Abstract
Our paper examines the relationship and differences between internationalization and globalization in contemporary development of higher education. Internationalization and globalisation are perceived as central realities of the influence of the 21stcentury on higher education. Moreover, internationalisation and globalisation work together to transform the self-image and organisational activities of research universities and adult education centres. Some even go as far as to claim that the globalization process has produced a new grand model of global universities. We argue that globalization and internationalization of higher education help to bring talents, increase the balanced economic and scientific potential of a given country and shape up the human capital leading to the sustainable economic growth. However, the recent situation with the COVID-19 pandemic puts all these favourable outcomes under threat. More than 1.1 million international students were enrolled in United States colleges in the 2019-2020 school year. After decades of steady growth, that means a decline of nearly 20 000 international students per year. Our study examines against this background the differences between internationalization and globalization in the contemporary development of higher education. We discus the current and future developments of the globalization and internationalization of higher education and make predictions on their impacts on the universities in the United States and other countries.
Highlights
Globalization is part of the twenty-first century reality in the context of economic and academic trends
The recent changes in the internationalization of higher education are subjected to issues such as COVID-19 restrictions
Many universities have lifted quotas limiting the number of foreign students
Summary
Globalization is part of the twenty-first century reality in the context of economic and academic trends. The increase in young people enrolling in secondary, postsecondary and postgraduate education, the increasing urbanization of developing countries and the rise of new middle-income countries seeking to improve their economic competitiveness require a comprehensive and holistic strategy focused on the effective implementation of the entire system [8, 9] These challenges must be solved through the collection and exchange of knowledge between disciplines, institutions and other institutions at global level. The sudden shock of COVID-19 pandemic has forced tertiary education systems with different experiences around the world to adapt to new areas of technology, local provision, teaching and research By exploring these new trends, new facets of higher education and research gain additional importance in the 21st century globalised world [12, 13]. It is apparent that higher education will have to adapt to regional needs
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