Internationalization Of Higher Education Research Articles

Game changers in international higher education

In March 2024's column I shared some of the game changers in U.S. higher education. This month's article will feature some of the game changers taking place worldwide. The purpose of both articles is to bring awareness to policies and initiatives that may impact your administrative work now, and potentially, in the future.

The Improvement of the Selection Mechanism of International Students Coming to China: Take Countries along the Belt and Road as an Example

As China's influence grows globally, particularly after the introduction of the Belt and Road Initiative in 2013, an increasing number of foreign students are choosing to pursue their higher education in China. Given this context, China is beginning to place an increasing emphasis on the quality control of its international student population. Thus, this essay examines China's current system of international student selection.  The examination reveals that there are issues with China's system for selecting international students. Both the language assessment and the academic ability evaluation are devoid of professionalism and refinement, as well as consistent criteria. Additionally, the preliminary mechanism has not gained traction or been useful, and other complementing, alternative mechanisms are disregarded. This paper offers recommendations from three perspectives—the language evaluation mechanism, the academic assessment mechanism, and the alternative assessment mechanism—to encourage the enhancement of the selection process for foreign students entering China. In order to support both the internationalization of higher education and the Belt and Road initiative, the Chinese government and universities should raise the bar for selecting international students and implement policies that are appropriate for the current state of affairs and the challenges facing the countries that form the route.

Internationalisation of teaching, learning, and the curriculum in context: Emerging perspectives and new possibilities

The conceptualisation of internationalisation of the curriculum has evolved over the last 30 years. Simultaneously, its contextual foundation has also gradually shifted from being Euro-centric to encompass a broader landscape beyond the Western domain. Therefore, understanding of Internationalisation of the curriculum needs to include practices in these contexts. This special issue hence has invited researchers and practitioners in the field of higher education internationalisation to participate in this conversation. The focus of the discussion is on emerging and alternative understanding and practices of internationalising the curriculum which include incorporating local cultural values and perspectives in the curriculum. This Special Issue features articles that firmly situate the Internationalisation of teaching, learning, and the curriculum in their specific contexts and acknowledge the influence of important contextual factors on the motivations, processes, and outcomes of internationalisation. Closely associated with taking an inclusive lens in understanding internationalisation of the curriculum, we also discuss the inclusivity of communicating research in this field. Specifically, we discuss the challenges encountered by scholars working outside the English-speaking domain to communicate their research with English-speaking research communities. We hence call for support for international academics from the publication outlets. We hope that this Special Issue constitutes a step towards a more diverse and inclusive scholarship in the field of internationalisation in higher education.

Internationalization of higher education in Asia: a bibliometric analysis based on Scopus database from 2003 to 2022

Internationalization of higher education in Asia: a bibliometric analysis based on Scopus database from 2003 to 2022

Internationalisation and the lived experiences of Non-South African postgraduate students in accessing higher education in South Africa

The internationalisation of higher education has resulted in an increase in student mobility from countries of their origin to experience a different kind of education elsewhere. South Africa absorbs most international students within Africa. According to Chasi and Quinlan (2021, 209) the Council for Higher Education reported that 6.5 per cent of the total number of enrolments in universities in South Africa are international students, which is a significant proportion of the student body. The success of these students contributes to raising the profile of South African universities as far as rankings are concerned as well as generating revenue for the institutions. This article explores the lived experiences of postgraduate international students at a university in South Africa. The aim of the article is to identify the opportunities and constraints that students experience, coming from outside South Africa to pursue postgraduate studies. Using Sen’s capability approach, the article endeavoured to unveil conversion factors that international students encounter while studying for their postgraduate programmes. A qualitative approach was employed to generate data through interviews with students who had completed their postgraduate studies. The findings revealed the capability to study as a “doing” that mattered to the students with the intention of ultimately attaining their postgraduate qualifications. Experiences along the way included both enabling and constraining factors such as immigration, cultural adjustments, supervision and institutional factors. There is a compelling need to revisit the processes of admission and immigration regarding international students aimed at benefiting both students and institutions.

Internationalisation of Higher Education in Ethiopia: A Strategic Process?

The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.

Internationalization of higher education in Central Asia: a systematic review

ABSTRACT Despite the growing literature on higher education internationalization in Central Asia, such literature remains unexamined for its criticality. Our systematic integrative literature review helps address this lacuna. The article utilizes critical internationalization perspectives to examine the extent to which the literature on internationalization in the region addresses the critical questions currently dominating the internationalization discourse globally. We analysed 56 peer-reviewed journal articles published in English between 2012 and 2022 to address the following themes: (1) internationalization as Westernization, (2) internationalization and the modernization of the university, (3) internationalization equals Englishization and (4) internationalization and the recreation of unequal relations. We assert that the published work does not promote the reimagination of dominant patterns of relationship, representation and resource distribution. By providing a systematic review, we hope to have helped academics, researchers, students, administrators and policymakers reflect upon and reimagine internationalization practice.

Comparative Analysis of International Branch Campuses in Korea and Japan: Exploring Success Factors

This study presents a comparative analysis of the evolution of International Branch Campuses (IBCs) in South Korea and Japan, utilizing the conceptual framework proposed by Hickey and Davies (2022). The methodology includes the modified grounded theory approach (M-GTA) and interviews with over twenty leaders and executives working at IBCs in both countries. Preliminary findings highlight the importance of persistent collaboration among stakeholders, a strong commitment from the home campus, effective communication, trust-building, diversified enrollment pipelines, and strategies to mitigate regulatory challenges for the success of IBCs. Furthermore, entrepreneurial leadership, international education prioritization, cross-cultural understanding, tailored programs, and diverse hires are crucial for maintaining academic standards and building institutional capacity. This research contributes to comparative and international higher education by elucidating the factors influencing the success and sustainability of IBCs in the context of evolving higher education landscapes in South Korea and Japan.  

Student Perspectives of Global Citizenship within a Virtual Exchange

Higher education internationalization has become an increasingly challenging endeavor. The outbreak of the COVID-19 virus and the ever-changing landscape of immigration policies have called for a need to reexamine how universities internationalize. Transnational virtual classrooms or virtual exchanges have been shown to provide students with a more equal opportunity to develop their global competencies and cultural skills than study abroad. Traditional internationalization methods may no longer be as effective as they have been in the past, creating a need to reconceptualize how we educate college students for global competencies. This research in-progress summarizes a portion of a dissertation. The aim of this qualitative study is to investigate global citizenship student awareness in a virtual exchange. This study presents preliminary findings of their experiences; applied global citizenship and virtual exchange as a channel.   

Can higher education contribute to trust building in a fragmented reality? A Latin American perspective

PurposeThe article aims at exploring the challenges and possibilities of cooperation of higher education in a Latin American social, political and cultural context that faces historical difficulties of integration, as well as the potential contribution of academic cooperation for global citizenship.Design/methodology/approachThe paper presents a general overview of networks and international centers of academic cooperation of higher education in Latin America. The analysis comprises objectives, countries, stakeholders, activities, projects and scope. The study is based on literature on internationalization, regional integration and the development of higher education, as well as on empirical gathered with networks/centers and key actors in the field. This study was carried out as a mixed qualitative method design. Firstly, a systematic review of a literature corpus of studies produced by Latin-American scholars was performed. Semi-structured interviews were then carried out with a group of scholars who are members of networks.FindingsThe findings include a review of the role of higher education in a politically fragmented reality, a panorama of major networks and international centers of academic cooperation with emphasis on internationalization of higher education, as well as their connections. The are highlighted examples of successful initiatives of cooperation and, based on interviews, there is presented a preliminary view on cooperation and trust building from professionals in higher education in Latin America.Originality/valueIn the last decades, with the growing interest and need for internationalizing higher education, many universities have organized or joined networks and international centers. The article will contribute for mutual knowledge of these spaces, their shortcomings and potentials, thus creating conditions for dialogue among them, as well as with universities in other continents.

Developing Meaningful Internationalisation that Impacts Students’ Outcomes in Higher Education: A Scoping Review of the Literature 2011–2022

Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students’ outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as ‘designed to highlight impacts on students’. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice.

The Role of English Language Support Programs on International Academic Mobility of University Students in Shandong College of Economics and Business, China

This paper explores the pivotal role of English language support programs in shaping the international academic mobility experiences of university students at Shandong College of Economics and Business, China. Conducting a quantitative study involving 150 participants engaged in international academic mobility, the research investigates the impact of language support initiatives, identifies challenges faced by students, and gathers suggestions for program improvement. Results reveal significant improvements in English language proficiency, academic performance, and overall satisfaction among participants. Challenges encountered, including language barriers, cultural adjustment, academic rigor, and social integration, underscore the complexities of global academic experiences. Participants' suggestions for program improvement, emphasizing increased language practice opportunities, enhanced cultural preparation, additional academic support, and more social events, provide actionable insights for program refinement. This study contributes to the broader discourse on the internationalization of higher education, emphasizing the transformative potential of language support programs in fostering successful global academic mobility experiences. The findings hold implications for institutions globally seeking to optimize language support initiatives for an increasingly diverse student body and nurture globally competent citizens.

Translanguaging pedagogies: Using an action research approach to support English as an Additional Language (EAL) students in a first-year undergraduate anatomy course.

Internationalisation of higher education has increased the number of EAL students studying in Anglophone countries, including Australia. Required English language proficiency tests (e.g., IELTS) do not reflect discipline-specific terminology nor prior learning necessary for successful study. Furthermore, anatomy study, the focus of this paper, requires an extensive terminology, predominantly derived from Latin or Greek, that creates significant learning challenge for all students, particularly EAL students.This pilot study was based in a large first-year anatomy course at an Australian university, with >30% EAL students. To address challenges for EAL students (as identified by teaching staff), translanguaging pedagogies were implemented through repeated cycles of action research. Translanguaging approaches, beyond simply translation of resources, employ EAL students’ full linguistic repertoire in the classroom to support acquisition of discipline content and the target language.Collaboration between the teaching team, a translanguaging expert and past EAL students identified specific translanguaging strategies for implementation. These strategies included a translanguaging workshop for teaching staff, encouragement of students’ use of home languages and targeted translated documents. A mixed methods approach was applied to evaluate the implementation. Initial findings show a positive response from both staff and students with additional reflections for future implementation and transferability to similar educational contexts.

Queer students in international higher education: a review of distinct motivations, considerations, and challenges

AbstractPursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences while participating in education overseas. It also aims to define the term queer international student and examines the theoretical frames used to understand this population in the literature. Findings show that literature carves out a composite of students who view, and sometimes actively seek, overseas education to develop themselves, express their identities, and live in communities that are more welcoming and safer than those at home. However, they also face conflict in English language classrooms, on campuses, and with their families as they navigate expectations, with some switching between cisheteronormative and queer identities in different communities. On university campuses, scholars noted, queer international students can be viewed singularly as international students, with their sexual orientations and other intersectional identities going unrecognized or being erased. Moreover, higher education scholars and practitioners often do not designate—or perhaps exclude—international students in studies and programming for LGBTQIA + students. As a result, queer international students may not feel like they belong in any group and risk being double-marginalized in higher education. This paper concludes with five recommendations for additional research in this emerging subfield of higher education literature.

Exploring Higher Education Mobility through the Lens of Academic Tourism: Portugal as a Study Case

This study seeks to expand the understanding of international academic tourism by revisiting concepts and their associations with the internationalisation of higher education and analysing the implications of the COVID-19 pandemic. This research takes Portugal as a study case, drawing on secondary data. From a theoretical standpoint, this work makes a significant contribution to addressing persistent conceptual ambiguities. In managerial terms, the findings hold significance for advancing Portugal as an academic tourism destination and raising awareness among tourism and educational stakeholders about the relevance and competitive advantages of international academic tourism. Finally, we reflect upon the pandemic effects and potential repercussions of future challenges on international academic tourism globally.

Practicalities and dichotomies of education policy and practice of higher education in the Golden Triangle Area (Southeast Asia): Implications for international development

Following the paradigm of globalization and development as a means of achieving a better life from the domestic sphere to the international landscape, different stakeholders including scholars, researchers, practitioners, policy makers, and institutions have been focusing on better informed policy and practice with an embedded mission of international development. Educational policymaking and implementation processes of a nation-state are constrained by global economic and political environments. The ongoing status of educational efforts in each country and disputing factors to the implementation of the education policies were examined. In this study, systematic literature review was conducted on the research of higher education policy in line with globalization and internationalization to depict the practicalities and dichotomies in implementing the sectors at the Golden Triangle Area (Laos, Myanmar, and Thailand). The internationalization of higher education in Golden Triangle Area needs promoting its strategic advantage in offering business opportunities through government policies to further promoting as an affordable study destination and attracting international students from ASEAN countries. The factors affecting the higher education quality and capacity of Laos, Myanmar, and Thailand include the need for better quality, barriers to research capacity development, the policy process of quality assurance, and the initiatives for internationalization in all three countries.

Research on the Current Situation of China’s Higher Education Students Studying Abroad in the Context of Higher Education Internationalization

In the context of education internationalization, the internationalization of higher education has become a major trend in the field of education in most countries, with international student education as the core. This phenomenon promotes cultural exchanges and integration among countries as well as higher education reform, which is of great significance in enhancing the international influence of higher education in each country. However, there are also some challenges faced by higher education students when studying abroad. The article digs into the origin and history of studying abroad, analyzes the current situation and reasons for higher education students in China to study abroad, discusses the opportunities and challenges faced by higher education students in China when studying abroad, and analyzes the trend of studying abroad in China.

The role of institutional contexts for social inequalities in study abroad intent and participation

AbstractWe contribute to research on social inequalities in educational attainment by examining the role of institutional contexts for students’ study abroad (SA) intent and participation. To do so, we extend the individual-level rational choice model predicting SA intent and participation depending on students’ socioeconomic status (SES) into a multi-level model emphasizing the importance of context effects. We test our model based on unique micro-level student data, which we supplement with context data. Examining 18,510 students nested in 69 universities, we provide the first in-depth multi-level analyses of SA intent and participation of students from Japan. In line with findings from many Western countries, our results show that higher-SES students are more likely to (intend to) study abroad. Regarding the role of institutional contexts, we find that programs designed to improve SA opportunity structures hardly affect students’ SA intent but significantly positively affect SA participation above and beyond other university-level and student-level characteristics. Importantly, both lower- and higher-SES students benefit from favorable SA opportunity structures. These findings suggest that Japan’s recent push toward internationalization of higher education has created relevant SA opportunities for students from different social backgrounds. Still, higher-SES students are currently overrepresented among those studying abroad because they are more likely to select into universities offering favorable SA opportunity structures. Our analysis calls for more research combining individual-level with contextual-level theories and data to better understand the conditions shaping SES-specific SA intent and participation.

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

<p style="text-align: justify;">The pervasive development and momentous changes of internationalization in higher education have led to the acceleration of research on its key component – the curriculum. However, there has not been any comprehensive analysis of the research status of the internationalization of the curriculum (IoC). To address the gap, this study employs the bibliometric method to construct an intellectual structure of research on the topic. The data, retrieved from the Scopus Database, consisted of 386 publications. The extracted data were then analyzed using citation, co-authorship, and keyword co-occurrence analysis. The results reveal a significant growth in research volume during the last ten years and the domination of Global North in the geographical distribution of publications. Besides, the most prominent authors include those who introduced fundamental knowledge on the topic. The most cited works and the most popular publishing sources focus on various aspects of internationalization of higher education. They also show a multidisciplinary interest in the topic. Finally, concerning newly emerged themes of studies on IoC, “cultural competence” and “internationalization at home” are outstanding keywords. The research findings emphasize IoC as a potential research matter. Hence, this study is recommended as a starting point for future researchers when examining related subjects.</p>

TÜRKİYE’DE YÜKSEKÖĞRETİM ALANINDA YAPILAN ÇALIŞMALARIN ULUSLARARASILAŞMA BAĞLAMINDA İNCELENMESİ: BİBLİYOMETRİK BİR ANALİZ

Günümüzde yükseköğretim, sadece bir ülkeye özgü faaliyetlerle sınırlı olmaktan çıkarak uluslararası bir etkinlik haline gelmiştir. Uluslararasılaşma, yükseköğretim kurumları için giderek daha önemli hale gelmektedir. Kurumlar, uluslararasılaşma stratejileri geliştirerek öğrencileri, akademik kadroları, araştırmaları ve yayınlarıyla dünya genelinde tanınırlıklarını artırmaktadırlar. Yükseköğretimin perspektifinin ve taleplerinin çeşitlenmesi, üniversitelerin ön plandaki kurumlar haline gelmesine ve yükseköğretim pazarında daha büyük bir paya sahip olma yarışına girmesine neden olmuştur. Türk üniversitelerinin dışa açılması ve eğilimlerin artması, eğitim hizmet ihracatı beklentilerini artırmıştır. Türkiye'nin yükseköğretimin uluslararasılaşması, yerel ve küresel durumuna etki etmekte ve ülkenin sosyokültürel ve ekonomik gelişimi için önemli bir faktör olmaktadır. Yükseköğretim sistemi, toplumun gelişimine ve ekonomik kalkınmaya önemli katkılar sağlamaktadır. Bu nedenle, yükseköğretim ile ilgili yapılan çalışmaların değerlendirilmesi ve analizi, bir dizi fayda ve sonuç ortaya çıkarmaktadır. Öncelikle, yükseköğretim ile ilgili yapılan çalışmaların incelenmesi, politika yapıcılar ve karar vericiler için büyük bir öneme sahiptir. Bu çalışmalar, yükseköğretim politikalarının oluşturulması ve iyileştirilmesi sürecinde temel bir bilgi kaynağı olarak hizmet etmektedir. Politika yapıcılar, bu çalışmaların sonuçlarına dayanarak daha bilinçli ve etkili kararlar alabilmektedirler. Bu kapsamda çalışmada Türkiye’deki yükseköğretim alanındaki akademik çalışmaların genel durumunu belirlemek, bu çalışmaların ulusal ve uluslararası düzeydeki etkisini değerlendirmek ve gelecekteki araştırma yönlerine ilişkin öneriler sunmak amaçlanmaktadır.