Abstract
This paper examines the higher education system in India together with its status regarding internationalisation, and presents the case for the higher education sector in India to embrace internationalisation.Starting with an overview of the academic literature around the concepts of globalisation and internationalisation, and their interrelationship particularly in the context of higher education, the paper focuses on the specific issues of Indian higher education especially within the context of internationalisation. Reviewing the current landscape of the Indian higher education sector, the paper concludes that, in the context of a globally connected world, higher education in India is characterised by asymmetry in flows and unclear policies. Recommending that the internationalisation strategy focuses on the four strands of student and programme mobility; infrastructure and policy support; development of research capability; and the employment of technology as an enabler, the paper concludes that a clear approach to internationalisation would offer the potential to secure India a formidable global standing in higher education.
Highlights
The global movement of students across borders is commonly referred to as the most visible indicator of the internationalisation of higher education
Various studies conducted by the Institute of International Education (IIE-Project Atlas), USA Association of Indian Universities (AIU) and the Ministry of HRD, Government of India (MHRD, GOI) on the mobility of students from and to India indicate that the flow of students has predominantly been outward bound; the number of Indian students going overseas every year is estimated to be in the region of 300,000, whereas the inflow of overseas students into India is 42,293
Whilst there has been much debate on reforms in higher education in India, what is required is systemic thinking on how reforms could contribute to providing a specific focus towards internationalisation
Summary
The global movement of students across borders is commonly referred to as the most visible indicator of the internationalisation of higher education. Hawawini (2016) views internationalisation as a sector (colleges and universities) in formal process, which integrates a higher education taught courses, including in open and distance institution and its key stakeholders; students learning provision, is estimated to be in the and faculty into the emerging global knowledge region of 34.2 million {Ministry of Human economy. This view captures both the inward Resource Development (MHRD), Government and outward aspects of internationalisation. From around 20 universities and 500 colleges in 1950, the sector has grown to 760 universities and 38, 498 colleges and 12,276 stand-alone institutions (MHRD, GOI, 2016)
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