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This paper examines language ideologies – sets of normative beliefs about language and its speakers – in a Finnish university student union’s Facebook communication practices. Prior research has discussed how today’s Nordic universities appear to be caught in an ideological tension between the preservation of ethnolinguistic nationalism and the pursuit of internationalization through the use of English. We are interested in the case of university student unions in the changing landscape of communication practices today. We analyzed the student union’s Facebook posts using critical discursive psychology. Our analysis identifies the university’s Finnish–English bilingualism as discursively affording an ambiguous kind of inclusion to students as Finnish-speaking/local and English-speaking/international students, and also social media communication as possibly contributing to the inclusion of all students as social media users. We argue that multimodal affordances of social media may act as an alternative discursive resource for inclusive intergroup relations among students in a student organization on an international campus. [ABSTRACT FROM AUTHOR]

Internationalisation of higher education has diverging implications for climate change, on the one hand entailing greenhouse gas emissions through mobility, but also contributing to climate action through international collaboration. These apparent contradictions and resulting trade-offs present significant challenges to universities. This paper puts forward a framework for understanding the combination of impacts, the interactions between them and implications for the climate crisis. It distinguishes between three dimensions of internationalisation: actors (movements of students and staff), practices (integration of the international into curriculum and research) and influence (the global reach of the various impacts of the university). Internationalisation in these three dimensions can have positive or negative implications for climate action and sustainability, through direct impacts (greenhouse gas emissions) and indirect ones (changes in individuals, societal structures, knowledge and technologies). Implications are drawn out for the actions and strategies of universities, as well as for the global system of higher education. [ABSTRACT FROM AUTHOR]

In recent years, government policies that target the rapid internationalization of Japanese higher education have provided new career opportunities especially for scholars with experience of studying and teaching abroad. This autoethnographic paper draws on such "migrant" faculty's engagement in formal curriculum development to illustrate their active negotiations within the micro-level processes of internationalization of a Japanese University. More specifically, the analysis focuses first on the enactment of agencies to negotiate diverse understandings of "culture" and "discipline" in the process of building a "Japanese Studies" curriculum. The paper then draws on those negotiations to show how those agencies were transformative; namely how they impacted on and challenged the framing and the practice of the official framework of "Japanese Studies" at University X. This study aims, therefore, to shed light on the ways individual migrant faculty members of diverse backgrounds, may constructively contribute to internationalization processes of higher education when such faculty's active interactions are carefully looked at and sought for, beyond established and often imagined cultural, disciplinary, and institutional boundaries. [ABSTRACT FROM AUTHOR]

In Italy, urban and regional planning education is a comparative newcomer to higher education, just as planners are among built environment professionals. Through an original collection of data, this paper investigates the outcomes of 20 years of planning education and practice, paying attention to the (mis)matches between the two and to the emerging internationalization of both. How many planning graduates are there? How are they trained? What do they do? What is their professional status? Findings confirm a situation of lights and shadows, the development of a distinctive professional identity remaining imperative to ensure future relevancy for the Italian planner. [ABSTRACT FROM AUTHOR]

The number of international students studying for a degree program in China was approaching a quarter of a million in 2017, roughly ten times that in 2003. China, a developing country, has become one of the biggest destinations for international student mobility (ISM). Thus, how it has managed to achieve this within only one and a half decades, what it plans to do with such a success, and what that means for the world remain open for interpretation. This increase is an economical grow which demonstrates the country's success in governance and generosity in international aid, while it is also a result of an internationalization policy of higher education which is viewed by central government as an arena for exercising soft power in world politics. It is difficult when trying to reach a persuasive conclusion without a comprehensive review of what happened in this period via a thorough examination of ISM data in a context of rapid policy change. This paper consists of four sections to identify the key driver(s) behind this sharp rise of student numbers from overseas. The first section is an introduction with a brief review of both theoretical and empirical aspects, followed by a short discussion on methodology. The second section is a review of key policy documents impacting on the development of ISM in modern China. The third section provides a general picture of ISM policy in China by analyzing official data. The final section reflects on the findings of the present study and concludes the paper. [ABSTRACT FROM AUTHOR]

Based on data from the "2014 Chinese University Faculty Survey," this article analyzes the distribution characteristics and manifestations of internationalization from returnee faculty to Chinese colleges as well as their impacts on the internationalization of higher education in the three dimensions of scientific research output, teaching content and methods, and international exchanges. Compared to local teachers, returnee faculty members adjust their research output strategies to reach a higher level of internationalization. They favor publishing papers in international journals and publish fewer domestic papers and make fewer domestic patent applications. They focus on international perspectives and content in their course teaching content and methods. In terms of international exchanges, they participate in international academic conferences and travel abroad more often for advanced studies. Their experiences studying overseas accumulate their comparative advantage in the internationalization of the academic profession. Higher education institutions should make them play larger roles in promoting the internationalization of scientific research and teaching as well as international academic exchanges to improve the level of internationalization of Chinese higher education. [ABSTRACT FROM AUTHOR]

In the context of the internationalization and marketization of higher education, it has become a trend for a nation to build its higher education brand for global competitiveness. This paper analyses what is seen as the urgent need to enhance China’s international education strategy and how branding has assisted in this process. Drawing on document analysis and employing Khanna, M., Jacob, I., & Yadav, N. (2014). Identifying and analyzing touchpoints for building a higher education brand. Journal of Marketing for Higher Education, 24(1), 122–143. brand touchpoint wheel model and Kaneva, N. (2011). Nation branding: Toward an agenda for critical research. International Journal of Communication, 5, 117–141. categories of nation branding, this research aims to explore the historical development of China’s HE brand building, its strategies and main characteristics, and its relations to broader nation branding. Suggestions are made to improve policymaking and strategy design in the future. The article contributes insights into China’s case and experience in building a national higher education brand, offering an example and reference for other countries. [ABSTRACT FROM AUTHOR]

Drawing on Xiang and Lindquist’s notion of migration infrastructure, this study investigates how international students utilize contextual resources to enhance learning in English-medium instruction (EMI) degree programs in the Japanese context. We recruited 13 Chinese students enrolled in EMI postgraduate degree programs at four Japanese universities and collected data from semi-structured interviews and the participants’ reading/lecture notes. Qualitative content analysis revealed that despite the constraints of regulatory infrastructure (monolingual orientation at the institutional level), Chinese students utilized various resources offered by technological, social, and commercial infrastructures to facilitate their academic communication and foster their academic learning. The findings revealed that despite facing linguistic difficulties in their EMI program, the students used technological, social, and commercial infrastructural resources to access knowledge, developed multilingual habitus both in and outside their classrooms, and ultimately enhanced the quality of their cross-border education. This study provides migration infrastructure as a useful framework to examine international students’ challenges and adjustments in their cross-border education. In doing so, this study extends our understanding of international students’ experiences by going beyond a linguistic-centered perspective to encompass their language use as embodied socio-material processes. This paper concludes with implications for the implementation of English-medium higher education. [ABSTRACT FROM AUTHOR]

International student education in China has been continuously changing in response to the rapid social transition since the People’s Republic of China was established in 1949. Adopting a historical perspective, this scholarly paper begins with an analysis of characteristics of international student education in China in terms of rationales, role of government, and international students. Several challenges are then identified and this paper concludes with observations on future trends of international student education development, with a special focus on the implications of “the Belt and Road”. This paper contributes to a better understanding of China’s role as an emerging host nation of international students. [ABSTRACT FROM AUTHOR]

This article explores the interaction between civil society organizations in Japan and incoming international students to illustrate how the nonprofit sector can be conducive to social capital generation in diverse groups in the short-term. Based on interviews, participant observation and document analysis, this study examines motivations of nonprofit staff and volunteers to get involved with international students and connects them to students' expectations and needs. The paper suggests ways of improving engagement between Japanese civil society organizations and international students to benefit all the stakeholders. [ABSTRACT FROM AUTHOR]

The trends in higher education have changed tremendously over the past decade. Knowledge is now an asset that moves between countries. The profound effort generates the globalization of universities, students and niche research. Hence international mobility program are gaining popularity as it gives significant outcomes for its students who had experienced mobility exchange. It is apparent that mobility had prepared the students to contribute to the global workforce, establish global networks and join the brain global circulation. Mobility exchange is seen to be the driving force for the students who are not able to study abroad to obtain an international degree. It is also seen to be giving opportunities to students to become "international" or global by studying abroad for a semester, which is more affordable for most students. Realizing the importance of mobility exchange, ASEAN have now taken the initiatives to encourage mobility among students. The students are going to exchange program either to ASEAN countries or elsewhere across the globe with the mission to become a global citizen with a global mindset. In promoting internationalization across ASEAN, SEAMEO-RIHED via its Asian International Mobility for Students (AIMS) program has laid out its pathway for students to go for mobility exchange. The paper will discuss the journey of AIMS and how its platform has promoted the multicultural diversity and inclusivity across ASEAN and support the One ASEAN Community establishment. [ABSTRACT FROM AUTHOR]

This paper adds an organizational dimension to the body of literature on international student mobility. Existing studies examine push/pull factors and student motivations, neglecting that students' motivations and demands are not necessarily spontaneous, but can be shaped by external forces. Drawing on interview, archival and observation data collected on four leading cram schools that prepare students for the TOEFL/GRE, IELTS and SAT in China, I argue that cram schools not only coach students on test preparation and "how to study abroad," but they also adopt organizational framing to instill in students "why to study abroad." Leading cram schools have played an integral role in promoting a certain organizational framing as the dominant approach of a niche market in a given era. During the 1990s, when the TOEFL/GRE niche market was rapidly expanding, the market leader in this niche promoted self-help and nationalism as dominant discourses. Self-help discourse frames overseas study and test preparation not as means, but as the ends of students' lives: going beyond one's limit and making one's life complete. Nationalist discourse depicts overseas study as a detour to build a stronger China after learning from the West. After 2000, however, new organizational framing picked up momentum in the new niche markets of IELTS and SAT. Targeting urban middle-class consumers, market leaders in these new niches increasingly framed studying abroad as a springboard for immigration, a channel for becoming global elites and an opportunity for status improvement for the entire family. My article bridges literature on transnational higher education with studies on supplementary education. [ABSTRACT FROM AUTHOR]

Many Studies have been conducted on the internationalisation of higher education. Yet little is known about institutional plans for internationalisation on an operational level. This paper was written to provide some insight into the current barriers to the implementation of internationalisation plans. The authors present a case study of internationalisation plan underway in a Chinese top research university. An in-depth critical analysis of the case leads to the conclusion that the diversified understanding of the goals, meaning, strategies of internationalisation among different participants within the university, especially between faculty and administrative staffs involved in the initiation of the plan, caused deviation from their international practice and further hindered the implementation of the plan. [ABSTRACT FROM AUTHOR]

Postsecondary institutions in the global north have rapidly internationalized, driven mainly by the proliferation of international students and responses to these changing demographics. This internationalization has captured attention across various platforms, including increased media focus directed toward these students and the primary and ancillary influences of their participation in PSIs and surrounding communities. The project explored in this paper examines this phenomenon by connecting internationalization of higher education research with insights from critical media studies and framing theory to investigate news media representations of international and refugee students' participation in Canadian universities and colleges. A critical thematic analysis was performed on 391 news media texts published between 2000 and 2017. Findings reveal the Canadian news media's tendency to construct issues related to international students and internationalization into one or a combination of four broad macrothemes: (1) Canada as benevolent and ideal; (2) international students and internationalization as commodified assets; (3) international students and internationalization as threats; and (4) the strategic neutrality of data. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the role of CAPES in the quality assessment in postgraduate studies (stricto sensu) and its internationalization policy, considering mainly the Institutionalization Program of Internationalization (CAPES-PrInt), without neglecting elements that indicate the existence of a process of commodification and transnationalization of higher education, with trends for the formation of a global higher education market. To illustrate this discussion, we bring some elements of this process in Brazil and the United Kingdom. We understand that there are tensions and challenges that need to be considered when adopting internationalization as a fundamental criterion that distinguishes academic quality and excellence in stricto sensu postgraduate studies, as it may imply the shaping of new Postgraduate models and the restructuring of academic work. [ABSTRACT FROM AUTHOR]

The growth in the number of international branch campuses (IBCs) has been one of the most striking developments in the internationalization of higher education in recent years. IBCs are overwhelmingly branches of universities in the developed ‘West’. The United States, the United Kingdom and Australia dominate provision. In contrast, IBCs are concentrated in the Middle-East and Asia. The cultural distance between the home and host countries of many IBCs is considerable. This distance poses a major challenge for the successful management of an IBC. Should it localize its curriculum and pedagogy to better meet the learning styles and educational needs of its students or should it provide an educational experience that is comparable to that enjoyed by students on the home campus? This paper takes as its theoretical framework the global integration-local responsiveness (I-R) paradigm. Using an exploratory research design, it finds that the I-R paradigm can be operationalized for IBCs, to predict how faculty, the curriculum and research are likely to be localized in response to pressure from an IBC’s main internal and external stakeholders. [ABSTRACT FROM AUTHOR]

Purpose – The aim in this paper is to extend Dorothy Smith's conceptual understanding of work to consider the emerging labor of "knowmads" within internationalization of higher education. Through original research on everyday experiences of internationalization, the authors seek to illuminate the ways individuals develop skills and competencies in relation to these new forms of work in order to address the reproduction of inequities. The authors make a connection between internationalization of higher education and knowmadic labor based on the premise that cross-border education is often pursued in order to develop knowmadic attributes.Design/methodology/approach – Through a critical institutional ethnography of one mid-sized Canadian university, the paper uses survey and interview data gathered from students and faculty - individuals who are involved in knowmadic labor connected to internationalization – to illustrate some of the study participants' daily experiences of internationalization coordinated by the institutional structures of the university in times of globalization.Findings – It is concluded that internationalization and connecting new forms of work involved in becoming and producing knowmads not only bypass and disregard present inequities in higher education, but work to reproduce them in new ways.Practical implications – The paper provides insight in regards to processes and allocation of work within internationalization, while addressing forms of social inequities that often cut across these practices and concludes with brief comments on the implications of academic knowmadic labor in Western higher education institutions engaged in internationalization.Originality/value – While research has been conducted on work in international contexts, little has addressed "the labor" that is involved in becoming knowmads, and that of "producing" knowmads. The paper draws connections between the internationalization of higher education and knowmadic work showing that knowmadic labor is often preceded by knowmadic educational opportunities. The cosmopolitan vision of creating globally aware citizens, with international knowledge, skills, and competencies that institutions espouse, are assumed to be good per se, and to lead to knowmadic qualities and attributes required in a knowmad society. The paper questions these assumptions and the relations of power on which they rest. [ABSTRACT FROM AUTHOR]

This paper explores the role of the Canadian federal government in two foreign policy areas: overseas development assistance and international cultural relations by providing a brief history of the federal government’s engagement in both policy areas and highlighting the contributions and challenges of Canadian foreign policy to the internationalization of Canadian higher education. More broadly, the paper explores the unique characteristics of the Canadian federal government’s role in higher education policy making, and in particular, its relations with academics and the university community. Ironically in a world increasingly characterized by greater international education flows, in Canada, there has been a narrowing of vision, a focus on more short rather than long term objectives and a limited engagement of dialogue between academics and the government to promote both development assistance and international education as Canada’s soft power. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to lay out future scenarios related to the impact of the intensification of competition between universities and research centres of OECD countries on the stocks and flows of university graduates in Latin America. In conditions of intensified competence, it is possible that the ways in which Latin American countries, universities and university professionals participate in the processes of international mobility will change significantly. This paper proposes different scenarios, combining hypotheses about the global dynamics of skilled mobility and migration of graduate students (conditioned by the behaviour of the demand in developed countries), about their main impacts on Latin America, and about the responses that Latin American governments and universities could make to face this process. [ABSTRACT FROM AUTHOR]

This study develops and empirically tests a conceptual model capturing the factors impacting students' cross-cultural adaptation and the outcomes resulting from such adaption. Data were obtained from a sample of international postgraduate students from six Malaysian public universities using a structured questionnaire. Structural equation modelling using SmartPLS was utilised to analyse the data. The results indicate that amongst the antecedent variables (i.e. the individual and situational factors); only two relationships are not significantly supported; (a) media usage to psychological adaptation; and (b) attachment attitude to sociocultural adaptation. All the other relationships in the proposed model are significantly supported. The findings of the study further support significant and positive influence of psychological and sociocultural adaptations of international postgraduate students on their perceived psychological well-being and perceived academic satisfaction and ultimately on positive word of mouth in recommending the host country's educational institutions to others. The findings of this study provide insights into the Malaysian higher education policymakers especially those associated with expanding market potential as well as university administrators to manage the changes and accommodate the needs of international students in order to retain and attract more international students. This paper also elaborates the theoretical, empirical, practical and managerial implications of the findings of the study. [ABSTRACT FROM AUTHOR]

The internationalization of higher education has become an important policy and research agenda. At the national level, different countries have responded differently with some countries becoming more open than others. At the local level, universities have also reacted differently with some becoming more liberal and innovative than others. Thus, this paper aims, first, to examine the rationale and policies of the Singapore government in internationalizing its higher education, and, second, to determine the corresponding institutional responses of Singapore educational institutions particularly at the university level. The findings show that government policies have been designed, implemented, reviewed, and adjusted to promote student values and attributes, including intercultural awareness and engagement, competitive edge, and global citizenship, through an internationalized curriculum; to meet the country’s manpower and population requirements; and to promote Singapore as an international hub for education. Singapore universities, in particular the National University of Singapore (NUS), have implemented their programs and activities to promote internationalization at home and abroad. Singapore will continue to internationalize its higher education as national borders become more open and as universities become more competitive and innovative. [ABSTRACT FROM AUTHOR]

Intercultural competence is an increasingly desired and necessary skill in a globalized world. While competence is a complex concept to define and assess, this study examines specific dimensions of the intercultural learning of students in the School of International Studies (SIS) at the University of the Pacific. Students undergo both an interdisciplinary, international curriculum and study abroad for at least a semester, taking courses on cultural adaptation before they leave and reenter. When they return from abroad, changes in their intercultural sensitivity are assessed through both direct (reflection papers and the reporting of “critical incidents”) and indirect methods (use of the Intercultural Development Inventory [IDI]). We find substantial advances in intercultural sensitivity for these students, which is largely consistent across assessment methods. On average, their IDI scores change by 19.78 points, which is both a significant change for these students and is significantly different from university students who have not been a part of the international curriculum or have not studied abroad. [ABSTRACT FROM AUTHOR]

Abstract: To internationalize higher education, non-English dominant nations have increased English-medium instruction, posing challenges to non-native speaker (NNS) students’ written English ability. The present study examines nine American professors’ literacy brokerage at an English-medium summer school in China, where they taught courses in art history, history, philosophy, political science, psychology, and sociology. The professors identified vocabulary knowledge, disciplinary thinking, and personal voice as the major challenges for their Chinese students. They developed a series of adaptive strategies to facilitate subject learning: adjusting writing tasks by adopting short papers and short answer questions; assisting with major writing assignments through workshops, worksheets, group discussions, and detailed comments on student writings; valuing students’ multilingual resources by allowing Chinese in-group discussions and written exams; and connecting subject matter to the students’ home cultures. The article ends by both suggesting implications and raising questions for the teaching of English-medium content courses to NNS students. [Copyright &y& Elsevier]

Abstract: Within a global trend of the anglicization of academic publishing, in the humanities and social sciences (HSS) publication in indigenous languages, nevertheless, in many contexts, continues to thrive. Given that the overall anglicization of academic publishing tends to be negotiated at the local level, this study seeks to discover how a potentially competing relationship between English and Chinese might be manifested in the context of China. Focused on the praxis of Chinese HSS academics writing for scholarly publication, in-depth semi-structured interviews were conducted with 20 academics across a range of HSS disciplines at an elite research-based university in China. The study sought to find out, firstly, how and to what extent English is used among these participants, and, secondly, what their attitudes are towards the official policy of encouraging more international publication (in English). The findings, based on this limited sample, suggest that Chinese will most likely retain its dominant position as the language of research and publication for Chinese HSS scholars, but that international publication in English will nevertheless increase. The paper concludes by suggesting that, to facilitate visibility of peripheral scholarship on the part of scholars such as the participants in this study, efforts can be made from both the periphery and the center. [Copyright &y& Elsevier]

This paper is concerned with the role of international collaboration in the learning and teaching of geography in higher education. The dual aims are to provide a brief and selective review of the nature and range of international collaboration and to contextualize such observations within the internationalization project. It is argued that despite the growing interest and literature concerned with the internationalization of higher education, discipline-specific illustrations of pedagogy and practice require further attention. Several forms of collaboration in the geography arena are introduced and the factors influencing the establishment, maintenance and enhancement of international collaboration are discussed. [ABSTRACT FROM AUTHOR]