliographies by topics / Rationales of Internationalization

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Rationales of Internationalization'

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Published: 10 March 2023

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Journal articles on the topic "Rationales of Internationalization"

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Zabotkina, Vera. "Rationales of internationalization: Rethinking academic mobility." Perspectives of Innovations, Economics and Business 13, no. 4 (November 5, 2013): 59–66. http://dx.doi.org/10.15208/pieb.2013.19.

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Knight, Jane. "Internationalization Remodeled: Definition, Approaches, and Rationales." Journal of Studies in International Education 8, no. 1 (March 2004): 5–31. http://dx.doi.org/10.1177/1028315303260832.

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Fischer, Sarah, and Wendy Green. "Understanding Contextual Layers of Policy and Motivations for Internationalization: Identifying Connections and Tensions." Journal of Studies in International Education 22, no. 3 (March 16, 2018): 242–58. http://dx.doi.org/10.1177/1028315318762503.

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Many have observed challenges in translating internationalization policy into practice in universities. When key policy documents provide inconsistent messages, a gap can emerge between vision and practice. Understanding the complexities of an institution’s local, national, and global context and its rationale for internationalization can shed light on why such gaps arise. This case study demonstrates how a thematic analysis of relevant international, national, state, and institutional policies can reveal tensions between these layers, and indicate possible reasons for the failure to translate policy into practice. The main rationale driving internationalization at the university studied here is economic; however, starting in 2016, a variation in key themes and, thus, rationales is found in the documents. This indicates a shift in the university’s internationalization discourse may be occurring. We argue that a more comprehensive approach to internationalization is needed to address inconsistencies in policy directions and drive practice.
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MYHOVYCH, IRYNA. "QUALITATIVE ASPECT OF INTERNATIONALIZATION IN UKRAINIAN HIGHER EDUCATION." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 1 (April 17, 2019): 113–20. http://dx.doi.org/10.15330/jpnu.6.1.113-120.

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The article represents an attempt to investigate qualitative aspect of internationalization process within the context of Ukrainian system of higher education. Internationalization has been viewed as a reaction to the global transformation processes, as well as a unique possibility for Ukrainian higher education to ensure its integrated transformation according to European and world trends. Based on the research on the theory of internationalization, international education, overseas recruitment and mobility, issues of quality in higher education have been discussed, as well as a number of practical rationales for internationalization of higher education applicable within the context of Ukrainian higher education system have been outlined. Based on the rationales educational outcomes of internationalization in Ukrainian higher education have been substantiated.
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De Wit, Hans, and Fiona Hunter. "International(ization of) Higher Education at the Crossroads." International Higher Education, no. 78 (November 15, 2014): 2. http://dx.doi.org/10.6017/ihe.2014.78.5796.

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Where international higher education broadly analyses international developments in higher education at the system level, internationalization can be seen as a subcategory of this work, focusing more specifically on the international rationales, approaches, strategies, activities and outcomes of higher education at the regional, national and institutional level, and (where possible) in a comparative perspective. This special issue of International Higher Education seeks to highlight new and innovative dimensions in internationalization. It also gives space to examine developments in internationalization of higher education in regions and countries that are less known than English speaking countries and Western Europe. And it illustrates the increasing importance and diversity of internationalization’s conceptual understandings and lived experiences in modern international higher education. This annual special issue is a collaboration between the Center for International Higher Education at Boston College and the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan.
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Zayachuk, Yuliya. "Internationalization of higher education at the institutional level: the example of Ivan Franko National University of Lviv." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 85–93. http://dx.doi.org/10.30970/vpe.2022.36.11555.

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The work is devoted to the study of the issue of internationalization as a crucial component of the university activities. It is emphasized that researchers comprehend the internationalization of higher education at the supranational, continental, national, institutional, and individual levels. The institutional level of internationalization of higher education, its essence and strategy are analyzed in detail. It is emphasized that current university should find its own strategy of internationalization and understand that the prospect of its inclusion to the global education system also depends on this. It is shown that institutional level of internationalization of higher education includes the policy of a particular educational institution and structural subdivisions dealing with the strategy of its international activity. It has been found that institutional-level rationales driving internationalization are international profile and reputation, student and staff development, strategic alliances, research, knowledge production, and income generation. The approaches to internationalization of higher education at the institutional level such as activities, outcomes, rationales, programs, and process are highlighted and the examples of program and organizational strategies are provided. The institutional level of internationalization of higher education is analyzed in detail on the example of Ivan Franko National University of Lviv. Its program, organizational strategies and tools for their implementation are shown. Some results of the study, conducted by the author in September 2021, namely a survey of students at Ivan Franko National University of Lviv on the changes in higher education and its internationalization are also presented. Keywords: higher education, internationalization, levels of internationalization, institutional level of internationalization, strategies.
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Li, Hui, Shoukat Iqbal Khattak, and Qingquan Jiang. "A Qualitative Assessment of the Determinants of Faculty Engagement in Internationalization: A Chinese Perspective." SAGE Open 11, no. 3 (July 2021): 215824402110469. http://dx.doi.org/10.1177/21582440211046935.

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Faculty is the key agent for internationalization. This interview-based study explored faculty views about the internationalization understanding, rationales, roles, engagement, and motivation in a research-centric, double-first class university in China. Faculty motivation was analyzed using the lens of the motivation systems theory (MST). The main findings concerning the five main themes emerging from the analysis of documents and interviews of twenty-eight faculty members are as follows. First, Chinese faculty’s understanding, rationales, roles, engagement, and motivation were significantly influenced by the national and university policies. Second, they mainly understood internationalization as activities, openness, and cross-cultural exchange. Third, unlike other countries, Chinese faculty espoused a broader scope of internationalization in their rationales, spanning from personal to university, higher education, China, and world development. Fourth, faculty perceived roles in internationalization included main drivers, role models, liaisons, and coordinators. Fifth, faculty motivation comprised goals, beliefs, and emotions. Faculty, among other goals, aspired to improve teaching content and expand students and self-abilities, yet they had mixed context and capacity beliefs. For example, they appreciated the university and national support for international travel, funding, and research but criticized complex travel procedures and teaching evaluation methods. They also felt concerned about their teaching, research, and communicating in a foreign language with students and international peers, except those with foreign backgrounds and experience. Faculty experienced different emotions when undertaking international activities, for example, joy, interest, and excitement to explore and learn. Finally, there was a high-medium level of faculty engagement in teaching and research than service internationalization (low or no engagement).
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Taskoh, Ali Khorsandi. "Internationalization in Canadian Higher Education Institutions: Ontario." Higher Education for the Future 7, no. 2 (July 2020): 97–117. http://dx.doi.org/10.1177/2347631120930538.

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Education is a tool for collaboration among nations. The emergence of concepts as internationalization of educational policies, students-staff exchange programs, internationalization of curriculum, internationalization at home (IAH) or even the emergence of multinational agencies to expedite global exchanges in the realm of Higher Education lead educational policy-makers to confess that segregation of the educational policies from nations’ foreign affairs policies have no promising results than failure of the nations’ educational goals and priorities. Based on the qualitative and case study research methodologies, we adopted critical policy analysis (CPA) to address the question of “why does a Canadian public university engage in internationalization?”. The study showed that the decision to acknowledge internationalization as a priority at a public university in Ontario is based upon different motives ranging from commercial-economic and socio-political to academic-educational and profile-building components. The study also identified the gradual extension of market-based rationales that have historically been absent from traditional university policies in the Canadian context to educational initiatives and academic rationales.
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Garson, Kyra. "Reframing Internationalization." Canadian Journal of Higher Education 46, no. 2 (August 31, 2016): 19–39. http://dx.doi.org/10.47678/cjhe.v46i2.185272.

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Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government’s recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.
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Woldegiyorgis, Ayenachew A., Douglas Proctor, and Hans de Wit. "Internationalization of Research: Key Considerations and Concerns." Journal of Studies in International Education 22, no. 2 (March 9, 2018): 161–76. http://dx.doi.org/10.1177/1028315318762804.

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The internationalization of research has increasingly become an area of focus for higher education institutions but has received less scholarly attention in the study of internationalization in higher education. Drawing on the literature, this article outlines a range of key considerations and concerns for the continued internationalization of research, first by documenting the various rationales for—and factors affecting—international research collaboration and then by examining how internationalization in research might be measured. The article documents a number of key challenges, and highlights that the internationalization of research is influenced by the complex intersection of factors relating to the individual faculty member, to their discipline, to their institution, and to a range of external factors, such as funding. The authors conclude by questioning the likely success of national and institutional strategies for greater internationalization of research, and by calling for more detailed empirical research in this area.
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Dissertations / Theses on the topic "Rationales of Internationalization"

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PLINER, LIUDMILA. "A STUDY ON THE IMPACT OF THE RUSSIAN EXCELLENCE INITIATIVE PROJECT 5-100 ON INTERNATIONALIZATION OF URAL FEDERAL UNIVERSITY AND THREE OF ITS ACADEMIC UNITS: RATIONALES, STRATEGIES AND SERVICES." Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/130949.

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Il panorama dell'istruzione superiore in Russia è cambiato in modo significativo nel corso degli anni 2010 grazie all'attuazione dell'iniziativa di eccellenza Progetto 5-100. L'iniziativa è stata lanciata per aumentare la competitività globale di un gruppo di università russe. In precedenza, alcuni studi avevano riportato una crescita degli indicatori associati alla dimensione internazionale per i partecipanti al Progetto 5-100, mentre in pochi avevano considerato le percezioni del personale universitario e mostrato come le università hanno vissuto il processo di rapida internazionalizzazione. La tesi indaga l'impatto del Progetto 5-100 sull'evoluzione del posizionamento internazionale dell'Università Federale degli Urali e di tre delle sue unità accademiche. Queste ultime sono state scelte sulla base della loro performance durante la prima fase del Progetto 5- 100. Il presente lavoro evidenzia anche come l'internazionalizzazione sia stata riposizionata durante e in conclusione dell'iniziativa di eccellenza nel 2020 per quanto riguarda i criteri, le strategie di ricerca e didattica e i servizi. La tesi costruisce tre casi studio corrispondenti a tre rispettive unità accademiche sulla base dell'analisi tematica di interviste a 53 partecipanti allo studio e dell'analisi documentale dei piani strategici. La ricerca è supportata dal Rationales Prioritization Exercise (Lewis, 2007; di seguito RPE) e dall'analisi del contesto. Lo studio adotta la teoria del posizionamento (van Langenhove & Harré, 1999) come prospettiva teorica, considerando i documenti strategici e le interviste con i partecipanti allo studio come cornice contestuale. La definizione di internazionalizzazione di de Wit et al. (2015) è stata utilizzata come quadro concettuale: l'internazionalizzazione è intesa come un processo intenzionale che migliora la qualità dell'istruzione e della ricerca e coinvolge tutti gli studenti e il personale al fine di contribuire alla società. Le conclusioni dimostrano che le tre unità accademiche hanno scelto strategie diverse di internazionalizzazione all'interno dello stesso contesto dato dal Progetto 5-100, ma il loro posizionamento internazionale si è evoluto in modo simile proprio grazie all'iniziativa di eccellenza. La ricerca illustra che l'Università Federale degli Urali ha compiuto un cambiamento significativo verso la comprensione dell'internazionalizzazione così come definita da de Wit et al. (2015) e l'ha riposizionata a livello universitario. Infatti, l'internazionalizzazione nell'Università Federale degli Urali è passata dall’essere un insieme di attività specifiche a un processo intenzionale e parte integrante della vita accademica dell'università. La tesi dimostra inoltre che le unità accademiche hanno riposizionato l'internazionalizzazione in un modo da corrispondere alle loro caratteristiche uniche e strategie adottate.
The landscape of higher education in Russia significantly changed during 2010s due to the implementation of the excellence initiative Project 5-100. The initiative was launched in order to increase the global competitiveness of a group of Russian universities. Previous research had reported a growth in indicators associated with the international dimension for the participants of Project 5-100, while little research had considered the perceptions of university staff and shown how universities experienced the process of rapid internationalization. The thesis investigates the impact of Project 5-100 on the evolution of the international positioning of Ural Federal University and three of its academic units. These were chosen on the basis of their performance during the first half of Project 5-100. The present work also uncovers how internationalization was repositioned during the excellence initiative with regard to rationales, research and educational strategies, and services by the end of the excellent initiative in 2020. The thesis constructs three case studies of respective academic units based on the thematic analysis of interviews with 53 study participants and the document analysis of Strategic Plans. The research is supported by the Rationales Prioritization Exercise (Lewis, 2007; hereon RPE) and analysis of the context. The study adopts positioning theory (van Langenhove & Harré, 1999) as a theoretical lens where strategic documents and interviews with the study participants are considered as discourse. The definition of internationalization by de Wit et al. (2015) is used as a conceptual framework, where internationalization is understood as an intentional process that enhances the quality of education and research and involves all students and staff in order to contribute to society. The conclusions demonstrate that three academic units have chosen different strategies of internationalization within the same given context of Project 5-100, but their international positioning evolved in a similar way due to the timeframe of the excellence initiative. The research illustrates that Ural Federal University has made a significant shift towards understanding internationalization as defined by de Wit et al. (2015) and it has repositioned it at university level. Indeed, internationalization in Ural Federal University went from a set of specific activities to an intentional process and an integral part of the academic life of the university. The research also shows that the academic units repositioned internationalization in a way which matched their unique features and chosen strategies.
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Cau, Tommie, Anna Rehnström, and Carl-Johan Vilsson. "Internationalization of Corporate Boards - and the rationals behind it." Thesis, Jönköping University, JIBS, EMM (Entrepreneurship, Marketing, Management), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-508.

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Background: During the past ten years an increasing trend of international representation in Swedish boards, referred to as board internationalization, has occured. Figures show that in 1994 foreign board members held 3,4% (Sundin & Sundqvist, 1995) of the seats in Swedish companies boards, today that figure is 14,2% (Fristedt & Sundqvist, 2005). This trend seems to continue as the nominations of this year is streaming in. Although this trend occurs Swedish business press is questioning why not more foreign directors are being appointed members to board (Almgren, 2006). Fahim (2005) also questions this and argues that companies need to realise that there is a profitability perspective on the subject of diversity. In many of the large Swedish companies the absence of foreign directors is noticed, but there is a few in the forefront which have appointed foreign directors. The reasons for internationalizing a board can be different and it interesting to investigate how forefront companies discuss internationalization in general and which reasons in particular that drives board internationalization.

Purpose: The thesis' purpose is to investigate the main rational for board internationalization.

Frame of reference: In the frame of reference, four possible influences on the internationalization of the board is presented, in order to be discussed and compared to the empirical findings; corporate governance, ownership structure, stakeholder pressure, and competitive advantage.

Method: In order to fulfill the purpose, a qualitative research method is chosen, based on in-depth interviews. The sample consists of ten interviews with chairmen of Swedish boards within companies that are represented by at least one foreign board member.

Conclusion: We have concluded that the main rational of board internationalization is the search for competitive advantage, which is believed to be created by a board with diverse competences and networks. Regarding ownership structure, foreign private owners are the only ones that are influencing the internationalization. Both the corporate governance development and the stakeholder pressure are identified in the empirical findings, but not believed to be an influence of internationalization.

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Ferro, Magda Sofia Resende. "Internationalization of higher education institutions : drivers and tools." Master's thesis, 2018. http://hdl.handle.net/10400.14/29511.

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Nas últimas décadas, a internacionalização tem vindo a ganhar relevância para as universidades globalmente. No entanto, e apesar da importância atribuída a esta questão, ainda não existe um amplo consenso conceptual, nem informação estruturada que possam ajudar os gestores ou académicos responsáveis pela gestão das Instituições de Ensino Superior a tomar decisões informadas sobre internacionalização. Por esta razão, existe uma tendência geral para um uso desinformado dos conceitos e a implementação de políticas ad hoc que não permitem atingir os objetivos pretendidos e que muitas vezes resultam em custos e não em investimentos com retorno visível. Este trabalho pretende sistematizar informação sobre as possíveis motivações e objetivos para a internacionalização, bem como, sobre as ferramentas (ou atividades) disponíveis. Pretende-se apoiar os processos de tomada de decisão, através da construção de um modelo que estabeleça quais as ferramentas mais adequadas para a prossecução dos objetivos definidos no âmbito de um determinado racional. Defendemos a ideia de que é possível otimizar a adequação entre motivações e ferramentas, para maximizar o retorno dos investimentos realizados no âmbito das respetivas políticas de internacionalização. Através da categorização dos principais racionais, da identificação e descrição das ferramentas de internacionalização disponíveis, da análise da implementação de diferentes estratégias de internacionalização bem-sucedidas, verificamos que a utilização das ferramentas utilizadas se altera em conjunto com a alteração dos racionais. Isto permite-nos compreender que existem ligações de vi determinadas ferramentas a determinados racionais que são mais vantajosas do que outras. Isto é, nem todas as ferramentas são adequadas a todos os racionais e há benefícios claros em escolher cuidadosamente uma em detrimento de outra ou adicionalmente a outra.
In the last decades internationalization has become increasingly important for universities. However, and despite its importance, there is still a lack not only of a conceptual broad consensus but also, of structured information to assist administration officers or academics in charge of Higher education institutions’ management so they can make informed decisions on internationalization. For these reasons, there is a general leaning towards an uninformed use of the concepts, and the implementation of ad hoc policies that fail to achieve the intended goals and that often result in costs rather than investments with visible return. This study intends to consolidate information regarding the possible motivations and objectives for internationalization as well as the current available tools (in the sense of activities) for Higher education institutions. It is also intended to support decision making processes by establishing which tools are the most suited, considering the intended objectives. We defend the idea that it is possible to reach a best match between motivations and tools in order to maximize returns on internationalization investments. Through the categorisation of the main rationales for internationalization, the identification and description of the available tools as well as the analysis of different internationalization strategies, we have found that not all tools serve all rationales and that there are benefits in carefully choosing one over another or in addition to the other. Through the categorization of the main rationales, the identification and description of the available tools, as well as an analysis of cases of successful implementation regarding the different internationalization ix strategies, used by Australian and Chinese HEIs, we have confirmed that the used tools change along with the modification of rationales. There are thus, more advantageous links than others when it comes to tools and rationales. That is to say, that not all tools are suitable to all rationales and there are clear benefits in carefully choosing one instead of the other or along with another tool.
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Martin, Frédérica. "Rationales for Internationalizing Higher Education Curricula and the Conceptualization of the Internationalization Process: A Case Study of Loyola International College." Thesis, 2011. http://spectrum.library.concordia.ca/15180/1/Martin_MA_F2011.pdf.

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As more higher education institutions engage in the internationalization of their courses and curricula, it becomes essential to clearly articulate the meaning and purpose of the internationalization of learning and teaching. The purpose of this study was to examine the past and current experiences of the Loyola International College (LIC), illustrating the efforts of a Canadian University to create and implement an international program. This case provides insight into a lived experience of curriculum internationalization by examining and analyzing the relationships amongst the wide-range of rationales that drove curricular internationalization, the approaches used to implement curriculum internationalization, and the LIC pedagogical frameworks. This case study is based on archival data of official text records (Academic program committees, Senate and Board of Governors) supplemented with interviews. A total of seven participants were interviewed, including founding members of the College, current instructors and students. Based on the examination of the collected data, the thesis identifies key rationales that underlay the creation of the LIC; illustrates how the pedagogical concepts that evolved from the initial rationales continue to influence the current functioning of the College, and describes how new emerging factors interacted and continue to do so with the original frameworks. The thesis identifies a set of critical questions that may inspire all stakeholders and curriculum committees, in particular, in setting up a process ensuring that all concerned stakeholders engage in a broad discussion about the potential educational benefits and pitfalls of internationalization initiatives.
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"Rationales Shaping International Linkages in Higher Education: A Qualitative Case Study of the ASU-ITESM Strategic Alliance." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9448.

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abstract: This qualitative case study examines the rationales of the relationship between Arizona State University (ASU)--an American public research university--and Tecnologico de Monterrey (ITESM), a Mexican private not for profit research university. The focus of the study is to document the different meanings participants attached to the rationales of this international inter-university relationship. The conceptual framework draws from internationalization of higher education and interpretive policy analysis literature. Qualitative methodologies were utilized in both data collection and analysis. Data consisted of institutional policy documents, a ranking survey, and semi-structured interviews with faculty, administrators, and senior leadership from both universities. This study demonstrates that the rationales of the ASU-ITESM relationship are complex and dynamic. They have a function (e.g., declared, interpreted, enacted) and meanings attached (e.g., type, scope, and priority). Declared rationales were expressed in an ideal state in institutional policy. Those were interpreted by the participants according to their individual sense-making framework, thus becoming the interpreted rationales. Participants acted upon such understandings; these enacted rationales refer to the real rationales shaping the inter-university relationship. Findings also show there were three different categories of meanings participants attached to rationales, based on their type, scope and priority. In terms of type, rationales took the form of values, interests and needs, or expected benefits; they can also be academic, economic, political, or social/cultural. In scope, rationales are broad or specific addressing the relationship overall or specific initiatives within; they target individual, organizational, or societal levels. As for priority, participants interpreted and acted upon rationales with high, moderate or low importance influenced by their job position (e.g., faculty, administrators, senior leadership).
Dissertation/Thesis
Ph.D. Educational Leadership and Policy Studies 2011
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Galarza, Moreano Gabriela Alexandra. "Internacionalizace vysokého školství vzdělávání v Equadoru." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-411551.

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Book chapters on the topic "Rationales of Internationalization"

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de Wit, Hans, and Philip Altbach. "70 Years of Internationalization in Tertiary Education: Changes, Challenges and Perspectives." In The Promise of Higher Education, 119–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_19.

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AbstractInternationalization as a concept and strategic agenda is a relatively new, broad, and varied phenomenon in tertiary education, driven by a dynamic combination of political, economic, sociocultural, and academic rationales and stakeholders. Its impact on regions, countries, and institutions varies according to their particular contexts. Mobility, also known as “internationalization abroad,” is the most referred to activity in internationalization and takes in itself a great variety of forms. Curriculum and global professional and citizenship development, also referred to as “internationalization at home,” is the other key component of internationalization. It receives increased attention, but still less than mobility.
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Garson, Kyra. "The Unintended Consequences of Relying on Economic Rationales in Canadian Internationalization." In Unintended Consequences of Internationalization in Higher Education, 246–65. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003189916-17.

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de Wit, Hans, and Ligia Deca. "Internationalization of Higher Education, Challenges and Opportunities for the Next Decade." In European Higher Education Area: Challenges for a New Decade, 3–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_1.

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Abstract 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.
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Gregersen-Hermans, Jeanine. "From Rationale to Reality in Intercultural Competence Development." In Global and Local Internationalization, 91–96. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-301-8_13.

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"Motivations and rationales for comprehensive internationalization." In Comprehensive Internationalization, 64–77. Routledge, 2014. http://dx.doi.org/10.4324/9781315771885-12.

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Yousif, Muhammed Madi A. Ahmed, Mohammed Alhosani, Ibrahim Duyar, Sameera Alhosani, and Sara Hamad. "Perceptions of Key Stakeholders on the Internationalization of Higher Education Institutions in the UAE." In Advances in Higher Education and Professional Development, 261–77. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5929-4.ch015.

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The current study, using previously found frameworks of strategic area internalization, examined three key stakeholders' perceptions about the (i) meaning, (ii) significance, (iii) rationales, and (iv) risks of internationalization of higher education in the UAE context. Data was collected from 1323 students, 237 faculty members, and 119 administrative staff members in eight universities. Findings demonstrated that stakeholder groups had similar and differing perceptions in select strategic areas. For instance, while stakeholders collectively valued internationalization as a powerful means for knowledge creation and sharing, there were significant differences among stakeholder groups on the three domains. Post-hoc tests showed that nationals and non-nationals significantly differed in the rationale and perceived risks of internationalization. Similarly, students significantly differed from administrators on three domains. Findings would help policymakers in reconciling the differences between stakeholders towards maintaining effective internationalization efforts.
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Nogueira, Rosa, and António Carrizo Moreira. "Internationalization and Higher Education." In Higher Education and the Evolution of Management, Applied Sciences, and Engineering Curricula, 87–119. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7259-6.ch004.

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Education is the most successful strategy for a country's growth and development. It is widely agreed that it is the most effective means that society possesses for dealing with the challenges of the future. Nevertheless, higher education has been confronted and needs, therefore, to redefine its historic role as the center of universal knowledge and understanding. This chapter analyzes the importance of internationalization on higher education institutions and enable us to better understand how they are changing as a consequence of the globalization process. Using the University of Aveiro as a case study, we will be studying what internationalization is in a higher education context and which rationales, approaches, and activities are associated with the internationalization process. Furthermore, the appropriateness of theories of internationalization specifically developed for business contexts will be portrayed at the end of the chapter.
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8

Plumb, Anouchka. "Internationalization Through NNES Student Recruitment." In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, 328–45. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5030-4.ch017.

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It can be difficult to decipher the extent to which Canadian university internationalization efforts have been corralled to actualize mostly through non-native English speaking (NNES) foreign student recruitment. Although international surveys often report that an overwhelming majority of foreign students endorse Canada as a study destination and are satisfied with their Canadian study experience, the voices of students who experience a different reality are often overlooked. This chapter begins with an overview of internationalization values. The author then reviews the ways in which neoliberal ideology reshapes higher education as a good and places NNES foreign students as consumers in competition. Next, the foreign student recruitment is aligned with the internationalization rationales of generating revenue and migrating skills to benefit Canada's national economy. The reported realities of NNES foreign students are shared, followed by questions to springboard dialogue on identifying and mitigating gaps for NNES foreign student university study on Canadian campuses.
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Albusaidi, Saud Saif. "Investigating Internationalization at Home." In Handbook of Research on Practices for Advancing Diversity and Inclusion in Higher Education, 104–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9628-9.ch006.

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One of the new concepts and pillars of internationalizing higher education that many scholars have discussed is internationalization at home (IaH). This study aims to explore academic staff perspectives and understandings of IaH and the activities that are internationalized within their institution. The author discussed the context and rationale of the study and reviewed the recent literature concerning the internationalization of higher education and made the different concepts clear. Semi-structured interviews were conducted with three academic staff from a private college in Oman. The findings revealed that staff at this institution have a reasonable understanding of internationalization in general and IaH specifically. However, it appears they are not fully aware of the two pillars of internationalization (i.e., at home and abroad). The study revealed some of the activities and practices that the participants feel are within internationalization. The study provided insightful suggestions and recommendations to decision-makers, stakeholders, and academic staff.
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Branch, John David, and David A. Wernick. "The Transnationalization of Business Education." In Global Trends, Dynamics, and Imperatives for Strategic Development in Business Education in an Age of Disruption, 34–57. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7548-2.ch002.

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Recent decades have witnessed the emergence and growth of transnational higher education, a specific form of internationalization which considers education as a product which can be packaged and sold abroad. This transnationalization of higher education is especially prominent in the discipline of business, which has wide student appeal. The purpose of this chapter is to review the transnationalization of business education. The chapter begins by situating transnational higher education within the internationalization of higher education more broadly. It then characterises transnational higher education, enumerating various definitions and transnationalization modes. Finally, it rationalizes transnational higher education from a geo-political/economic perspective.
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Conference papers on the topic "Rationales of Internationalization"

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Uzenat, Morgane. "THE INTERNATIONALIZATION OF UNIVERSITIES IN CANADA: RATIONALES AND STRATEGIES IN CROSS-BORDER PARTNERSHIPS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0282.

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