Abstract
Most schemes that rank universities for their level of internationalisation are based on compositional criteria, such as the numbers of international students and staff, and student mobility numbers. Yet if such diversity is to be meaningful beyond financial benefits and enhance the quality of education and research, including stimulating growth in (inter alia) intercultural competence, other measures are needed. Research in the intercultural field indicates that two foundational elements are required for this stimulation: (a) positive attitudes (e.g. openness and curiosity) towards diversity and motivation to learn about/engage with it and (b) experiences of difference that challenge people’s viewpoints, ideas and ways of doing things. Yet these variables are rarely probed simultaneously in higher education research. This article reports a study that used a tool to probe both of these elements in combination, in relation to three facets relevant to internationalisation: social integration, academic integration and global opportunities and support. The study draws on data from 2360 students, gathered from four different countries, to explore how the opportunity benefits offered by diversity are being perceived and exploited by the respondents. The interconnections between the variables are explored, along with similarities and differences in ratings across regional groups. The article ends by discussing the conceptual and strategic planning implications of the findings.
Highlights
De Wit et al (2015), in a revision of Knight’s (2003, 2004) well-known definition of internationalisation, define internationalisation 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, p.29, emphasis in the original)
Paired sample tests were conducted on the importance scale (IMP) and experience scale (EXP) scores for each construct and they all came out as significantly different
As demonstrated by the findings reported below for each construct, these overall findings mask a noticeable amount of individual variation in the IMP/EXP interconnections, limiting insights for strategic planning purposes unless unpacked more fully
Summary
De Wit et al (2015), in a revision of Knight’s (2003, 2004) well-known definition of internationalisation, define internationalisation 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, p.29, emphasis in the original) They explain that they have made this adjustment in order to stress the importance of internationalisation being more inclusive and less elitist. 35) identifies ‘the integration of all international students and scholars into the campus living and learning environment’ as one of the key stretch goals for internationalisation As these authors make clear, internationalisation is not just a matter of international mobility, nor only of recruiting international students and helping them adjust. The authors all emphasise the importance of ‘integration’ and point to its multifaceted value: for the individual, the institution and the country, and with regard to the quality of education and service to the community (within the university and beyond)
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