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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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Glass, Chris R., and Jenny J. Lee. "When Internationalization Funding Feels Tight: Satisfaction With Funding and Campus Internationalization Strategies." Journal of Studies in International Education 22, no. 4 (May 10, 2018): 302–16. http://dx.doi.org/10.1177/1028315318773146.
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This study investigated predictors of satisfaction with an institution’s strategy for campus internationalization among international affairs staff ( N = 1,520) and compared the varying perceptions of their institution’s funding to fulfill this mandate. This study identified factors that influenced these individuals’ sense of their institution’s internationalization strategy. Among international affairs staff who were most dissatisfied with their institution’s funding, satisfaction with how their institution managed the outsourcing of university functions, and perceived competition with other universities most influenced their perceptions of strategy. For those moderately satisfied with funding, retention of senior university leadership most influenced their perceptions of strategy. Support from senior administration, communication with faculty, and capacity to support increased student enrollment influenced perceptions of strategy for all respondents. The results of this study suggest the negotiation of the educational and entrepreneurial rationales for internationalization are far more complex—and dependent on far more factors—at institutions where international affairs staff perceive fewer human and financial resources to be available.
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King, Conrad. "Discursive Power and the Internationalization of Universities in British Columbia and Ontario." Canadian Journal of Higher Education 50, no. 4 (February 17, 2021): 100–115. http://dx.doi.org/10.47678/cjhe.v50i4.188861.
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Universities rationalize internationalization according to paradigms that emerge from different contexts. With the advent of internationalization strategies by federal and provincial governments, what effect do government ideas have on Canadian universities? This article evaluates the discursive power of government, and its role in discourse communities pertaining to higher education internationalization. Employing a discursive institutionalist framework and qualitative research design, I evaluated discursive content at 16 Tier 1 and 2 universities in British Columbia and Ontario. The findings indicate that governments have had weak ideational influence over the past decade, especially at universities with a global or nationalorientation. Many of these universities have been undergoing a subtle shift in their internationalization rationales—although not all, and not at the same pace. Yet some Canadian universities have increasingly “looked within” to rationalize internationalization, because their discourse communities are dominated by internal voices more concerned with organizational context than global competitiveness.
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Zaman, Khalid, and Asma Mohsin. "Internationalization of Universities: Emerging Trends, Challenges and Opportunities." Journal of Economic Info 1, no. 1 (January 31, 2014): 1–9. http://dx.doi.org/10.31580/jei.v1i1.100.
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Internationalization of higher education is not a new phenomenon. The concept has grown more by the time and now it has become an important strategic priority for many institutions and governments. Governments and institutions have invested and continue to invest considerable resource in internationalization. Internationalization of higher education is seen as one of the ways a country responds to the impact of globalization. The aim of this study is to examine how the process of internationalization has evolved overtime, and how it is occurring in today’s global knowledge economy. This article presents the review of the process of internationalization of higher education in a historical context. It also discusses that international mobility of students, scholars, programs, and institutions of higher education is driven by academic, cultural, political, and economic rationales. Furthermore, the study concludes that most of the higher education institutions refrain from aiming to become global institutions because of the academic and economic barriers.
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Qiang, Zha. "Internationalization of Higher Education: Towards a Conceptual Framework." Policy Futures in Education 1, no. 2 (June 2003): 248–70. http://dx.doi.org/10.2304/pfie.2003.1.2.5.
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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 internationalization, which embraces the entire functioning of higher education and not merely a dimension or aspect of it, or the actions of some individuals who are part of it. This article provides a conceptual and organizational framework of internationalization of higher education, which includes a discussion on the meaning and definition of the term, a description of the various rationales for and approaches to internationalization, and an analysis of strategies of integrating international dimensions in a higher education institution.
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Smaliakou, D. A. "Philosophical grounds for internationalization of higher education." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 64, no. 2 (May 18, 2019): 135–44. http://dx.doi.org/10.29235/2524-2369-2019-64-2-135-144.
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The article deals with different conceptual approaches for understanding the phenomenon of the internationalization of higher education. Particularly misconceptions and myths about nature and purposes of internationalization circulating in academic society were analyzed. There are also various types of rationales of internationalization and it is emphasized that they do not contradict each other. Conceptual differences between internationalization and globalization were carefully reviewed, the principles of the higher education as national phenomenon are emphasized. The conclusion was made that higher education understood as national phenomenon is mostly focused on national particularities rather than on existing borders. The analysis of stakeholders of internationalization resulted the statement, that this phenomenon could be the priority of national or institutional policy but could not be the goal by itself. In this regard the genesis of internationalization is described as an attempt to integrate post-socialist countries into the common European space in the 1990–2000s, which was realized through the various programs of higher education’s quality improvement. Consequently, the principles of the internationalization of higher education lie between concepts “integration” and “quality” and could be understood as institutional process located inside this dichotomy.
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Zayachuk, Yuliia. "Analysis of the National Level of Internationalization of Higher Education: Ukrainian Case." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 150–61. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-150-161.
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It is shown that the internationalization of higher education attracts significant attention of researchers and participants of higher education space. It is emphasized that the internationalization of higher education is a multilevel phenomenon and covers supranational, continental, national, institutional, and individual levels. The national level of internationalization of higher education is analyzed in detail. The organizational strategies of the national level of internationalization, which are implemented through national policies and programs are considered. It emphasizes that national level involves policies related to education, science and technology, culture, trade, social development, employment, foreign relations, migration, industry, and the programs can be seen as the way policy is translated into action. Important rationales driving internationalization at the national level are revealed. It also considers the approaches to internationalization at the national level, which describe the dominant features of the general ways that a country has decided to proceed with internationalization. It is shown that Ukraine has significant achievements in internationalization of higher education and in integration into the world and European higher education space due to the implementation of the Bologna reform and European reform in higher education management and governance, gets new opportunities for higher education through current international scientific and educational projects and projects of cooperation with international organizations.
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Smaliakou, D. A. "INTERNATIONALIZATION OF HIGHER EDUCATION IN A PHILOSOPHICAL AND HISTORICAL PERSPECTIVE." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 65, no. 4 (November 5, 2020): 401–9. http://dx.doi.org/10.29235/2524-2369-2020-65-4-401-409.
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Internationalization of higher education is a modern phenomenon that differs from all previous international cooperation in educational sphere. Its uniqueness largely depends to the change of epochs, from imperialism to multipolar world of the end of 20th century. Mentioned changing requires the new theoretical rationales of the internationalization of higher education, free from the rudiments of previous theories that have been functioned in categories of external influence, and internal unification (cultural, lingual, political etc.). The new theory should reflect integrational trends in global cooperation, that effects on institutional changes in higher education
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Wahlers, Marijke. "Internationalization of Universities: The German Way." International Higher Education, no. 92 (January 14, 2018): 9. http://dx.doi.org/10.6017/ihe.2018.92.10213.
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While German universities have traditionally followed a partnership-based cooperativeapproach to internationalization, more recently, growing competition and increasingresource shortages have resulted in the emergence of a more competitive approach.Also with regard to international students as a target group, the cooperative andcompetitive approaches have coexisted for many years, albeit virtually unconnected.This has resulted in a dramatic increase in the number of international students inGermany over the past two decades. The question arises as to whether, and how, thetwo sometimes contradictory rationales can, in the future, be harmonized. There ismuch to be said for Germany further enhancing its international profile in the globalcompetitive market by consistently pursuing its partnership-based approach. There isevidence that not only universities, but also the economy and society, reap long-termbenefits.
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Wahlers, Marijke. "Internationalization of Universities: The German Way." International Higher Education, no. 92 (January 14, 2018): 9–11. http://dx.doi.org/10.6017/ihe.2018.92.10276.
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While German universities have traditionally followed a partnership-based cooperativeapproach to internationalization, more recently, growing competition and increasingresource shortages have resulted in the emergence of a more competitive approach.Also with regard to international students as a target group, the cooperative andcompetitive approaches have coexisted for many years, albeit virtually unconnected.This has resulted in a dramatic increase in the number of international students inGermany over the past two decades. The question arises as to whether, and how, thetwo sometimes contradictory rationales can, in the future, be harmonized. There ismuch to be said for Germany further enhancing its international profile in the globalcompetitive market by consistently pursuing its partnership-based approach. There isevidence that not only universities, but also the economy and society, reap long-termbenefits.
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Gundsambuu, Sainbayar. "Internationalization and English as a Medium of Instruction in Mongolian Higher Education: A New Concept." Journal of Language and Education 5, no. 2 (June 30, 2019): 48–66. http://dx.doi.org/10.17323/jle.2019.8481.
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The impact of globalization leaves no choice to universities but to go toward internationalization in order to survive in the growing competition in higher education. Following the global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. Based on two types of data, documents and an online survey, this study discusses the current process of internationalization at Mongolian universities and explores how faculty members perceive the rationales of implementing English as a Medium of Instruction (EMI). The findings revealed that the Mongolian government is the key player in internationalization through policies, taking initiatives, and encouraging national universities. The faculty members of the two leading private universities in Mongolia perceived that the introduction of EMI at their universities intends to improve their graduates’ English language skills to operate globally and as well as to promote their university’s international profile.
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Nyangau, Josiah Zachary. "Faculty Engagement in Internationalization: The Role of Personal Agency Beliefs." International Journal of Research in Education and Science 6, no. 1 (November 8, 2019): 74. http://dx.doi.org/10.46328/ijres.v6i1.652.
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As higher education in the United States has experienced a proliferation of internationalization activities, there has been a steady stream of studies directed at understanding institutional rationales for internationalization. Further, an emerging body of research seeks to understand faculty motivations of international involvement. However, scant attention has been devoted to understanding the role of personal agency beliefs in facilitating faculty international engagement. This study, part of a larger project, draws on in-depth interviews with fifteen faculty to address this topic. The findings show that strong efficacy beliefs and positive perceptions about organizational context are strong influences on faculty behavior relative to international engagement.
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Ergin, Hakan, Hans De Wit, and Betty Leask. "Forced Internationalization of Higher Education: An Emerging Phenomenon." International Higher Education, no. 97 (March 13, 2019): 9–10. http://dx.doi.org/10.6017/ihe.2019.97.10939.
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A growing number of forced migrants are knocking on the doors of universities today. This paper argues that it is time for universities across the world to increase their efforts to provide access to higher education to forced migrants. Welcoming international disadvantaged groups into higher education is not only consistent with the traditional four rationales for internationalization (academic, sociocultural, political, and economic), it is also important for humanitarian reasons. Using the example of “forced migrants” from Syria in Turkey, we can see that this new phenomenon of “forced internationalization” creates uncommon challenges for institutions on a scale never seen before. However, it also creates opportunities for institutions and national systems seeking to internationalize, as well as for the many displaced scholars and students in the world today.
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Morosini, Marilia, Patricia Somers, Arinda Rodriguez, and Janet Solis Rodriguez. "Internationalization in U.S. universities: history, philosophy, practice, and future." Educação 40, no. 3 (December 31, 2017): 305. http://dx.doi.org/10.15448/1981-2582.2017.3.28970.
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In response to the global economy, universities around the world have increased internationalization efforts. This article focuses on internationalization in U. S. universities, discussing the history, presenting models and examples, reviewing the extent of internationalization on U.S. campuses. We end with a discussion on the rationales, the political realities of the new nationalism, the competition among Western universities for rankings that emphasizes high-profile internationalization, the current political questions affecting internationalization and the future of the field. While our focus is on the United States, many of the concepts and theories we discuss apply to other countries as well. ***Internacionalização em universidades dos EUA: história, filosofia, prática e futuro***Como resposta à economia global, as universidades ao redor do mundo vêm incrementando seus esforços para se internacionalizaram. Este artigo tem como foco a internacionalização de universidades dos Estados Unidos discutindo a história, apresentando modelos e exemplos e examinando a presença da internacionalização no campus americano. Concluímos com a discussão sobre as racionalidades, as realidades políticas do novo nacionalismo, as argumentações acadêmicas contra as universidades do ocidente que enfatizam os altos perfis internacionais, as atuais questões políticas que afetam a internacionalização e o futuro do campo. Apesar do foco deste trabalho ser os Estados Unidos, muito dos conceitos e teorias discutidas podem ser aplicados para outros países.
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Streitwieser, Bernhard, Bryce Loo, Mara Ohorodnik, and Jisun Jeong. "Access for Refugees Into Higher Education: A Review of Interventions in North America and Europe." Journal of Studies in International Education 23, no. 4 (December 6, 2018): 473–96. http://dx.doi.org/10.1177/1028315318813201.
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This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers’ rationales for working with refugees using Knight and De Wit’s rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.
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Willis, Ian, and John Taylor. "The importance of rationales for internationalization at a local level – university and individual." European Journal of Higher Education 4, no. 2 (January 8, 2014): 153–66. http://dx.doi.org/10.1080/21568235.2013.858607.
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Gregersen-Hermans, Jeanine. "The Missing Link in Intercultural Competence Development: The University’s Organizational Capability to Deliver." International Higher Education, no. 78 (November 15, 2014): 8–10. http://dx.doi.org/10.6017/ihe.2014.78.5800.
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Internationalization is an established reality at most continental European universities, with intercultural competence development as one of its traditional rationales. The problem is that there is little clarity on how higher education institutions have progressed in this regard. The organizational capability to deliver forms a missing link; constraints can be observed at the level of the institution, the academic discipline and the individual academic. A university wide change program focusing on intercultural competence development seems needed.
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SHIMAUCHI, Sae. "English-Medium Instruction in the Internationalization of Higher Education in Japan: Rationales and Issues." Educational Studies in Japan 12 (2018): 77–90. http://dx.doi.org/10.7571/esjkyoiku.12.77.
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Seeber, Marco, Mattia Cattaneo, Jeroen Huisman, and Stefano Paleari. "Why do higher education institutions internationalize? An investigation of the multilevel determinants of internationalization rationales." Higher Education 72, no. 5 (January 29, 2016): 685–702. http://dx.doi.org/10.1007/s10734-015-9971-x.
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Boocock, Grahame, and Valerie Anderson. "International Business and UK SMEs." International Journal of Entrepreneurship and Innovation 4, no. 2 (May 2003): 97–111. http://dx.doi.org/10.5367/000000003101299456.
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International business activity is increasingly prominent, even among the smallest and newest organizations. This paper explores, from the SME perspective, five elements (the 5Rs) associated with their international activity. The characteristics of firms within the diverse SME sector imply that they would have different rationales for entering overseas markets, different views on government support and so on. While firm size does influence decision making in a minority of areas, international intensity (the percentage of exports within total sales) is usually the key factor in understanding the internationalization process. These findings should be valuable to policy makers, practitioners and academics.
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De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (February 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.
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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 than explicit and comprehensive. 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 more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.
Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.
Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.
In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension.
In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28)
Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.
Some of the main trends in internationalization in the past 30 years have been:
More focused on internationalization abroad than on internationalization at home
More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies
More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all
Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations
Increasingly driven by national, regional, and global rankings
Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society
Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments
Less important in emerging and developing economies, and more of a particular strategic concern among developed economies
In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019).
Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.
Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.
These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)
This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.
Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.
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Chankseliani, Maia. "Four Rationales of HE Internationalization: Perspectives of U.K. Universities on Attracting Students From Former Soviet Countries." Journal of Studies in International Education 22, no. 1 (August 23, 2017): 53–70. http://dx.doi.org/10.1177/1028315317725806.
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Kohls-Santos, Pricila, and Marília Costa Morosini. "Trilha para internacionalização em casa: Brasil-Colômbia em espaços não formais (Trail to internationalization at home: Brazil-Colombia in non-formal spaces)." Revista Eletrônica de Educação 15 (November 30, 2021): e4884048. http://dx.doi.org/10.14244/198271994884.
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e4884048One of the impacts of the pandemic caused by Covid-19 is the decrease in internationalization via academic mobility and the need to consolidate other forms of internationalization, such as “internationalization at home” – IaH. In this context, this article discusses an internationalization experience between Brazil and Colombia, with the aim of offering subsidies to the concept of internationalization at home. To reach the proposed objective, qualitative research was carried out, through a case study, in the discipline of Education in Non-Formal Spaces, in a community university. The experience took place in March and April 2019 and was supported by Meet software from Google's Classroom package. The methodology adopted was embodied in a Trail for Internationalization at Home, through the proposition of four stages: Knowledge and evaluation of the proposal; Brazil-Colombia joint planning; Virtual experience; and Evaluation of experience. As results of the investigation, challenges are pointed out, such as the consolidation of an online and/or hybrid teaching culture in on-site courses, the possibility of expanding internationalization actions through technology; in addition, the contribution that the perspective of internationalization at home can make possible the improvement of the quality of higher education, especially considering South-South internationalization, deserves to be highlighted.ResumoUm dos impactos da pandemia ocasionada pela Covid-19 é a diminuição da internacionalização via mobilidade acadêmica e a necessidade da consolidação de outras formas de internacionalização, como “internacionalização em casa” – IaH. Neste bojo, o presente artigo discute uma experiência de internacionalização entre Brasil e Colômbia, com o fito de oferecer subsídios à concepção de internacionalização em casa. Para o alcance do objetivo proposto, foi realizada uma pesquisa qualitativa, por meio de estudo de caso, na disciplina de Educação em Espaços não Formais, em uma universidade comunitária. A experiência ocorreu nos meses de março e abril de 2019 e teve como suporte o aplicativo Meet do pacote Classroom da Google. A metodologia se consubstanciou numa Trilha para a Internacionalização em Casa, mediante a proposição de quatro etapas: Conhecimento e avaliação da proposta; Planejamento conjunto Brasil-Colômbia; Vivência virtual; e Avaliação da experiência. Como resultados da investigação, são apontados desafios, tais como a consolidação de uma cultura de ensino online e/ou híbrido nos cursos presenciais, a possibilidade de ampliação das ações de internacionalização por intermédio da tecnologia; outrossim, merece destaque a contribuição de que a perspectiva da internacionalização em casa pode possibilitar o aprimoramento da qualidade da educação superior, considerando principalmente a internacionalização Sul-Sul.ResumenUno de los impactos de la pandemia provocada por Covid-19 es la disminución de la internacionalización a través de la movilidad académica y la necesidad de consolidar otras formas de internacionalización, como la “internacionalización en casa” - IaH. En este contexto, este artículo analiza una experiencia de internacionalización entre Brasil y Colombia, con el objetivo de ofrecer subsidios al concepto de internacionalización en casa. Para alcanzar el objetivo propuesto, se realizó una investigación cualitativa, a través de un estudio de caso, en la disciplina de Educación en Espacios No Formales, en una universidad comunitaria. La experiencia tuvo lugar en marzo y abril de 2019 y fue respaldada por el software Meet del paquete Classroom de Google. La metodología adoptada se plasmó en un Camino de Internacionalización en el Hogar, a través de la propuesta de cuatro etapas: Conocimiento y evaluación de la propuesta; Planificación conjunta Brasil-Colombia; Experiencia virtual; y Evaluación de la experiencia. Como resultados de la investigación se señalan desafíos como la consolidación de una cultura docente online y/o híbrida en los cursos presenciales, la posibilidad de ampliar las acciones de internacionalización a través de la tecnología; Además, merece destacarse el aporte que la perspectiva de internacionalización en casa puede hacer posible la mejora de la calidad de la educación superior, especialmente considerando la internacionalización Sur-Sur.Palavras-chave: Educação superior, Internacionalização em casa, Educação em espaços não formais, Global Sul.Keywords: Higher education, Internationalization at home, Education in non-formal spaces, Global South.Palabras claves: Educación superior, Internacionalización en casa, Educación en espacios no formales, Sur global.ReferencesALMEIDA, Joana; ROBSON, Sue; MOROSINI, Marília Costa; BARANZELI, Caroline. Understanding internationalization at home: from perspectives the global north and south. European Educational Research Journal. 1-18. V.18, issue 2, 2019.ALTBACH, Philip. Why higher education is not a global commodity. The Chronicle of Higher Education. USA, v. 47, may, 2001.ALTBACH, Philip; DE WIT, Hans. O impacto do coronavírus no ensino superior. Nexo. Merida. 2020. Disponível em: https://educacion.nexos.com.mx/?p=2221. Acesso em: 24 fev. 2020.ALTBACH, Philip; KNIGHT, Jane. The Internationalization of Higher Education: Motivations and Realities. Journal of Studies in International Education, Los Angeles, n. 3/4, p. 290-305, 2007.BEELEN, Jos. Implementing internationalisation at home. European Association for International Education (EAIE), 2012.BEELEN, Jos; JONES, Elspeth. Redefining internationalization at home. In: CURAJ, A.; PRICOPIE, L. M. R.; SCOTT, J. S. P. (eds.). The European higher education area: Between critical reflections and future policies. Dordrecht: Springer, 2015a, p. 67-80.BEELEN, Jos; JONES, Elspeth. Defining ‘internationalization at home’. University World News, Issue 393, 4 dez. 2015b.CRESWELL, John W. Projeto de Pesquisa: Métodos Qualitativo, Quantitativo e Misto; Tradução Magda Lopes. – 3 Ed. – Porto Alegre: Artmed. 2010.DE SAINT-EXUPÉRY, Antoine. O Pequeno Príncipe. São Paulo: Editora Melhoramentos, 2017.DE WIT, Hans. Trends, Issues and Challenges in Internationalisation of Higher Education. Amsterdam. Centre for Applied Research on Economics and Management, Hogeschool van Amsterdam, 2011.DE WIT, Hans. Editorial. Journal of Studies in International Education, v. 17, Issue 5, 2013, p. 511-512. DOI: https://doi.org/10.1177/1028315313508463GOHN, Maria da Glória. Educação não formal e o educador social em projetos sociais. São Paulo: Cortez, 2013.KNIGHT, Jane. Internationalization remodeled: definition, approaches, and rationales. Journal of Studies in International Education. Sage Publications, v. 8, n. 1, spring, 2004. p. 5-31.KNIGHT, Jane; DE WIT, Hans. Quality and internationalisation in higher education. [S. l.]: OECD, 1999. Disponível em: https://www.oecd-ilibrary.org/docserver/9789264173361-en.pdf?expires=1553879992id=idaccname=ocid54025470checksum=39F385EB353EAEC43E278DE262C36C04. Acesso em: 24 fev. 2020. p. 13-18.LEASK, Beth. Internationalizing the curriculum. Internationalization in Higher Education Series. NY: Routledge, 2015. 214 p.MORAES, Roque; GALIAZZI, Maria do Carmo. Análise textual: discursiva. Editora Unijuí, 2007.MOROSINI, Marília Costa; BARANZELI, Caroline. IaH from the perspectives of Brazilian Academic Staff: challenges and possibilities of the IoC. In: ATIAH Conference - Approaches and Tools for IaH. Erasmus Project, 08 September, 2018. Eurac Research Centre, Bolzano, Italy, 2018.MOROSINI, Marília Costa; DALLA CORTE, Marilene Gabriel; GUILHERME, Alexandre Anselmo. Internationalization of Higher Education: A Perspective from the Great South. Creative Education, v. 8, p. 95-113, 2017.NÓVOA, Antônio (coord.). Os professores e sua formação. Lisboa: Dom Quixote, 1997.ROBSON, Sue. Internationalization at home: internationalizing the university experience of staff and students. Educação, Porto Alegre, V. 40, n. 3, p. 368-374, set.-dez. 2017.TEICHLER, Ulrich. The changing debate on internationalization of higher education. Higher Education, Kluwer Academic Publishers, v. 48, 2004. p. 5-26.UNESCO. Educação para a cidadania global: preparando alunos para os desafios do século XXI. Brasília: Unesco, 2015.YIN, Robert K. Estudo de caso: planejamento e métodos. 5. ed. Porto Alegre: Bookman, 2015.ZABALZA, Miguel B. Innovaciones didácticas para la nueva universidad del S. XXI. In: ENGERS, M. E. A.; MOROSINI, M. C.; FELICETTI, V. L. (orgs.). Educação Superior e Aprendizagem. Porto Alegre: EdiPucrs, 2015.
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Suguku, David. "Pillar of Internationalization in Higher Education: The Contribution of International Collaborations and Online Delivery Approaches to Internationalization in HEIS." SHS Web of Conferences 156 (2023): 05004. http://dx.doi.org/10.1051/shsconf/202315605004.
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The trend towards internationalization is becoming increasingly important in HEI (higher education institutions ) and universities in many countries. As HEIs become more international, they are increasingly recognized as contributing to the competitiveness of its graduates. Conceptually, internationalization has long been understood as a focus on the transnational movement of individual students and scholars rather than as a strategy to influence higher education institutions and systems. The importance of internationalization in HEIs and universities has increased over the past two decades of globalization .The Internet will continue to play a significant role, opening opportunities to reach a wider global audience. Online and other forms of e-learning approaches continue to play a significant role, especially in the postCOVID_19 era. This calls for adapting some of the higher education policies to new realities of future competitiveness in higher education deliver, and to ensure the demands of the labor market especially towards digitalization trends in the realm of work are realized. This paper discusses the components of internationalizations, the rationale for embracing multiculturism in HEIs, internationalizations forms and drivers of Transnational Education (TNE) across different regions, contribution of collaborations and the Internet and contemporary modes of delivery in the growth of internationalization .
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Zámborský, Peter, Zheng Joseph Yan, Erwann Sbaï, and Matthew Larsen. "Cross-Border M&A Motives and Home Country Institutions: Role of Regulatory Quality and Dynamics in the Asia-Pacific Region." Journal of Risk and Financial Management 14, no. 10 (October 3, 2021): 468. http://dx.doi.org/10.3390/jrfm14100468.
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The purpose of this paper is to analyze the relationship between home country institutions and cross-border merger and acquisition (M&A) motives of MNEs from the Asia-Pacific region, with a focus on the role of regulatory quality and dynamics. We empirically examine how M&A motives are affected by elements related to risk of the institutional environment of the acquiring firm’s home country regulatory quality over time. The study is grounded in the general theory of springboard MNEs, and the institutional views of cross-border operations, namely the institutional escapism and institutional fostering perspectives. Using data on over 700 cross-border M&As of European firms by Asia-Pacific MNEs in 2007–2017, we analyze the rationales for these deals and their relationship to the institutional characteristics of the buyers’ home countries including regulatory quality and voice and accountability. We found that the quality of home country regulatory environment is significantly related to domestic firms’ motivation for international M&As. However, the significance and sign of the effects differ for different types of motives and over time. Our findings contribute to the literature on general versus emerging MNE-specific internationalization theories (particularly the theory of springboard MNEs) by expounding on the types and dynamics of cross-border M&A motives.
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Wiers-Jenssen, Jannecke. "What Brings International Students to Norway?" Journal of International Students 10, no. 1 (February 15, 2020): ix—xii. http://dx.doi.org/10.32674/jis.v10i1.1888.
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Norway has experienced a substantial influx of students in the 21st century. The number of students with foreign citizenship has increased from just over 5,000 in 2000 to more than 23,000 in 2018, as seen in Figure 1 (DBH, 2020). This growth may seem like a paradox, given that Norway has few well-known higher education institutions, high living expenses, a language not widely understood, and a geographical location at the northern fringes of Europe.
Figure 1: Number of Bachelor and Master Students in Norway with Foreign Citizenship 2000–2018
So why do students choose Norway? A deliberate policy for internationalization of higher education developed is an important factor. From the 1980s, internationalization has increasingly become an integral part of national higher education policies as well as included as strategies of higher education institutions (Wiers-Jenssen & Sandersen, 2017). The main rationale for encouraging student mobility is educational; mobility is seen a tool for quality enhancement in higher education. However, economic, cultural,and political rationales are also present. The fact that the vast majority of higher education institutions are public partly explains why internationalization policies quite efficiently has trickled down from the national to the institutional level.
Most Norwegian higher education institutions do not charge tuition fees. This has gradually become a comparative advantage, as an increasing number of neighboring countries have introduced fees for students from outside Europe. Hence, there may be economic rationales for choosing Norway as a study destination, despite high costs of living. Students from developing countries may qualify for funding from the Norwegian government, while students from other countries have to cover all expenses themselves.
Higher education institutions have economic incentives other than tuition fees for attracting international students. A reform in Norwegian higher education implemented in 2003 introduced a performance-based funding system (Frölich, 2006). Higher education institutions are rewarded for the number of credit points awarded, implying a stronger focus on attracting students in general. A significant increase in the number of courses and programs in English has facilitated recruitment of international students (Wiers-Jenssen, 2019).
International students cited courses in English and absence of tuition fees as the most frequently reported motives for studying in Norway (Diku, 2019a; Wiers-Jenssen, 2019). The latter is particularly important for students undertaking a full degree in Norway. Features of Norway, such as peaceful, safe, and technologically advanced society and unspoiled countryside are also accentuated. As these characteristics were present also before the number of international students started to grow, such motives must be understood in relation to conditions that have changed, such as availability of courses in English. Beautiful scenery and safety would have limited attractional value if courses in English were not offered.
Quality is a less highlighted reason for choosing Norway as a study destination. But even if perceived quality is not a main attraction, international students in general give positive assessments of the quality of their education (Diku, 2019a). They cope quite well with academic demands, and their main challenges seem to be dealing with the high living expenses and limited interaction with Norwegians. The latter represents a challenge also for higher education institutions, as a major rationale for recruiting international students is to enhance “internationalization at home” (exposing Norwegian students and faculty to perspectives from abroad). If interaction is scarce, so is the exchange of ideas and perspectives.
Foreign students in Norway consist of three groups (see Figure 2): (a) students who come to undertake a full postgraduate degree (international graduate students), corresponding to the definition of international students used in the Organisation for Economic Cooperation and Development (OECD, 2020) statistics; (b) students who come for a shorter study of 3 months or more (international exchange students); and (c)students who come for study sojourn of less than three months or who have come to Norway for other reasons, including (labor) migrants, refugees and more. In total, these three groups constituted 8.7% of total enrollments in Norwegian higher education institutions in 2018 (own calculation based on DBH).
Figure 2: Bachelor and Master students in Norway with Foreign Citizenship, 2018: Number and Type of Students
PhD students are not included in the figures mentioned above, and an exact numberof current doctoral students cannot be estimated. However, the number of foreign citizens completing a PhD was 657 in 2018, 42 per cent of all PhD graduates (Research Council of Norway, 2019). Hence, the proportion of foreign citizens is far higher at the doctorate level than at the bachelor and master level. This is in line with the situation in most European and North American countries (OECD, 2019).
The largest universities (University of Oslo and Norwegian University of Science and Technology) attract the highest number of international students. These are also among the few Norwegian higher education institution found on international ranking lists. However, some small specialized higher education institutions such as the Academy of Fine Art, The Oslo School of Architecture and Design, and the Norwegian Academy of Music have higher proportions of international students.
The majority of international students originate from Europe and Asia (Diku, 2019b). China, Nepal, Sweden and Germany are currently the major sending countries of full degree students. Exchange students are mainly Europeans, and many of these come through the European Union student exchange program ERASMUS. European exchange students are often attracted by the “exoticness” of studying in the northern fringes of Europe. The majority of full degree students are enrolled in master programs, while exchange students are in bachelor programs. Science and technology is the most popular field of study, and clearly more popular among international students than Norwegian students (Diku, 2019b).
More than half of the international students report being interested in living and working in Norway upon graduation (Diku, 2019a). However, updated statistics on the number that actually settle in Norway are currently not available. While obtaining a residence permit in Norway is quite straightforward for those who are originate from countries in the European Economic Area, students from other countries generally face more barriers. Some countries see recruitment of international students as an instrument for so-called skilled migration, but Norway does not have an explicit policy on this. On the contrary, government policies have encouraged students to leave upon graduation, in order to avoid poaching highly skilled individuals from countries that already experience high emigration. As a part of foreign aid policy, students from developing countries have received grants for studying in Norway, on condition that they return to their home country.
The last couple of years, the number of international students in Norway has ceased to grow (cf. Figure 1). The reasons for this are not clear. It may be that a (temporary) point of saturation is reached. Still, the overall picture shows a remarkable growth in the last two decades. This illustrates that a small country with weak traditions for inward mobility may be able to attract international students if higher education institutions and national policies match well. Further, it shows that institutional policies can attract international students as much as economic policies.
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Röber, Björn. "Escalating internationalization decisions: intendedly rational, but only limitedly so?" Business Research 13, no. 2 (May 4, 2019): 455–84. http://dx.doi.org/10.1007/s40685-019-0098-2.
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Abstract The Uppsala model is commonly considered to be the pivotal approach in internationalization process research and often praised as particularly realistic. Yet at least implicitly and partially, it is also built on the assumption of rationally proceeding decision makers. This article challenges the behavioral assumptions of the Uppsala model and examines whether bounded rationality in the form of escalation of commitment has an influence on internationalization decisions. It demonstrates that this particular behavioral decision-making bias can be a critical factor. Thereby, this article indicates a major shortcoming of the Uppsala model, as it shows that internationalization processes can be maintained for non-rational reasons. It becomes clear that the bounded rationality of decision makers, particularly their limited cognitive capability, presents an issue that internationalization process research, including the Uppsala model, should give greater consideration to.
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Larsen, Marianne A. "Internationalization in Canadian Higher Education: A Case Study of the Gap between Official Discourses and On-the-Ground Realities." Canadian Journal of Higher Education 45, no. 4 (December 31, 2015): 101–22. http://dx.doi.org/10.47678/cjhe.v45i4.184907.
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This case study about one university’s internationalization initiative, known as North Goes South, provides a nuanced and finely grained understanding of what internationalization looks like in practice. The study was guided by a desire to probe the perceived impact of a Canadian–East African internationalization initiative on students, faculty, and Tanzanian community members. The article begins with a brief review of the literature on internationalization and higher education in Canada. The rationale for using a case-study methodology is presented, along with the background and context of the case. Following an outline of the research methods, the study results are reviewed to show the complex and contradictory ways in which this internationalization initiative played out in one higher education setting, pointing to the gap between official discourses of internationalization and on-the-ground realities.
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Mertkan, Sefika, Ilkay Gilanlioglu, and Simon McGrath. "Internationalizing higher education: from grand plans to evolving responses." Journal of Organizational Change Management 29, no. 6 (October 3, 2016): 889–902. http://dx.doi.org/10.1108/jocm-10-2015-0185.
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Purpose The purpose of this paper is to explore the complexity of developing into an international institution from the perspective of higher education leaders through the case study of one institution engaged in institutional transformation. Design/methodology/approach This study employs the qualitative approach and involves in-depth interviews with key institutional managers. Findings Findings suggest internationalization is a dynamic change process that goes beyond the rational and predictive elements of internationalization and cannot be confined to the rational planning and grand plans solely at institutional level. Reciprocal influence of different levels of analysis – institution, society and the nation – needs to be acknowledged and internationalization efforts need to go beyond the confines of the institution and extend into the society and the nation as a whole. Originality/value Internationalization of higher education has been widely examined, but the reciprocal influence of different levels of analysis on the internationalization efforts of higher education institutions is thin to which this paper contributes.
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Horn, Aaron S., Darwin D. Hendel, and Gerald W. Fry. "The empirical basis for adopting a civic rationale for internationalization." Higher Education 64, no. 2 (November 1, 2011): 161–75. http://dx.doi.org/10.1007/s10734-011-9485-0.
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DEEG, RICHARD, and SUSANNE LÜTZ. "Internationalization and Financial Federalism." Comparative Political Studies 33, no. 3 (April 2000): 374–405. http://dx.doi.org/10.1177/0010414000033003004.
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In this article, the authors examine some effects of economic internationalization on state structures, especially in regard to the distribution of power and authority within federalist systems. Using an institutional rational choice model, they analyze changes in financial regulation and market structures in Germany and the United States. The focus is on the financial realm because of its high degree of internationalization and because, in both countries, financial markets and regulation have historically exhibited federalist traits. The findings indicate that internationalization has led to significant convergence in financial market structures and regulation across the two countries and that in each case this convergence has been accompanied by centralization of financial regulatory authority. Although both the German type of cooperative federalism and the U.S. model of competitive federalism proved to be vulnerable to the growing international pressures, the two countries took different paths of change that reflected differences in domestic institutions. Thus, the authors conclude that convergence is, and will likely remain, of a limited nature.
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Liao, Yuching. "Re-examining Higher Education Internationalization in Taiwan: University Strategies for Implementing Overseas Programmes." Higher Education Studies 8, no. 4 (October 20, 2018): 116. http://dx.doi.org/10.5539/hes.v8n4p116.
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This study clarifies the rationale for offering overseas programmes as an internationalization strategy by Taiwanese higher education institutions through an analysis of related university documents and interview data. In doing so, this study highlights how institutional goals and characteristics, as well as social and cultural backgrounds, affect the internationalization of higher education based on the following two points. First, in addition to the pursuit of academic excellence and expanding student markets, university strategies are based on its particular history, resources, development goals, and orientation. Second, although different strategies were observed among the examined universities, the Chinese element and the pluralistic value of Taiwanese society have influenced the overseas programmes offered by Taiwanese universities. This paper argues that instead of merely adopting the international standard or pursuing academic excellence, it is essential for Taiwanese universities to implement internationalization strategies in order to determine their meaning and purpose in the context of Taiwanese higher education.
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Ruzzier, Mitja, Evan J. Douglas, Maja Konečnik Ruzzier, and Jana Hojnik. "International Entrepreneurial Orientation and the Intention to Internationalize." Sustainability 12, no. 14 (July 14, 2020): 5647. http://dx.doi.org/10.3390/su12145647.
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This paper presents a conceptual model of international entrepreneurial intention (IEI) through the lens of planned behavior and expectancy-valence theories. Extending the entrepreneurial intentions literature, where attitude to sustainability has started to have an increasingly important influence, to post-launch decisions, we provide an improved theoretical rationale for new venture internationalization, clarify the relationship between entrepreneurial orientation (EO) and IEI, and more closely align the international entrepreneurship literature with mainstream entrepreneurship literature. In this model, IEI is influenced by the entrepreneur’s attitudes to sustainability, learning, risk, work enjoyment, and work effort, moderated by entrepreneur’s perceived feasibility to act entrepreneurially, and determines the firm-level EO, which may culminate in the internationalization of a new or existing venture.
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Ryu, Jung Hyun, and Anh Thuy Nguyen. "Internationalization of higher education in Vietnam: current situations, policies, and challenges." International Journal of Comparative Education and Development 23, no. 3 (July 14, 2021): 227–41. http://dx.doi.org/10.1108/ijced-10-2020-0074.
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PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.
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Chowdhury, Ataul Kaium. "The Theory of Multinational Enterprises: Revisiting Eclectic Paradigm and Uppsala Model." Business and Management Horizons 3, no. 1 (June 25, 2015): 72. http://dx.doi.org/10.5296/bmh.v3i1.7897.
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Globalization has been evolving through the growing trend of multinational enterprises (MNE) for a prolonged period. In this fierce competitive market, corporations are trying to spread out their operations in different geographic locations in order to gain different advantages. Based on past literatures, the goal of this paper is to explain the relevant theories of multinational enterprise through proven theories and scholars viewpoint. With the theoretical ground of ‘Uppsala model’—that explains the internationalization process and, ‘Eclectic Paradigm’—that explore the factual reasons behind internationalization, this paper would focus on the rationale and process of becoming MNE. Additionally, with many critics’ viewpoint, real life examples of successful MNEs, this paper found the foundations that embolden the new generation firms to spread its production and head office in different part of the world successfully as a process of turning into MNE.
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Li, Xiaoshi. "The China-centric era? Rethinking academic identity for sustainable higher education internationalization in China." International Journal of Chinese Education 10, no. 3 (September 2021): 221258682110457. http://dx.doi.org/10.1177/22125868211045778.
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Although recent decades have witnessed remarkable development of China’s higher education (HE) since its Open Door policy in 1978, China’s cross-border collaboration in HE has not always been smooth. The global rise of neo-nationalism in recent years, exacerbated by the COVID-19 crisis, has put international academic collaboration under grave threat. This conceptual article first conducts a critical review of China’s strategy for HE internationalization to discern its underlying rationale and what is encumbering the process. By examining the concept of academic identity through the lens of academic nationalism and academic internationalism in Chinese HE context, it is argued that the crux of China’s cross-border collaboration issue may largely lie in the imbalanced nationalist and internationalist dimensions of Chinese academic identity. The article has implications for Chinese academics to balance their identities for better global collaboration and sustainable HE internationalization amid geopolitical tensions in an era of flux.
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Jain, Palakh. "Economics behind the internationalization of Biocon India Ltd." Emerald Emerging Markets Case Studies 3, no. 7 (November 14, 2013): 1–20. http://dx.doi.org/10.1108/eemcs-08-2013-0163.
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Subject area Economics, business management Study level/applicability The case study is relevant for MBA, Master's and under graduate (economics, international and business economics) students. Case overview Biocon is one of the top 20 companies from India in the Forbes list of “Best under a Billion” companies. It has emerged from being an enzyme-producing firm to a biotech powerhouse under the guidance of Ms Kiran M. Shaw. It is an innovative company with a varied scientific skill base and progressive manufacturing facilities for developing and commercializing biopharmaceuticals. This study attempts to explore the international foray of Biocon using the eclectic OLI framework. Entrepreneurship, need for integrated business model, innovation, quality control, etc. constituted the ownership (O) factors, important for Biocon to earn the more than compensating advantage in the overseas market. The locational factors were less important in case of Biocon as the global expansion was driven by a motive of either market seeking or cashing in on the cost advantage of its operations. The dominant mode of entry has been the joint ventures. The overseas patterns exhibited by Biocon can be captured fully by the O-L-I framework. Expected learning outcomes To understand the economic theory of OLI and the ownership, locational and internalisation advantages, link the OLI framework with the international foray of Biocon, Biocon's internationalization journey, major overseas deals signed and the economic rationale behind the deals. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes.
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Lai, Hongyi, Sarah O'Hara, and Karolina Wysoczanska. "Rationale of internationalization of China's national oil companies: seeking natural resources, strategic assets or sectoral specialization?" Asia Pacific Business Review 21, no. 1 (August 8, 2014): 77–95. http://dx.doi.org/10.1080/13602381.2014.939896.
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Saee, John. "INTERNATIONALISATION STRATEGY FOR EDUCATION IN THE 21ST CENTURY." Journal of Business Economics and Management 5, no. 2 (June 30, 2004): 77–84. http://dx.doi.org/10.3846/16111699.2004.9636071.
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There has been a sea change in the world economy with perceived far‐reaching consequences on all aspects of human civilization. This dramatic transformation is largely precipitated by the phenomenon of globalization. Baylis and Smith (1997) put forward the notion that globalization has accelerated the process of increasing interconnectedness between societies so much that events in one part of the world have more and more effect on peoples and societies far away. A globalized world, they argue, is one in which political, economic, cultural, and social events become more and more interconnected, and also one in which they have a wider impact. It is a truism to state that globalization means different things to different people. For some, the term is entirely benign; it portrays a process that accelerates economic prosperity for the nations engaged in globalization. However, for others globalization is a plot by multinational companies, which want to exploit third‐world countries’ resources in terms of cheap labor and raw materials. At the same time, these multinational companies undermine national sovereignty of the third‐world countries due to their enormous economic and political powers (Saee, 2004). In this research paper, an attempt is made to critically explore the drivers and the rationale behind the globalization that has also led educational institutions in most countries around the world to develop internationalization strategies for launching their degree offerings internationally. However, the focus of this research paper is on internationalization strategies by the Australian educational institutions that have important lessons for educational institutions of other countries interested in gaining an insight into internationalization strategies of Australian educational institutions.
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Myhovych, I. V. "Redefining the system of higher education in Ukraine within the context of the internationalization process: practical rationale." Science and Education a New Dimension VI(170), no. 70 (June 29, 2018): 36–39. http://dx.doi.org/10.31174/send-pp2018-170vi70-08.
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Hurley, Pamela E. "A Critical Select Bibliography of Literature on Internationalizing the Technical and Business Writing Classroom." Journal of Technical Writing and Communication 27, no. 4 (October 1997): 425–39. http://dx.doi.org/10.2190/eemd-bwx1-42wl-eg6r.
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Several global factors suggest the necessity of internationalizing the business and technical writing curriculum: increases in international business, in the number of workers employed by overseas businesses, in U.S. companies exporting products abroad, and in ethnically and culturally diverse population within our own borders. Despite these factors, however, many teachers in the business and technical writing classrooms are unsure of why they should internationalize their curriculum, or what methods to use to ensure that students benefit from such a curriculum. This critical bibliography provides a practical resource for teachers of business and technical writing who wish to internationalize their curriculum. The bibliography is divided into sections to provide practitioners with resources discussing the rationale for internationalization to specific assignments they may consider using in their classroom.