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This paper explored students’ experiences in an international virtual student mobility (VSM) program at a Japanese national university implemented in collaboration with partner universities in the Asia Pacific region and Europe. Through students’ narratives, the study discerned how students perceive “mobility” and the concept of “international students” after participating in a virtual student mobility program. Findings revealed a tension between students’ understanding of “mobility,” official narratives, and students’ actual experiences. While VSM programs facilitate communication and knowledge exchange across borders and develop cross-cultural communications, prevailing binary definitions in student mobility, such as “inbound” vs. “outbound,” “domestic” vs. “international,” or “study abroad” vs. “internationalization at home,” limit VSM potential to be fully realized. This misalignment of the traditional understanding of student mobility that emphasizes place and borders challenges the official narrative of student mobility and urges educators to re-align and re-frame how we understand “international students.”

Russia is the sixth most attractive host country for international students, and this has translated into increased publications on international students in Russia. These studies have focused on the issues of Russian higher education internationalization, foreign student mobility, and acculturation challenges of international students. This paper seeks to highlight the knowledge base of international student research in Russia. Specifically, this paper represents a bibliometric review of indexed Scopus data to establish the seminal authors and current foci of research on international students in Russia. The findings indicate a present exponential growth in publications from 2015 in contrast to the slow start from 1999. The findings also demonstrate that the leading authors, with 59% of the sampled Scopus indexed articles, are affiliated with government-sponsored higher education institutions. The findings also established the most cited sources in the related literature and the current themes of research on international students in Russia. The implication of the research and limitations of the study were discussed. The directives for future research were proffered.

Internationalization has become an indispensable part of universities worldwide. Since the 1990s, various research has been conducted with those often seen as the main stakeholders of universities, namely administrators, academics, and students. However, the leading implementors of internationalization and especially mobility programs, international office professionals (IPs), are rarely considered by research. In this study, qualitative research was conducted through 36 semi-structured interviews with IPs in Poland and Turkey. The results revealed that IPs have several professional and institutional challenges. While the professional challenges include diversified responsibilities, incoming students’ problems, and communication difficulties with the young generation; institutional challenges are mainly associated with administrative issues like lack of participation in decision-making, temporarily appointed leaders, and lack of academic support. Additionally, in this study, IPs were referred to as street-level bureaucrats as the main contact with the beneficiaries of internationalization. The research revealed that IPs use a high level of discretion in practice. This paper presents examples of how to structure internationalization policies so that the IPs use their power of discretion in a positive way, contributing to policy implementation. Therefore, this paper aims to provide a roadmap for the practical implementation of internationalization and mobility programs in universities.

The dominance of English in academic discourses is well established, with increased English publication used to evidence its increasing use at the expense of national language publication. However, while English publication frequency has increased over time, few studies have examined how university faculties outside higher education’s Anglophone center have changed their language of publication frequency. Thus, in this investigation, we analyzed a Japanese national university’s medical faculty’s overall frequency of publication along with publication frequency by language medium, expanding on an earlier diachronic analysis of university publication reports. We previously found English language publications largely replaced Japanese language publications for journal articles and that overall publication frequency dramatically increased. However, that initial diachronic analysis did not show when those changes manifested. The current investigation explores this through a decennial time trend historical document analysis of publication reports from 1979 to 2020. This analysis elucidates how publication frequency, type, and language medium have changed. Specifically, we find that the largest change in the overall frequency of publication is between 1989–1990 and 1999–2000. These changes are primarily driven by conference papers and other publications, publication types not typically examined in analyses of journal citation databases. Our findings establish a foundation to discuss potential causes of the trends we identify in this Japanese national university’s medical faculty’s publications.

ABSTRACTThe article deals with the validation of the internationalization imperative in higher education institutions (HEIs) of the Nordic countries. I focus on both the goals and motives behind activities supporting internationalization, but also on the manner of their habitualization and institutionalization in the practice of academic administration and organizational management. The issue of legitimization of institutional changes is addressed by means of the rationalized myths that create durable dispositions for specific practices, changes in procedures and attitudes in a given socio-political setting. I draw on empirical examples that include practical solutions and strategies developed under the conditions of semiperipheral positionality of the Nordic states. This perspective makes their internationalization policies an interesting frame of reference for other countries and the paper concludes by pointing to the latest trends that can serve either as an inspiration or a warning for other states. The Nordic countries offer an example of how institutionalizing the ‘strategic gains’ narrative from globalization may lead to a recalibration of an earlier knowledge regime along with attempts to change centre-periphery relations, including the reframing of priorities and rationalities of different stakeholders in higher education.

Globalization, seen as a complex economic and social process, also has certain consequences for higher education. In this context, the issue of internationalization of education is of interest to all types of higher education institutions, governments, and international institutions. The aim of this paper is to present the content of the concept of internationalization of higher education, in order to highlight its impact and its connection with the increase in the quality of education and research, and with the development of an open higher education system adapted to the current global context. The specific aspects of this study are represented by the research into the internationalization of higher education within "Ovidius" University of Constanța (UOC), and the presentation of the results of a direct type of research on the assessment, at the level of international students, of the actions carried out by the institution within the internationalization strategy framework.

The problem of increasing the levels of competitiveness among teacher training universities in Russia is becoming more and more relevant as Russian education emerges on the international arena. As a result, export of Russian educational services becomes an opportunity that requires seizing. This research paper examines the specificities of internationalization among teacher training universities in Russia as well as the factors that constitute the development of their competitiveness strategy. The paper uses Michael Porter’s "diamond model" as the basis for investigating competitiveness. The "diamond model" includes four attributes: factor conditions; domestic demand conditions; related and supporting industries; firm strategy, structure and rivalry. Along with the methods of theoretical analysis, these elements are used in measuring efficiency of Russian teacher training universities against the background of internationalization process. This paper describes the distinctive features of internationalization of education and science in Russian universities and analyzes directions of internationalization as seen in activities of Moscow State Pedagogical University and Altai State Pedagogical University, the two institutions used as representatives of the core-periphery model. The stages of competitive development from Michael Porter’s diamond model are adapted for teacher training universities. Based on the adapted data, a set of recommendations is drawn up for developing a competitiveness strategy. The results of the research allow teacher training universities to create a roadmap for developing competitiveness in accordance with their existing potential, resources and specific character of their activities.

Internationalization has become a driving motivation for reform in higher edu­cation. Higher education reform brings changes in practice, culture, and en­vironment where the internationalization can take place. The government of Mongolia acknowledges internationalization as a pathway towards improving the quality of higher education and increasing the ranking status of domestic higher education institutions in Asia. Following this government policy, educa­tion providers are striving to internationalize their institutions. This paper aims to discuss the current process of reforms in higher education as well as na­tional and institutional policies and initiatives towards internationalization. The paper also explores the concept of English Medium Instruction in Mongolian higher education institutions as a growing global phenomenon of internatio­nalization. This paper does not intend to evaluate the internationalization pro­cess of universities and /or their strategies.

Internationalization of higher education (IHE) has grown in its scope and priority. The history and approach of Indian universities to IHE has been distinct. The recent policy documents such as National Education Policy 2020 and draft document of Science, Technology and Innovation Policy 2020 emphasize on international cooperation of Indian universities. Though there is policy architecture, the response to IHE may differ across universities. This paper argues that, though a few universities have begun to recognize the importance and execution of international engagement, internationalization is not yet uniformly integrated in the Indian HE. The diversity in responses could be due to diversity in terms of number of types of higher education institutions, diversity among study programs, non-uniformities between number of incoming and outgoing students, distinct realities and attitudes towards internationalization among different university structures. We discuss how universities, as actors, are susceptible to change, and thus it is crucial to consider the structural differences among universities while assessing the effectiveness of policies and extent of institutional international engagement. The study may provide insights to higher education leaders and policymakers, who need to weigh different realities to strengthen the global competitiveness of Indian universities.

The fundamentals of the methodology of the internationalization of higher education is presented, as well as the model structure of the concept «internationalization of education».Taking the example of the Novosibirsk State University of Economics and Management the paper shows the features of the design and development of a model of international education that allows to implement a variety of innovative educational technologies (franchising, dual diplomas, etc.). The prospects for the model as a tool for the formation of professional networks of the NSUEM with foreign partner universities are demonstrated.

The international higher education space is characterized by the need felt by higher education institutions to invest in international cooperation. To compete globally, the universities strive to formulate pro-active, long-term, and sustainable internationalization strategies. Considering the direction that strategic planning at the institutional level may offer, the university management and staff in turn may look for resources and personnel to execute the internationalization vision. The role of the international office, in this regard, is instrumental in facilitating the implementation of international activities at the university. The extent to which international offices are involved in the decision-making of internationalization may be shaped by the organizational culture and management at the university. This paper largely explores if international offices play a role of a mediator or driver for international collaborations at the university. An in-depth study was conducted in two universities in India and Europe, to understand the nuances of the functioning of international offices in two diverse contexts. The method of participant observation was employed and researchers further analyzed the field notes. The findings of the study revealed that though both the international offices were involved in similar tasks, they differed concerning the organizational structures and about decision-making on internationalization.

In the growing global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. This study discusses the current process of internationalization at Mongolian universities and explores the rationales of implementing English as a Medium of Instruction (EMI) at Mongolian universities. The analysis focuses on how the top-down national-level policies to internationalize the higher education sector influence both national and private universities, and what drives universities to adopt EMI policies. This paper intends to answer these questions through document analysis and an online survey at two private universities in Mongolia. Forty faculty members participated in the survey. All data went through the qualitative document analysis, “describing, classifying and connecting” (Coffey & Atkinson, 1996) to portray a comprehensive picture of the internationalization of higher education and the concept of EMI in Mongolia. The findings revealed that the Mongolian government is the key player in internationalization at the national level by making policies, taking initiatives, and encouraging national universities. However, the process of internationalization is much slower at private universities. The two private universities in Mongolia implement EMI for the following four reasons, 1) increasing the employability of domestic graduates, 2) promotion of international collaboration, 3) generating more income, and 4) increasing domestic and international profile. The faculty members of the two leading private universities understood that the introduction of EMI at their universities aimed to equip their graduates with English language skills to operate globally and to improve their universities’ international profile.

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.

Author/s Joseba M. González Ardeo Universidad del País Vasco / Euskal Herriko Unibertsitatea, Spain ABSTRACT This paper deals with the current coexistence of ESP (English for Specific Purposes) and CLIL (Content and Language Integrated Learning) courses in tertiary educational settings in the Basque Country. The University of the Basque Country (UBC) is immersed in an ongoing process of internationalization and, consequently, its language teachers are witnessing an unstoppable process of Anglicization. At present, and presumably in the medium and long term, institutional decisions will continue to support CLIL in preference to ESP. In order to analyse this process within the UBC, quantitative data about these two linguistic approaches are gathered and compared with data from 2005. A questionnaire aimed at gathering the opinions of engineering students who currently take both types of courses is also used as a source of qualitative data. The main conclusion of this exploratory study is that both types of courses seem to be compatible. However, language teachers, English-medium content teachers and students are facing a tough challenge, since neither of the two types of course is a panacea.

Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

Paper analyzes higher education and resarch policy in Germany as an important instrument in ensuring the competitiveness and influence of the state in the international arena. In today's global struggle for leadership Germany relies on "soft" and "smart" power («soft and smart power»): education, research, innovation and human capital. This article discusses the most important initiatives the federal government and lands in the past five years, aiming at strengthening the position of Germany as a world center of higher education and advanced research and the most attractive location for highly qualified specialists from around the world.

Paper analyzes higher education and resarch policy in Germany as an important instrument in ensuring the competitiveness and influence of the state in the international arena. In today's global struggle for leadership Germany relies on "soft" and "smart" power («soft and smart power»): education, research, innovation and human capital. This article discusses the most important initiatives the federal government and lands in the past five years, aiming at strengthening the position of Germany as a world center of higher education and advanced research and the most attractive location for highly qualified specialists from around the world.

Paper analyzes higher education and resarch policy in Germany as an important instrument in ensuring the competitiveness and influence of the state in the international arena. In today's global struggle for leadership Germany relies on "soft" and "smart" power («soft and smart power»): education, research, innovation and human capital. This article discusses the most important initiatives the federal government and lands in the past five years, aiming at strengthening the position of Germany as a world center of higher education and advanced research and the most attractive location for highly qualified specialists from around the world.

Within the general framework of the internationalization of higher education, this paper brings forward the role of host-universities in facilitating the intercultural adaptation of Erasmus students. In line with Kim’s (2001, 2005) theoretical approach, the general premise that we build our research on is that the more universities involve in organizing activities which encourage communication and social relationships for the visiting students, the easier the adaptive process to the new socio-cultural medium would be for them. Based on 20 in-depth interviews with Romanian students aged between 19 and 23, who went on an Erasmus programme of 4 to 8 months in different European countries, we discuss which were the main facilitators and barriers that they had to cope with during their mobility sojourn. Although the results show a low level of host-universities engagement in facilitating the adaptive process of visiting students, we lay stress on how universities can approach this process as a win-win relation and which are the short-term and long-term implications on both individual and organizational level.

A partir da década de 90 a internacionalização da educação superior se fortifica no panorama mundial. Corrobora para isto a tendência de categorizar a educação como serviço, regulamentada pela OMC, paralelo ao predomínio da concepção de transnacionalização frente à da soberania do estado-nação. O trabalho objetiva identificar o estado de conhecimento sobre internacionalização universitária, conceitos e práticas (DALE, 2000), neste século, por meio do estudo de banco de dados de periódicos de educação, da Europa e da América do Norte. A metodologia segue os princípios de análise de conteúdo. Foram identificados o crescimento da produção sobre o tema e uma tendência à alteração de foco temático: do conceitual para a prática. A internacionalização da educação superior frente à expansão quase que desordenada do sistema e à complexidade instituída, necessita, urgentemente, de estudos e políticas públicas que freiem a perspectiva mercadológica e contribuam para a qualidade acadêmica social.The internationalization of higher education assumes a leading role in the world scenario after the 1990s. This tendency is fortified with the classification of higher education as service, subject to the General Agreement of Trade in Services (GATS) of the World Trade Organization (WTO), and the prevailing notion of transnationalization over sovereignty of the nation-state. This paper intends to identify the state of knowledge about university internationalization, concepts and practices (DALE, 2000), in this century, from the analysis of data bases of European and North-American education periodicals. The methodology is guided by the principles of content analysis. The growth of scholarly writings on the topic has been identified, along with a tendency of altering the thematic focus: from conceptual to practical. The internationalization of higher education in the light of the expansion of the system and complexity urges for studies and public policies that reduce the market approach and contribute to the social-academic quality.

ABSTRACT: The process of integrating an international, intercultural, and global dimension into the purpose, functions or delivery of education defines the Internationalization of Higher Education (IoHE). Due to lack of resources for education, internationalization at home (IaH) has gained popularity. Internationalization of Higher Education involving Information and Communication Technology (ICT) opens opportunities for innovative learning approaches across nations and cultures. The purpose of this paper is to analyze the scientific publications of recent years on digital learning platforms related to IoHE. For this, a descriptive exploratory research was conducted based on an integrative literature review. Analysis of this field shows that e-learning platforms have boosted online and distance learning and diversified the IoHE landscape. Collaborative Online International Learning (COIL) programs emerge as part of IaH and reflect the growing link between ICTs, social media, and internationalization. The concept of virtual internationalization can be used as a conceptual framework to promote IoHE.