Abstract
Today, internationalization is among the most important strategic goals of higher education. In this context, academicians hold a significant place in academic knowledge exchange since they constitute the key mechanism in internalization. Despite this fact, female academicians continue to be underrepresented in the internationalization of higher education. Considering the emphasis on Sustainable Development Goal 5, which states that gender equality is the basis of sustainable development for all individuals until 2030, it is clear that women faculty members should be supported more in the internationalization process of the higher education. Further studies are required to determine how much of the inequalities experienced by women academics in terms of international academic mobility, visibility, and international publication opportunities are being transferred to international academic environment. For this reason, the present article aims to investigate the representation of female academicians in the internationalization of higher education from a feminist theory approach. Results of our study clearly indicate that there is a need for new policies in terms of the "visibility" of female faculty members in higher education in the world.
 
 Keywords: Internationalization; female academicians; gender inequality.
Highlights
Today, internationalization is among the most important strategic goals of higher education
Results of our study clearly indicate that there is a need for new policies in terms of the "visibility" of female faculty members in higher education in the world
It can be said that/it is undeniable that faculty members constitute one of the key mechanisms for internationalization by holding a very important place in academic knowledge exchange
Summary
Internationalization is among the most important strategic goals of higher education. It is widely accepted that faculty members make crucial contributions to the success of internationalization in higher education institutions. The faculty members form the center of many internationalization processes including but not limited to internationalization of the curriculum into their courses (Van Damme, 2001) and utilization of the intercultural skills they possess during the lecture process. By this manner, internationalization in higher education serves as a concept which ensures the integration of academic geographic mobility, social mobility, and career development (Leung et al, 2017)
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