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International student mobility is an important indicator of the internationalization of higher education, and an important way to cultivate talents with global has had a huge impact on the mobility of international students. Specifically, the scale of international student mobility has decreased, changes in the geographic pattern of international student mobility have intensified, the form of international student mobility has changed, and the competition in the international study abroad market has intensified. As a major country that sends and receives international students, China has adopted a series of response measures to reduce the impact of the pandemic on international student mobility and has formulated a long-term development strategy to promote the mobility of international students. To promote international student mobility in the post-epidemic period, countries should provide support for international students from home and abroad, promote the diversification of international student mobility, and strengthen internationalization at home.

This paper introduces the theme of internationalisation in the context of the Bologna Process. It addresses the development of the concept and context of internationalisation, its main trends and issues both in its two components abroad and at home. The paper also introduces and summarizes the eight following papers in the section on internationalisation. The paper ends with the key findings and recommendations of the discussions and papers on internationalisation of higher education from the Bologna Researchers Conference.

The past decade has observed a continuously increasing internationalization of higher education institutions. Multicultural instruction is challenging for educators and students alike. Japanese universities follow the same trend, striving to become more and more internationalized, classes need to accommodate both local, Japanese students, and international, foreign students. Based on the author's experience of teaching in a Japanese university, this short paper will highlight some of the challenging aspects of teaching computer literacy in a multicultural environment and it will attempt to provide some guidelines for addressing these challenges.

International student exchange is integral to internationalization at higher education institutions and global human resource development in Japan. However, border closures and restrictions on physical mobility since 2020 due to the Covid-19 pandemic forced universities to adopt virtual mobility models to deliver international exchange programs. This study explores students’ experiences of taking virtual exchange programs and their pedagogical implications for future virtual exchange programs. In this paper, we present one case of virtual student mobility implemented at one national university in Japan. Analysis of multiple data sets, including student surveys (n=789), reflection papers (n=420), and interviews with a program administrator and a faculty member, revealed that this type of virtual student mobility program has strong merits in promoting internationalization activities. Students were satisfied with the diverse interdisciplinary academic content, flexibility in taking the course, and opportunity to engage with the host university faculty members and international students. Many have expressed their interest in studying at the host university in person.

Modern Uzbekistan undergoes wide-scale social and economic reforms that include the modernization of higher education system. This paper aims at evaluating the actual and potential impact of the reforms in Uzbekistan’s higher education on the Russian universities’ opportunities to export education to Uzbekistan. Accordingly, the paper traces the evolution of the national higher education system under President Islam A. Karimov (from 1991 to 2016), analyzes the new priorities of higher education policies set by his successor Shavkat M. Mirziyoyev, shows their interlinkages with the transition to a new model of national development, and focuses on the objectives and instruments of higher education internationalization. Theoretically and methodologically, the research relies on the concepts of internal and external internationalization of higher education, Clark’s model of higher education system elements, and Trow’s concept of higher education massification levels. The authors show the scale and interconnectedness of higher education challenges that have been developing in Uzbekistan in the course of the 25 years of its independence. The authors argue that higher education internationalization has become a way to achieve a number of objectives, in particular to improve the quality of higher education, orient it to massification, make it more accessible in the country’s regional centers. The paper shows the parameters of internal and external internationalization of higher education in Uzbekistan that has demonstrated the unprecedented dynamics in post-Soviet countries. The paper underlines that the policy of rapprochement with Russia launched by Tashkent in 2016 has created exceptionally beneficial opportunities for Russian universities to work in Uzbekistan and attract Uzbek students. Four mid-term scenarios of higher education internationalization in Uzbekistan are suggested.

This paper discusses intercultural communicative competence (ICC) education in the context of Sino-Foreign Institutes (SFIs). Through an overview of the development of internationalization of higher education in China, the paper puts forward four strategies that are widely adopted to facilitate the development of students ICC. The four strategies are provision of ICC specific courses, integration of ICC in subject courses, integration of ICC with foreign language education, and intercultural activities and projects. Towards the end, the paper argues that more empirical research is needed to evaluate the effects of the strategies on students’ ICC and challenges the SFIs face in the post-pandemic era.

Purpose The rapidly changed global context for internationalization (IZN) over the next decade prompted a decision to use a futurist perspective for identifying issues to be considered in the organization’s next strategic plan. This paper aims to report on this project to identify current and strategic issues influencing the future strategy of the higher education (HE) IZN for Thailand on behalf of the Bureau of International Cooperation Strategy and the Office of the Higher Education Commission. Design/methodology/approach The research approach was a customized version of the University of Houston’s Framework Foresight method. It involved framing the domain with a description and domain map, scanning for signals of change within the domain and emerging issues analysis to produce a set of current and emerging issues. A planning step synthesizes a set of recommended actions. Findings The key findings reported in this paper are the identification of 14 current and emerging issues influencing the future of the IZN of HE in Thailand. The issues were organized along with the three horizons framework: H1: how are we [currently] doing? H2: what should we do next and H3, where do we want to go? The primary recommendation of this research reported on in this study is to consider the 14 issues for inclusion into the next strategic plan. Seven specific strategic options mapped over three phases were identified as well. The research reported here was carried out for Thailand, but the process could easily be adapted by other countries and other topics. Research limitations/implications The modified version of the University of Houston Framework Foresight approach has been applied successfully to many topics. The topic explored here is focused on one nation, Thailand. The authors feel the lessons are, however, broadly applicable. Practical implications The ability to use a futurist perspective to identify current and emerging issues is highlighted. The organizing of the issues using the three horizons framework proved to be particularly useful in helping the client to develop a sense of timing regarding the future, that is, when and to what degree to pay attention to the many issues that typically confront any organization. Originality/value The use of the three horizons framework in the analysis of the emerging issues provide benefits in two ways in situating the likely timing of signals of change in horizon scanning and “scan hits” both scanning for the identification of issues and organizing the resulting current and emerging issues along the three horizons with H1 current issues: how are we [currently] doing?; H2 emerging issues: what should we do next and H3 emerging issues, where do we want to go? The paper also includes a section exploring the impact of Covid-19 on the likely timing of the issues identified just before the pandemic hit, finding that timing of some issues would speed up, some would stay the same and some would slow down.

PurposeThe impacts of the COVID-19 pandemic have transformed the global outlook for international higher education. Given the rapid shift to online learning, the Tokyo Convention in the Asia-Pacific entrusted to UNESCO has become an important policy framework to facilitate regional collaboration, authoritative information sharing and recognition of qualifications across diverse modes of learning. This paper examines the role of the Tokyo Convention to establish an inclusive platform for monitoring and collaborative governance of mobility and internationalization based on fair and transparent recognition policies and practices in the Asia-Pacific.Design/methodology/approachIn August 2019, a standardized survey instrument was sent by the Secretariat of the Tokyo Convention Committee at UNESCO Bangkok to competent recognition authorities in 46 countries in the Asia-Pacific, including the eight State Parties to the Tokyo Convention that ratified the Convention as of the reporting period. In total, qualitative data from n = 27 countries/states was received and analyzed to assess implementation of the Tokyo Convention throughout the region. The research design illustrates how normative instruments such as the Tokyo Convention are monitored and assessed over time.FindingsA multi-stakeholder approach based on collaborative governance is needed to effectively monitor implementation and implications of the Tokyo Convention for diverse higher education stakeholders in the Asia-Pacific region.Research limitations/implicationsImplications include establishing baseline data and methods for monitoring implementation of the Tokyo Convention. Based on collaborative governance theory, the paper explores potential for a multi-stakeholder approach to promote mutual accountability in the Asia-Pacific and to develop mechanisms for inclusive participation in the governance of the forthcoming Global Convention on recognition.Originality/valueAs the first systematic review of its kind, this paper includes a unique dataset and insights into UNESCO's methodology to monitor implementation of standard-setting instruments for qualifications recognition in the Asia-Pacific.

PurposeThe main reason for writing this paper was the systematic determination of the state of internationalization of public higher education for the first time in Bosnia and Herzegovina (B&H). This paper aims to compare the state of internationalization with the results of comparative European and world research in higher education in order to determine the direction of public universities in B&H following globalization and connection with the European Higher Education Area (EHEA), as well as to determine future steps for mandatory inclusion into global higher education flows. Furthermore, the aim was to determine the treatment of mobility and student exchange programs and the ways of recognizing acquired qualifications abroad.Design/methodology/approachThe paper opted for a research study by conducting questionnaires that were divided into questions of elimination, questions of qualification and questions of the main survey. A total of 2,822 final year students were surveyed, as well as 386 representatives of the management of public universities. Within the paper, 25 different SWOT analyses of internationalization were performed by public universities, ministries and state/regional agencies, which was the basis for the SWOT analysis of the internationalization of B&H public higher education. The data were supplemented with a qualitative analysis of the obtained results compared with the International Association of Universities (IAU) and European Association for International Education (EAIE) research, as well as an overview of the most significant achievements in the field of internationalization of higher education.FindingsThe paper provides empirical results on the barriers of students to study abroad, the existence of strategies and indicators for internationalization, the benefits of internationalization, internal and external drivers of internationalization and the potential risks of internationalization. These empirical results for B&H were compared with complementary IAUs and EAIE research and provided the basis for SWOT analysis of internationalization, development of institutional internationalization strategies and indicators, B&H recognition model, new criteria for accreditation with emphasis on internationalization and criteria for assessing internationalization. The paper suggests that virtual mobility and internationalization at home are future logical trends of development internationalization in B&H.Research limitations/implicationsSuggestions for future research related to the examination of identified potential risks to the management of the internationalization of individual institutions, as well as to future comparisons of the new state of internationalization of higher education in B&H with current similar research in Europe and the world. Regarding the limitations in the research, it was possible that a larger number of participants participated in the survey with questionnaires, although the target set at the beginning of the survey was achieved.Practical implicationsMost of the research results are the basis for improving the practical situation in the internationalization of public higher education in B&H. The paper presents a special chapter (undertaken improvement activities) dedicated to the practical implications based on the conducted research and comparison of results. Considering that this is a preliminary work related to the internationalization of higher education, based on the researched results, the context of the internationalization of public higher education in B&H was changed by the activities described in the mentioned chapter. The contribution to these activities was given by the approved project of the European Commission (EC) “strengthening of internationalization in B&H higher education” - STINT. Also, the research results of this paper offered a comparison with the research results of research conducted by IAUs and EAIE.Social implicationsDifferent research groups participated in this research study: students, teachers, administration, representatives of ministries and state/regional agencies. All target groups supported the implementation of the questionnaire, the development of SWOT analyses and various reports, as well as the undertaking of various practical activities. In accordance with the research results, all these target groups were subsequently educated on issues of internationalization and recognition of qualifications. Stronger and better internationalization certainly increases the social impact on future students, higher education funders, as well as other interested stakeholders.Originality/valueThis is a preliminary study whose main goal was to review the state of internationalization and to identify the most important undertaken activities in B&H. For the higher education area in B&H, the research study is new and has undertaken internationalization activities, but on the other side, in other developed European countries, similar studies and activities are not new. For the field of higher education in B&H, this work and research results are important because they will be the basis for future internationalization activities and will also serve as a basis for future activities to be undertaken in this field. The value of this paper is significant for both internal and external stakeholders of higher education.

Recent nationalist and isolationist policies coupled with travel restrictions have prompted a shift in perspectives on the internationalization of higher education. Furthermore, criticisms surrounding issues such as the widespread adoption of English as a medium of instruction in higher education and quality assurance of transnational programs have emerged, with increasing calls for more inclusive models and greater emphasis on quality over quantity. This paper presents an evaluative study of a transnational Master of Arts in the Teaching of English to Speakers of Other Languages (MATESOL) program delivered in partnership by an institution in Singapore (SI) and a university in New Zealand (NZU) and designed for English language teachers from the Association of Southeast Asian Nations (ASEAN) region. Drawing on an impact evaluation, the paper identifies key design features in the program that contributed to its effectiveness as an inclusive model of English medium instruction (EMI) and internationalization in transnational higher education (TNHE).

PurposeThe purpose of this paper is to analyze the policy trends for the internationalization of higher education in Korea, and suggest a future direction toward the pursuit of Sustainable Development Goals (SDGs).Design/methodology/approachThis paper presents a case study of Korea focusing on its internationalization in higher education. In order to analyze the government policy trends and institutional strategies for internationalization, the relevant literature and documents were analyzed.FindingsThe government policy for the internationalization of higher education in Korea has consisted of three stages: first, controlled outbound mobility; second, a major shift and focus on inbound mobility, recently along with intraregional cooperation for both directions of mobility in Asia and third, the beginning of efforts toward the pursuit of the SDGs, which needs to be expanded and systematized further.Originality/valueThis paper shows presents the comprehensive review of internationalization policies in Korean higher education, including the recent programs and changes at both the governmental and institutional levels. There has been a notable lack of discussion on the SDGs in relation to the internationalization of Korean higher education, which is addressed in this paper.

PurposeThis paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.Design/methodology/approachThis paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.FindingsSystematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.Practical implicationsWithout comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.Originality/valueThere are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

Problem setting. Modern global challenges have significantly changed the landscape of higher education and intensified the process of its internationalization, the consideration of which has become one of the most discussed scientific problems in the field of higher education. Socio-philosophical understanding of the internationalization of higher education allows us to present it not only as an effective tool for improving the competitiveness of universities, but also as a basis for their social responsibility, a significant factor in improving the quality of higher education. This is extremely relevant to the study of the process of internationalization of higher education in a globalized world. Recent research and publications analysis. The study of the problems of internationalization of higher education belongs to the sphere of scientific interests of both Ukrainian and foreign scientists. Among modern domestic researchers who deal with theoretical and methodological issues of internationalization of higher education and analysis of the peculiarities of internationalization of higher education in Ukraine in the context of global challenges should be noted such scientists as Boychenko M., Verbytska A., Voronkova V., Gorbunova L., Debych M. , Zinchenko V., Kiykov A., Krasovska O., Kurbatov S., Mishchenko M., Nitenko O., Sbrueva A., Sikorska I., Stepanenko I., Terepyshchy S., Shipko O. and others. Significant contribution to the theoretical development of ideas for the internationalization of higher education in the context of globalization has also made foreign scientists ‑ Altbach F., Bergmann H., Branderburg W., Brooks R., Wang M., H. de Wit., Geissler M., Knight J. , Robertson S., Scott P., Hudzik J., Hundt S. et al. Despite the fact that the scientific literature has widely reflected the understanding of various problems of internationalization of higher education, still remain debatable a number of issues that need to be constantly considered. Paper objective. The aim of the article is to study the essence of the concept of internationalization of higher education in modern socio-philosophical discourse; consideration of methodological approaches to the analysis of internationalization of higher education; identifying the prerequisites for the development of internationalization of education in a globalized world; disclosure of the national strategy for the internationalization of higher education in Ukraine. Paper main body. The development of modern higher education takes place in the context of global challenges, among which the most important, as stated in the founding document of UNESCO "Higher Education in a Globalized Society", are: the growing importance of the knowledge society / knowledge economy; development of new trade agreements, which include, inter alia, trade in educational services; innovations in the field of information and communication technologies; the growing role of the market and market economy. To date, according to many scholars, the most comprehensive and scientifically sound of the existing definitions of the internationalization of higher education is the definition given by H. de Wit and F. Hunter. According to them, the internationalization of higher education is a deliberate process of integrating the international, intercultural or global dimension into the purpose, functions and methods of higher education in order to improve the quality of education and research for all students and staff and make a significant contribution to society. Experience shows that in the field of internationalization of higher education there are two institutional models: traditional and complex. The first model includes components such as academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions. The comprehensive model of internationalization of higher education includes academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions; international educational programs of joint / double / multilateral diplomas; branches abroad; online / electronic training courses. Currently, the main ideas of the strategy of internationalization of the market of educational services in Ukraine are: 1. strengthening international competitiveness in higher education and research; 2. active participation of Ukraine in the development of European higher education; 3. expanding the opportunities of Ukrainian higher education institutions to enter the European educational market; 4. positioning Ukraine as a leader in the international market of educational services; 5. expanding opportunities for improving the system of higher education and research infrastructure of universities; 6. development of cross-border higher education. Conclusions of the research. For leading Ukrainian universities seeking to become competitive members of the global education market, internationalization has already become an imperative and has become one of the most important tools for innovative development of higher education in Ukraine, its successful integration into the European and global educational space.

PurposeThis paper contributes to knowledge on the internationalization of higher education (HE) through presenting a “lived” experience on how to optimize internationalization outcomes through national internationalization policy development.Design/methodology/approachThis paper uses a case study of Zimbabwe to qualitatively chart a strategic focus to internationalization through incorporating the theory of change (ToC) approach to national (government) policy development.FindingsThe paper details the context, challenges, rationales, approaches, priorities and processes that guided IHE policy development in Zimbabwe. It underscores the importance of baseline research and benchmarking in propelling an evidence-based and participatory approach to IHE policy development.Research limitations/implicationsThe methodology and framework used here makes it possible to draw comparisons in similar settings in a way that enables a more holistic understanding of the complexities and practicalities of national internationalization policy development.Practical implicationsThe study can assist nations to take a strategic approach to guide institutional internationalization responses. In doing so, researchers and HE stakeholders in similar national contexts can learn valuable lessons from the study.Social implicationsInternationalization is increasingly becoming a policy imperative for HE in pursuit of quality as well as fostering sustainable national development (Craciun, 2018). Higher education institutions (HEIs) are recognized as key drivers of sustainable national and international development through the production of quality graduates with “global competencies.”Originality/valueThe study contributes to the growing research interest on strategic approaches to internationalization targeting specific national experiences.

For the last decade, the internationalization of higher education became a priority for both the Canadian province of Saskatchewan and Ukraine. Having historically strong ties, these two parties attempt to build equally strong educational relations. By analyzing educational partnerships and collaborations between the post-secondary institutions in Saskatchewan and Ukraine, the paper examines the history, nature, and development of the Saskatchewan-Ukraine relationships in higher education. The author analyses the case of the Saskatchewan-Ukraine cooperation in higher education by examining documents related to the Saskatchewan-Ukraine relations, those outlining Canadian federal and provincial policy initiatives, and Ukrainian state legislature. The paper also discusses the Saskatchewan-Ukraine educational cooperation as it is promoted on the websites of the universities involved in such cooperation. The author investigates different internship programs and initiatives between two Saskatchewan universities – the University of Regina and the University of Saskatchewan, and three Ukrainian public universities – Yuriy Fedkovych Chernivtsi National University, Ivano-Frankivsk National Technical University of Oil and Gas, and Ternopil Volodymyr Hnatiuk National Pedagogical University. The document analysis provides information of three major categories: the history of the Saskatchewan-Ukraine relations, the current state of such relationships in education, and the prospects of the Saskatchewan-Ukraine educational cooperation. Regardless of the strong governmental support of the Saskatchewan-Ukraine relationships in education, several challenges to the relationships appear in the light of the current political-economic contexts. The paper discusses these challenges and suggests recommendations for developing further Saskatchewan-Ukraine cooperation in the educational field.

Research on international students’ experiences abroad has tended to rely on models of adjustment, integration and/or acculturation to describe their (mis-)encounters with different kinds of people (e.g., co-nationals, locals and other international students). This paper proposes to use the more fluid concepts of imaginaries and hospitality, leaving behind stages and phases of adaption and acculturation, and focusing on the influence of the Structure on their experiences. Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university, the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their (mis-)encounters. Culturalist, differentialist and essentialist imaginaries (static and fixed views of Chineseness) are often used to justify the lack of encounters and the “segregation” and somewhat “positive discrimination” that they experienced. However, the paper shows that, amongst others, the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion. Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China, some recommendations are made to solve, at least in part, misconceptions about what interculturality and hospitality entail in the internationalization of higher education.

PurposeThis paper reviews the national and institutional internationalization activities in Japan's higher education sector and considers the extent to which these efforts have attempted to incorporate and/or contribute to meeting the Sustainable Development Goals (SDGs).Design/methodology/approachThis paper was developed based on a review of available demographic data on internationalization in Japan (in both English and Japanese), a survey of recent scholarly literature on this topic and conversations with numerous faculty and staff members working on internationalization issues in a wide range of higher education institutions throughout the country.FindingsThere are substantial internationalization efforts being made at both national and institutional levels, yet scholars and practitioners of higher education question the extent to which genuine internationalization is occurring. Moreover, the metrics used to track internationalization are somewhat limited and the available data, in many cases, can be complicated to interpret. A bit of tension also exists in Japanese universities between those who support the movement to internationalize and those who see it as a passing fad, an intrusion on their academic freedom and/or as a guise for Westernization – a tension that some cite, along with language barriers and system misalignment, as a challenge to internationalization.Originality/valueNumerous scholars discuss the internationalization of higher education in Japan. The originality of this paper is in the comparison of Japan's higher education internationalization efforts to the movement to achieve the SDGs – both in Japan and as a global effort.

Amid internationalizing shifts in higher education, universities around the world are simultaneously becoming more integrated and more disparate. This paper examines the role of immigration policy in producing convergent and divergent educational attainment among international and domestic students at Indian and US universities and shows that student and work visas influence international students’ decisions about where to study, what to study, and how much education to pursue. Using original data sources and a transnational data collection strategy, this study develops new approaches to measuring international student mobility and offers a window into transnational phenomena not easily observable in other datasets. An analysis of 7177 education histories and 105 in-depth interviews with international students, university administrators, and immigration lawyers shows that migration policy contributes to the growth of international student enrollment and multinational educations but also creates asymmetrical student flows and funnels international students into certain fields of study. The results of this study indicate that migration policies simultaneously contribute to integration and differentiation between the US and Indian university systems. The findings show that immigration policies play an important role in regulating the flow and nature of international student migration streams and lead to simultaneous convergence and divergence in the educational attainment and field of study between Indian international students enrolled in US universities and their domestically educated peers in India. Through an empirical case, this paper develops a conceptual bridge between two dominant frameworks on internationalization and theorizes the central role of migration policy in shaping processes of higher education internationalization.

Plagiarism is a pervasive challenge throughout academia perpetuated by the advent of technology, lack of ethical education, and the ambiguity in its definition. Plagiarism in the United States’ higher education settings has gained more attention over the years as international student population has increased. Considering how higher education institutions are growing as international spaces due to globalization, it is crucial to closely examine ethical issues concerning the diverse and multicultural student population. A prevailing view of plagiarism asserts that international students’ plagiarized texts are influenced by their ethical judgment and cultural backgrounds. This invites the question of whether ethical decision-making processes and cross-cultural perspectives are taken into consideration when instructors encounter instances of plagiarism committed by international or multicultural students. This paper intends to expand on the concept of culture in regard to the ethical dilemmas of plagiarism. Extending the discussions of cross-cultural influences surrounding plagiarism and ethical judgments in higher education, we position ourselves as viewing culture through the expanded lenses of macro- and micro-level cultural practices. In response to the internationalization of higher education, we advocate for changes in higher education curricula and instruction towards more cultural responsiveness and inclusivity. Instead of questioning or criminalizing ethics based on cultural background, especially in the cases of plagiarism committed by international students, we suggest approaching culture using the expanded perspectives of macro- and micro-cultural practices. The paper also provides recommendations for higher education instructors when tackling ethical dilemmas while preventing and managing situations of plagiarism.

espanolEl objetivo de este articulo es analizar desarrollos recientes en la internacionalizacion de la educacion superior brasilena, con base en los principales programas gubernamentales destinados a promover el processo de internacionalizacionentre 2011 y2018. Especificamente, se abordan tres programas: “Ciencia sin Fronteras (CsF)”, en vigor desde 2011 hasta 2015; “Idiomas sin Fronteras (IsF)”, implementado en 2012; y el “Programa de Internacionalizacion Institucional (Capes-PrInt)”, implementado en 2018, dandomayor enfasis altercero. El texto se desarrolla con la combinacion de recursos bibliograficos y documentales y sostiene los siguientes argumentos: 1. En Brasil, la comprension de la internacionalizacion de la educacion superior ha evolucionado desdeun sinonimo de movilidad academica internacional, centrada en las personas, hasta una concepcion mas integral del fenomeno, centrada en la transformacion de la universidad; 2. A pesar de las nuevas direcciones, la internacionalizacion sigue principalmentevinculada a los intereses de desarrollo del Estado; 3. Estas direcciones indican que este proceso se consolida en el pais de manera hegemonica, en linea con la perspectiva dominante en el mundo. Despues del analisis de los tres programas, se concluye el articulo con reflexiones planteadas por la perspectiva de internacionalizacion recientemente propuesta por el gobierno federal a las Instituciones Federales de Educacion Superior (IFES) a traves del programa'Future-se', con enfasis en tres aspectos: la amenaza de la autonomia administrativa de la universidad, la interferencia de organismos ajenos a la vida academica de la institucion y la presion para la autofinanciacion por medio de la diversificacion de fuentes de financiacion. EnglishThe purpose of this paper is to analyze recent developments in the internationalization of Brazilian higher education, based on the main government programs aimed at promoting this process between 2011 and2018. Specifically, three programs are addressed, with greater emphasis on the third: “Science without Borders (SwB)”, from 2011 to 2015; “Languages without Borders (LwB)”, started in 2012; and the “Institutional Internationalization Program (Capes-PrInt)”, started in 2018. The text is developed with acombination of bibliographic and documentary resources and sustains the following arguments: 1. In Brazil, the understanding of internationalization of higher education has evolved from a synonym for international academic mobility, centered on individuals, to a more comprehensive conception of the phenomenon, focused on the transformation of the university institution; 2. Despite the new directions, in the period in evidence, internationalization remains mostly linked to the State's developmental interests; 3. These directions signal that this process has consolidated in the country in a hegemonic way, aligned with the worldwide dominant perspective. After analyzing the three programs, the paper concludes with reflections raised by the perspective of internationalization recently proposed by the federal government to the Federal Higher Education Institutions (IFES) throughthe'Future-se'program, with emphasis on three aspects: the threat to the university's administrative autonomy; the interference by foreign bodies in the academic life of the institutions; and the pressures for self-financing due to the diversification of funding sources.

State policies regarding the internationalization of higher education (IHE) in China have undergone significant shifts between 1949 and 2019. This paper advances the proposition that these shifts in policies pertaining to IHE can be understood as part of a process of ongoing Chinese state formation in relation to national and global developments and does so by examining the history of IHE policy and policy changes between 1949 and 2019 to demonstrate this possibility. We consider three specific periods to make this case, including (1) the period of Marxist-Leninist socialist nationalism, patriotism and proletarian internationalism and the early engagements of IHE (1949–1976); (2) neoliberal globalization and opening-up: a return to the international stage and further IHE (1977–2002); and finally, (3) state developmentalism and the era of globally engaged higher education (HE) (2003–2019). In conclusion, the current implications of a neoliberal (capitalist) globalization are discussed in terms of real and potential implications for Chinese state formation, Chinese HE and society. The paper aims to investigate the historical underpinnings and formation of international HE in China and contribute to the significant gap in our current literature regarding IHE in China as a socio-historical phenomenon. It not only offers a detailed documentation of how policy on IHE has evolved and shifted in the context of significant changes in political and economic directions in China but also teases out influences of national concerns such as ideological and cultural considerations as well as neoliberal globalization.

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.

En este artículo se pretende analizar la contribución de la Movilidad Académica Saliente Internacional (MASI) realizada por los estudiantes de Pregrado en Gobierno y Relaciones Internacionales de la Universidad Santo Tomás (USTA) entre 2019 y 2023-01 para la configuración de una Ciudadanía Global. Para ello, se determinan las competencias básicas para la configuración de una Ciudadanía Global a partir de referentes teóricos y conceptuales, se caracteriza el proceso de MASI de la Facultad de Gobierno y Relaciones Internacionales de la USTA en el periodo analizado y se identifica el tipo de competencias de Ciudadanía Global desarrolladas por los estudiantes que realizaron su movilidad. Para el desarrollo de este trabajo, se utilizó un tipo de investigación mixta exploratoria y se implementó una encuesta a los estudiantes que habían realizado MASI. Luego de la revisión y el análisis de las respuestas obtenidas, se concluyó que la MASI influye de manera importante en la formación de los estudiantes de Pregrado en Gobierno y Relaciones Internacionales de la USTA como Ciudadanos Globales. This paper aims to analyze the contribution of the International Outbound Academic Mobility carried out by the Undergraduate Students in Government and International Relations at Universidad Santo Tomás between 2019 and 2023-01 for a Global Citizenship shaping. For this, the key competencies for the shaping of Global Citizenship are determined on the basis of theoretical and conceptual references, the process of International Outbound Academic Mobility of the Faculty of Government and International Relations at Universidad Santo Tomás in the analyzed period is characterized and the kind of Global Citizenship competencies developed by the students who carried out their mobility is identified. For the development of this work, an exploratory mixed research was used and a survey was conducted among students who had carried out international mobility. After the review and analysis of the responses obtained, it was concluded that the International Outbound Academic Mobility does have an impact on the Undergraduate Students in Government and International Relations at Universidad Santo Tomás as Global Citizens. Magister en Gobierno y Relaciones Internacionales Maestría

Sainbayar Gundsambuu - Ph. D. Candidate, Graduate School of Human Sciences, Osaka University. Address: Osaka University, 1-1 Yamadaoka, Suita, Osaka Prefecture, 565- 0871, Japan. E-mail: sgundsam@fulbrightmail.orgInternationalization 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.

Purpose The purpose of this paper is to deal with the topic internationalization of higher education institutions (IHEI), in terms of the research they engage in. The main motivation for the study is to understand the role of researchers in the internationalization of the institutions in which they work through the academic activities they perform. Based on the assumption that each of the researcher’s internationalization activities leads, to some extent, to a greater internationalization of HEI in which it operates, the following question was proposed: Do researchers’ personal characteristics and academic activities affect the internationalization of their (higher education) institutions? Design/methodology/approach This qualitative study adopted as main methods a review of the literature on internationalization of higher education and in-depth interviews based on a semi-structured script with an intentional sample. A sample of 16 researchers was selected for interview using the snowball technique of sample selection. Findings The paper provides theoretical and empirical insights into the characteristics of researchers that influence the internationalization of HEIs. These include the researchers’ international academic experience; insertion in international collaboration networks; international co-authorship; and experience in international publications. These are the four main factors that emerge at the individual level (researcher) that positively impact IHEI. Originality/value The paper responds to a gap found in the literature on the underestimated role of researchers in the internationalization process of HEIs in which they work.

Internationalization of higher education remains the main module through which knowledge can be bought, sold or even shared among Universities from different countries across the world. It was formerly considered as an ambition through which quality education can be achieved, however it has of recent times changed and became the means through which this mantra of quality education and professional mobility can be effectively attained. The knowledge acquisition and transformation, resource mobilization, talent mobilization especially global research as well as curriculum enactment with the international content are considered to be the primary benefits of internationalization of higher education. As much as internationalization hold countless constructive and positive meanings to the performance of higher education and eventually competent human resource development, there are significant challenges that are associated with this multifaceted and growing phenomenon, which among them includes commercial profit, academic colonization and difficulty in ensuring quality education. The reviews show that through higher education internationalization, significant progress can be achieved since the international exposure can influence policies in higher education, which can bring about considerable changes in the entire education system and education institutions across the world. This paper used Chinese higher education to examine the challenges and the potential of benefits of internationalization of higher education. It implies reviews of articles with respect to internationalization of higher education in the context of china as the papers methodology. Based on this review the paper ascertained several benefits of higher education internationalization in China which include quality human resources, skills development and exposure, professional mobility and research development, it also highlighted potential challenges which included academic colonization, low quality education standards and brain drain hence the paper recommends that, there should a proper system for evaluating students who go to study abroad and proper structure of tuition payment.

Problem setting. Modern global challenges have significantly changed the landscape of higher education and intensified the process of its internationalization, the consideration of which has become one of the most discussed scientific problems in the field of higher education. Socio-philosophical understanding of the internationalization of higher education allows us to present it not only as an effective tool for improving the competitiveness of universities, but also as a basis for their social responsibility, a significant factor in improving the quality of higher education. This is extremely relevant to the study of the process of internationalization of higher education in a globalized world. Recent research and publications analysis. The study of the problems of internationalization of higher education belongs to the sphere of scientific interests of both Ukrainian and foreign scientists. Among modern domestic researchers who deal with theoretical and methodological issues of internationalization of higher education and analysis of the peculiarities of internationalization of higher education in Ukraine in the context of global challenges should be noted such scientists as Boychenko M., Verbytska A., Voronkova V., Gorbunova L., Debych M. , Zinchenko V., Kiykov A., Krasovska O., Kurbatov S., Mishchenko M., Nitenko O., Sbrueva A., Sikorska I., Stepanenko I., Terepyshchy S., Shipko O. and others. Significant contribution to the theoretical development of ideas for the internationalization of higher education in the context of globalization has also made foreign scientists ‑ Altbach F., Bergmann H., Branderburg W., Brooks R., Wang M., H. de Wit., Geissler M., Knight J. , Robertson S., Scott P., Hudzik J., Hundt S. et al. Despite the fact that the scientific literature has widely reflected the understanding of various problems of internationalization of higher education, still remain debatable a number of issues that need to be constantly considered. Paper objective. The aim of the article is to study the essence of the concept of internationalization of higher education in modern socio-philosophical discourse; consideration of methodological approaches to the analysis of internationalization of higher education; identifying the prerequisites for the development of internationalization of education in a globalized world; disclosure of the national strategy for the internationalization of higher education in Ukraine. Paper main body. The development of modern higher education takes place in the context of global challenges, among which the most important, as stated in the founding document of UNESCO "Higher Education in a Globalized Society", are: the growing importance of the knowledge society / knowledge economy; development of new trade agreements, which include, inter alia, trade in educational services; innovations in the field of information and communication technologies; the growing role of the market and market economy. To date, according to many scholars, the most comprehensive and scientifically sound of the existing definitions of the internationalization of higher education is the definition given by H. de Wit and F. Hunter. According to them, the internationalization of higher education is a deliberate process of integrating the international, intercultural or global dimension into the purpose, functions and methods of higher education in order to improve the quality of education and research for all students and staff and make a significant contribution to society. Experience shows that in the field of internationalization of higher education there are two institutional models: traditional and complex. The first model includes components such as academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions. The comprehensive model of internationalization of higher education includes academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions; international educational programs of joint / double / multilateral diplomas; branches abroad; online / electronic training courses. Currently, the main ideas of the strategy of internationalization of the market of educational services in Ukraine are: 1. strengthening international competitiveness in higher education and research; 2. active participation of Ukraine in the development of European higher education; 3. expanding the opportunities of Ukrainian higher education institutions to enter the European educational market; 4. positioning Ukraine as a leader in the international market of educational services; 5. expanding opportunities for improving the system of higher education and research infrastructure of universities; 6. development of cross-border higher education. Conclusions of the research. For leading Ukrainian universities seeking to become competitive members of the global education market, internationalization has already become an imperative and has become one of the most important tools for innovative development of higher education in Ukraine, its successful integration into the European and global educational space., Статья посвящена анализу понятия «интернационализация высшего образования». Рассматриваются теоретико-методологические подходы к определению сущности данного феномена. Предлагается обзор широкого круга концептов, определяющих интернационализацию высшего образования в разных дискурсах. Предпринята попытка путем анализа и синтеза знаний систематизировать понимание механизма интернационализации высшего образования, раскрыть предпосылки его осуществления. Особое внимание уделено рассмотрению специфики реализации интернационализации высшего образования Украины в условиях глобализации., Стаття присвячена аналізу поняття «інтернаціоналізація вищої освіти». Розглядаються теоретико-методологічні підходи до визначення сутності даного феномену. Пропонується огляд широкого кола концептів, що визначають інтернаціоналізацію вищої освіти в різних дискурсах. Зроблено спробу шляхом аналізу і синтезу знань систематизувати розуміння механізму інтернаціоналізації вищої освіти, розкрити передумови її здійснення. Особливу увагу приділено розгляду специфіки реалізації інтернаціоналізації вищої освіти України в умовах глобалізації.

Problem setting. Modern global challenges have significantly changed the landscape of higher education and intensified the process of its internationalization, the consideration of which has become one of the most discussed scientific problems in the field of higher education. Socio-philosophical understanding of the internationalization of higher education allows us to present it not only as an effective toolfor improving the competitiveness of universities, but also as a basis for their social responsibility, a significant factor in improving the quality of higher education. This is extremely relevant to the study of the process of internationalization of higher education in a globalized world. Recent research and publications analysis. The study of the problems of internatio­nalization of higher education belongs to the sphere of scientific interests of both Ukrainian andforeign scientists. Among modern domestic researchers who deal with theoretical and methodological issues of internationalization of higher education and analysis of the peculiarities of internationalization of higher education in Ukraine in the context of global challenges should be noted such scientists as Boychenko M., Verbytska A., Voronkova V., Gorbunova L., Debych M. , Zinchenko V., Kiykov A., Krasovska O., Kurbatov S., Mishchenko M., Nitenko O., Sbrueva A., Sikorska I., Stepanenko I., Terepyshchy S., Shipko O. and others. Significant contribution to the theoretical development of ideas for the internationalization of higher education in the context of globalization has also made foreign scientists - Altbach F., Bergmann H., Branderburg W., Brooks R., Wang M., H. de Wit., Geissler M., Knight J. , Robertson S., Scott P., Hudzik J., Hundt S. et al. Despite the fact that the scientific literature has widely reflected the understanding of various problems of internationalization of higher education, still remain debatable a number of issues that need to be constantly considered. Paper objective. The aim of the article is to study the essence of the concept of internationalization of higher education in modern socio-philosophical discourse; consideration of methodological approaches to the analysis of internationalization of higher education; identifying the prerequisites for the development of internationalization of education in a globalized world; disclosure of the national strategy for the internationalization of higher education in Ukraine. Paper main body. The development of modern higher education takes place in the context of global challenges, among which the most important, as stated in the founding document of UNESCO «Higher Education in a Globalized Society», are: the growing importance of the knowledge society / knowledge economy; development of new trade agreements, which include, inter alia, trade in educational services; innovations in the field of information and communication technologies; the growing role of the market and market economy. To date, according to many scholars, the most comprehensive and scientifically sound of the existing definitions of the internationalization of higher education is the definition given by H. de Wit and F. Hunter. According to them, the internationalization of higher education is a deliberate process of integrating the international, intercultural or global dimension into the purpose, functions and methods of higher education in order to improve the quality of education and research for all students and staff and make a significant contribution to society. Experience shows that in the field ofinternationalization of higher education there are two institutional models: traditional and complex. The first model includes components such as academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions. The comprehensive model of internationalization of higher education includes academic mobility; internationalization of the curriculum; international cooperation in the field of scientific research; partnerships with foreign higher education institutions; international educational programs of joint / double / multilateral diplomas; branches abroad; online / electronic training courses. Currently, the main ideas of the strategy of internationalization of the market of educational services in Ukraine are: 1. strengthening international competitiveness in higher education and research; 2. active participation of Ukraine in the development of European higher education; 3. expanding the opportunities of Ukrainian higher education institutions to enter the European educational market; 4. positioning Ukraine as a leader in the international market of educational services; 5. expanding opportunities for improving the system of higher education and research infrastructure of universities; 6. development ofcross-border higher education. Conclusions of the research. For leading Ukrainian universities seeking to become competitive members of the global education market, internationalization has already become an imperative and has become one of the most important tools for innovative development of higher education in Ukraine, its successful integration into the European and global educational space.

Linguistic diversity and its management have become increasingly significant for higher education institutions around the world. Indeed, in the context of a growing student and staff mobility, information exchange, and networked multilateral interactions, the multiplicity of languages used by university stakeholders in more and more contexts has steadily grown over the past decades. A wide range of scholars (from applied and sociolinguists to higher education researchers) have responded with an equal growing attention to this phenomenon. In this paper, we funnel some of the relevant recent scholarship on the language-planning dimension of the internationalization of higher education, providing as a result an analytical framework that attempts to capture the complex sociolinguistic nature of present-day universities. To date, with only a handful of exceptions, few attempts have been made to provide a comprehensive overview of the different levels, stakeholders, and contexts of language use in higher education. Given the rapid changing nature of language matters in such context, the framework we present in this paper should be useful to both sociolinguists interested in language issues in higher education and to on-the-ground university administrators actively engaged in language planning initiatives in their institutions. The framework, however, is not conceived of as a closed-end solution to language problems at universities today, but rather as a guiding roadmap to think productively about such issues.

This Innovate Practice Full Paper presents the past process of the full-time Master of Engineering (M. Eng.) education in China, which is designed to meet the requirements of the China’s innovation of science and technologies. Under the current trend of the economic globalization and the internationalization of higher education, China’s higher engineering education (HEE) must carry out certain reforms to adapt to the new changes and development of the country. In China’s HEE, M. Eng. program can be divided into two categories: in-service M. Eng. program and full-time M. Eng. program. The graduate students of the former program come from the employees of enterprises and study in their spare time, while the graduate students of the latter program mainly come from the fresh graduates of universities and they spend their full time for study. Normally they both spend 2 to 3 years to finish their master programs. This paper mainly discusses the current situation of full-time M. Eng. education, and analyzes the corresponding difficulties from the following four aspects: insufficient clarity in the training goal, incompleted Dual Tutor System, unsatisfactory enterprise practice, and insufficient interaction between university and enterprise. Therefore, full-time M. Eng. education still faces some immature situation and has higher demand for the innovation. This paper takes the big data full-time Master of Engineering (BDFM) training as a case, and introduces a new training and practice mode in a Chinese university, including project management, establishment of Practice Education Base (PEB), course construction, design of mechanism of PEB, as well as the establishment of Dual Tutor Matching Mechanism (DTMM). Considering the internationalization of HEE under China’s national conditions, we show how to speed up the educational reform of M. Eng., how to implement educational innovation, how to promote the engineering education to better adapt to the needs of economic and social development, and how to play the exemplary role of this new training mode. We hope our study could contribute to the sustainable development of HEE over the world.

Under the background of globalization and the Belt and Road Initiative, there are many research results about the construction of “double first class” in higher education field in China. However, there is still a lack of research results on the background of “double first-class” construction based on the foundation of big data. Therefore, the research content of this paper is based on big data “double first-class” university internationalization process analysis. In this paper, through questionnaire survey and literature review, on the basis of multiple college campus network full coverage and information platform, the “isolated information system” data association between colleges and universities, mining and analyzing big data, extracting useful information, to assist in the analysis of the internationalization process of China’s colleges and universities. And the corresponding suggestions and countermeasures are put forward. The experimental results show that the objective data in universities in China has revealed some problems. The economic effect of internationalization of higher education in China has not been fully realized. Lack of competitiveness, in the international ranking of universities and education in the international reputation does not occupy an advantage. Starting from the imperfection of graduate organization education system and internal operation, this paper explores the practical dilemma of internationalization implementation of colleges and Universities under the background of “double first-class” construction, analyzes the reasons, and puts forward effective countermeasures.

Resumen El presente trabajo indaga las políticas de internacionalización de la ciencia y la universidad durante el período 2003-2019 en dos países de América Latina con culturas académicas y tradiciones universitarias diferenciadas: Argentina y Brasil. El interés principal está en analizar el vínculo entre tres aspectos: el desarrollo histórico de los Sistemas de Educación Superior (SES) en cada uno de esos países, sus políticas exteriores con relación a la ciencia y universidad y la internacionalización de la educación superior y de organismos científicos en relación con la política exterior de ambos países. En este sentido, el artículo no realiza un estudio comparativo entre Argentina y Brasil, sino que propone una lectura comparada entre la política exterior de dos Estados y los procesos de internacionalización. La elección de estos países se debe a que presentan características institucionales y de política exterior bien diferenciadas, pero al mismo tiempo comparten espacios y organismos regionales (el más conocido, el MERCOSUR), un peso relativo en la región y relaciones políticas y económicas que los impulsa a realizar acciones conjuntas. Partiendo de este escenario, nos preguntamos, ¿qué tipo de política exterior con relación a la internacionalización de la ciencia y la universidad movilizaron cada uno de esos países?, ¿cuáles son las alternativas y propuestas que desarrollaron, con qué otros estados y por qué?, ¿qué instituciones crearon para llevar a cabo esas políticas, ¿cuáles son las características que las definían y cómo eso se vincula con la política exterior de cada país? Abstract This paper analyzes the policies of internationalization of science and higher education during the period 2003-2019 in two Latin American countries with dissimilar academic cultures and university traditions: Argentina and Brazil. The aim of the paper is to analyze the links between three aspects: the historical development of Higher Education Systems (HES) in each country, its foreign policies regarding science and university, and the internationalization of higher education and of scientific agencies in relation to each country’s foreign policy. In this respect, the article does not seek a comparative analysis between Argentina and Brazil but rather proposes a comparative view between the foreign policy of two States and the internationalization processes. The two countries were chosen because they have differentiated institutional and foreign policy characteristics, while sharing regional spaces and organizations (the best known, the MERCOSUR), a relative weight in the region and political and economic relations that drive them to perform joint actions. Based on this, questions emerge as to what kind of foreign policy related to internationalization of science and the university were mobilized by each country; what alternatives and proposals they developed, with what other States and why; what institutions they created to carry out these policies; what characteristics define these policies and how this is related to the foreign policy of each country.

Internationalization of higher education is conducive to optimizing the structure of international talents and enhancing China's international competitiveness. With the advent of the big data era and the proposal of the Belt and Road Initiative, there have been many new proposals for the internationalization of talent training in higher education, bringing new opportunities, challenges and requirements to talent training in Chinese universities. With a sober understanding of the new situation, universities should make efforts to cultivate international talents who are able to adapt to the new situation based on big data analysis. This paper mainly adopts the literature method and the method combining practice and theory. The author consulted quantities of relevant literature, collected and organized the big data, and paid attention to the news about talent cultivation related to the Belt and Road Initiative and the relevant new policies. First, this paper gives an overview of the international talent cultivation in colleges and universities and the current background of the times. Then, this paper presents the opportunities and challenges for the international talent cultivation in China under the background of Belt and Road. Finally, based on the analysis of the status quo and deficiencies of the international talent cultivation in colleges and universities, the author puts forward four countermeasures, namely, optimizing the management model of international students, setting the concept of international courses, instituting minority language courses, and establishing a sense of internationalization in colleges and universities in Western China. It is hoped that this paper can have a certain research reference for the cultivation of international talents in universities.

The paper explores the present state of teaching Business English (BE) at universities in Slovakia. BE is theoretically presented as a foreign language under the umbrella of English for Specific Purposes (ESP) which is generally based on students’ needs. BE in economic disciplines should cover the present and future needs of students. These needs are evolving due to the advances in internationalization of higher education as well as the labour market and business in Europe and in the world. The paper defines specific purposes of teaching and learning BE at Slovak universities, its aims, priorities, and specific features in order to define the criteria for skills and intercultural competences required for today’s globalized business world. Based on selected indicators in ESP, the theoretical study gives a rationale for intercultural directions in the teaching of ESP and BE. Historical insight helps to recognize the present state of BE teaching and learning and suggest the revision of future orientation of BE at universities towards a more inclusive subject integrating a broader scope of cultural competencies—English for Economic Disciplines (EED). The authors of the study explore the content, methods, and constraints of the proposed new approach to teaching ESP (BE).

Resumo: Este artigo revisa os conceitos de interculturalidade e internacionalização do ensino superior, discutindo a relação existente entre eles e as línguas adicionais, tecendo algumas considerações sobre o uso de uma abordagem de ensino-aprendizado-uso de línguas adicionais conhecida como abordagem de intercompreensão. A revisão feita aqui conclui que a interculturalidade, a internacionalização e a abordagem de intercompreensão se relacionam na medida em que tanto a interculturalidade quanto a intercompreensão podem servir para mitigar efeitos negativos da internacionalização, tal como o fortalecimento da hegemonia do inglês como língua franca acadêmica. Abstract: This paper paper reviews the concepts of interculturality and internationalization of higher education, discussing the relationship between them and additional languages, drawing on some considerations on the use of an approach for the teaching-learning-use of additional languages, known as the intercomprehension approach. The review offered here concludes that interculturality, internationalization and intercomprehension are related insomuch as the intercomprehension approach and interculturality can help to mitigate negative effects of internationalization, such as the strengthening of the hegemony of English as the academic lingua franca.

Purpose Policies regarding international student enrollment represents diversified responses and attitudes on internationalization of higher education, which is associated not only to the internal reforms of the higher education system but also to the adjustment of government-institution relationships in larger contexts of economic development, and cultural and diplomatic strategies. The purpose of this paper is therefore to analyze the trend of the mainland China’s inbound international student mobility during the past decades in the broader context of the country’s diplomatic and domestic political circumstances. Design/methodology/approach By using a historical and holistic approach, this paper identifies four stages of the development of international education for inbound international students, and examines the underpinning ideologies or motives of the trend. Findings Findings of this research suggestthat different from the triumph of other Asian countries in international education, neo-liberalism has inserted a very limited impact to the development of international education of the mainland China, mainly at the micro level; the main motive of international education in China is to serve its domestic politics and diplomacy. A type of new nationalism is emerging in China’s recent global strategy. Originality/value This paper responds to the broader discussion of natioanlism vs internationalism by looking at the complex relationship between the state, international relations, and higher education institutions.

Purpose The purpose of this paper is to investigate the challenges of managing transnational education (TNE) partnerships from the perspective of the home university managers. Design/methodology/approach The study adopts a qualitative, “insider researcher” methodology’. It uses a sample set of eight mangers who operate from the home university and 13 “in-country” managers who are seconded to head up the overseas TNE partnerships. The samples are all drawn from UK universities to standardise for other variables (e.g. legislative framework). Findings It finds that the managers based at the home campus report a generally negative attitude, emphasising the riskiness and the lack of scalability, sustainably and profitability, as well as the general resistance to TNE from staff on the home campus. The in-country managers, in contrast, experience the same lack of empathy from their peers at home, but this group tends to more closely associate themselves with their local colleagues and to be drawn into building relationships with local stakeholders. Research limitations/implications The limitation of this research is that it is based on a sample of managers from the same country. Practical implications In practical terms, the findings suggest that universities need to do more to increase awareness and commitment to their TNE partnerships amongst staff at the home campus, while providing better professional development and more frequent rotations for their in-country managers. Originality/value This paper extends the very limited literature on the management of TNE partnerships.

Purpose The purpose of this paper is to examine the way in which higher education participation is democratized in the entrepreneurial city of Hong Kong by the policy innovation that encompasses internationalization. There is a dearth of empirical studies about transnational education in Hong Kong, except for a few which examine students’ perceptions of transnational education from a user perspective, situated in marketized conditions (Leung and Waters, 2013; Waters and Leung, 2013a, b). The minimal volume of existing research has ignored the innovative aspects of democratizing higher learning by internationalization, namely, the operation of international degrees by overseas universities on offshore campuses. This policy innovation by transnational institutions is significant in an era of the globalization of higher education, as access to higher education cannot be otherwise realized given the local education policies. Design/methodology/approach Employing documentary research, this paper presents and assesses the growth of community college international education at The University of Hong Kong and its unique facets, juxtaposing it with the marketized context of East Asian higher education. It engages in specific reviews surrounding the operational mode and academic collaborations of the international educational programs and practices at the Hong Kong University’s School of Professional and Continuing Education. Findings This documentary research finds that the internationalized academic profession of partner universities enables curriculum design, pedagogy, teaching ideas and assessment methods to be informed by a diversity of international academic cultures and indigenous knowledge. Through this policy innovation, international education is institutionalized in such a way that it takes Hong Kong students beyond the community college context, which is relatively localized. It also illuminates the way in which the “ideoscape” of American community colleges and international partnerships with Australian and British universities have been manifested in the Hong Kong education hub for transnational student flows and intellectual exchanges across the Asian region. Originality/value This paper contributes to the academic literature of higher education studies, particularly in the areas of massification and democratization, as well as their connection with internationalization and policy innovation. It also delineates various forces that are propelling the development of higher education’s internationalization and massification.

Tässä artikkelissa tarkastellaan eri kieli-ideologioiden—eli arkisten kieltä ja sen puhujia koskevien uskomusten—rooleja opiskelijoiden identiteetin rakentamisessa ja neuvotteluissa kansainvälistyvän korkeakoulutuksen kontekstissa. Englanninkielisten opiskelijoiden lisääntyvän monimuotoisuuden myötä kieli-ideologioita on tutkittu mahdollisena opiskelijoiden välisen epätasa-arvon rakentajana. Analysoin kahta fokusryhmäkeskustelua, joiden osallistujat ovat erään suomalaisen yliopiston kansainvälisten englanninkielisten maisteriohjelmien opiskelijoita. Tutkin opiskelijoiden puhetta kriittisen diskursiivisen psykologian avulla tarkoituksenani ymmärtää mahdollisia yhtymäkohtia kieli-ideologioiden ja opiskelijoiden identiteetin rakentamisen välillä. Kiinnitän erityisesti huomiota opiskelijoiden identiteettineuvotteluihin liittyviin ideologisiin dilemmoihin. Tutkimuksen tulokset osoittavat, että sekä uudet että vakiintuneet kieleen liittyvät ideologiat voivat tulla merkityksellisiksi opiskelijoiden identiteetin rakentamisessa ja neuvotteluissa. Pohdin, kuinka opiskelijoiden huomion kiinnittäminen jokaisen opiskelijan monikielisyyteen ja akateemisen kielen erityisiin tarkoituksiin ja ominaisuuksiin saattaa edistää opiskelijoiden välisten osallistavien vuorovaikutussuhteiden diskursiivista kestävyyttä. This paper examines the roles of different language ideologies—sets of common-sense beliefs about language and its speakers—in students’ identity construction and negotiation in the context of internationalizing higher education. Along with the increasing diversity of students as English speakers, language ideologies have been critically examined for potential contribution to inequalities among students. I analyze two focus group discussions of students from international English-medium instruction master’s programs at a Finnish university. I explore the students’ talk using critical discursive psychology to illuminate possible intersections between language ideologies and students’ situated identity construction, paying attention to ideological dilemmas alongside students’ identity negotiation. The findings indicate that both emerging and established language ideologies may become relevant to students’ identity construction and negotiation. Possibly, turning students’ attention towards the multilinguality of every student and the specific purposes and characteristics of academic language might contribute to the discursive sustainability of inclusive interpersonal relationships among students. peerReviewed

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.

This paper makes a case for post-graduate international students as an increasingly important category of immigrant entrepreneur in Canada. We draw our findings from an analysis of new provincial immigrant entrepreneur programs and interviews with international student entrepreneurs in a mid-sized city in Atlantic Canada. We argue that three forces have become increasingly relevant in shaping immigrant entrepreneurs' opportunity structures: (1) the internationalization of higher education institutions (HEIs), (2) the corporatization of HEIs, and (3) the regionalization of immigration. We show how public policy shifts in immigration and education have expanded the opportunity structure for international student start-ups. These entrepreneurs are navigating multiple dimensions of risk that stem from being both temporary migrants and business owners.

The internationalization of higher education has led to the influx of Chinese international students in Canada. Much of the literature on this subject has focussed on the factors that drive them to Canada, their academic learning experiences, and the impact of North American stereotypical constructions of “Chinese learners” on their English language learning. This paper is based on a narrative study investigating the mobility, English learning and test-taking experiences of ten Chinese international students, and the complex connections among their past and present experiences and imagined futures. Informed by theories on globalization, neoliberalism, and Bourdieu’s concepts of social power, in particular, on sanctuary, this paper presents selected findings relating to the paradoxes and dilemmas of the student experiences of leaving China for their higher education, imagining a better future.

This paper analyzes how higher education institutions can utilize a framework for assessing the risks associated with international expansion initiatives. It makes an argument for why borrowing risk assessment frameworks from other disciplines can also be beneficial to higher education institutions. The riskiest form of internationalization—establishing an international branch campus—is used as a benchmark for assessing risks. A risk management framework developed for managing risks associated with global megaprojects is used to analyze key decision points senior leaders at higher education institutions may want to consider when deciding to expend scarce institutional resources to pursue an international higher education project. This paper finds that risks management models borrowed from the business discipline are adaptable for a higher education context. With few risk management models available to assess the risks associated with internationalization opportunities, the authors argue that more research is needed on the topic of risk so that senior leaders can make well-informed decisions about taking on riskier international education opportunities.

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.

This paper aims to provide insights into the internationalization strategic responses to the COVID-19 pandemic by higher education institutions (HEIs) in Latin America.,This study is based on information from eight leading Latin American private universities. The data were obtained from official sources such as institutional communications and university administrators.,The authors identify two main issues that HEIs should consider while responding to the pandemic. First, greater attention and resource allocation to the universities' main local stakeholders can affect traditional internationalization activities. Second, a focus on revitalizing foreign partnerships and strengthening “virtual internationalization” can help maintain and eventually increase international presence.,While this study analyses how these Latin American HEIs responded during the initial stages of the COVID-19 outbreak, it is important to conduct follow-up studies to shed light on how HEIs are adapting to the COVID-19 crisis as it continues to unfold.,This study is based on unique information gathered from leading private, not-for-profit HEIs in Latin America, which, contrary to state-owned HEIs or other private institutions in developed economies, have exhibited different means and conditions to respond to the coronavirus outbreak. Finally, the authors contribute to the literature on the internationalization of HEIs by discussing the role of a significant disruptive event on the internationalization of higher education and, particularly, business schools.,Este articulo discute las respuestas estrategicas de internacionalizacion frente a la pandemia del COVID-19 implementadas por Instituciones de Educacion Superior (IES) en America Latina.,Este estudio se basa en informacion de ocho universidades privadas lideres en America Latina. La informacion fue obtenida de fuentes oficiales tales como comunicados institucionales y autoridades.,Identificamos dos temas principales que las IES deben considerar mientras responden al COVID-19. Primero, una mayor atencion y reubicacion de recursos hacia los principales grupos de interes local puede afectar las actividades tradicionales de internacionalizacion. Segundo, revitalizar las alianzas extranjeras y fortalecer la “internacionalizacion virtual” puede ayudar a mantener y eventualmente incrementar la presencia internacional.,Si bien este estudio analiza como un grupo de IES Latinoamericanas respondieron durante las etapas iniciales del COVID-19, es importante continuar analizando como las IES se siguen adaptando a medida que la crisis COVID-19 avanza.,Este estudio se basa en datos unicos obtenidos de IES privadas, sin fines de lucro, y lideres en America Latina que, al contrario de las universidades publicas u otras IES en economias desarrolladas, exhiben medios y condiciones diferentes para responder a la expansion del coronavirus. Finalmente, este trabajo contribuye a la literatura sobre internacionalizacion de IES mediante la discusion del rol de un evento disruptivo de escala mundial en la internacionalizacion de universidades y, particularmente, escuelas de negocios.

Globalized English offers interaction platforms, including cyber-based settings, for linguistically and culturally diverse speakers, particularly in the English as a second language/English as a foreign language context. Thus, it requires developing the intercultural competence of the parties involved. English users’ different perspectives may challenge effective communication and interaction. This paper results from a collaboration project between an Omani higher learning institution and an American higher learning institution and reports an exploratory study that examined the understanding and use of intercultural communicative competencies by 15 undergraduate users of English. Data was collected from the sample participants’ notes on material analysis, collaborative projects, test performances, and the instructors’ field observations. Data analysis examined the participants’ intercultural intelligence in various communicative settings in English. The findings showed the participants changed certain predetermined misconceptions about the “other culture” and developed positivity and acceptance of intercultural differences. Results also highlighted the significance of online academic internationalization and incorporating intercultural competence in the English as a second language/English as a foreign language curricula. The study further indicated the significance of the teacher’s role in nurturing learners’ intercultural competence and intercultural-awareness priorities for being the global citizens of today.

This research paper studies trends and hotspots of management internationalization in the sphere of higher education. The survey is based on CiteSpace visualization technology and on the corpus approach to studying keywords and annotations for 2010–2021 publications in 25 major higher education journals. Keywords analysis by CiteSpace showed that the hotspots of the management internationalization research are focused on postgraduate education management, on the projects «Double First Class University Plan», «Greater Bay Area», «Cooperation in Running Schools», etc. The future possible areas of investigation are the «local internationalization» of university management, the internationa lization of management in terms of international-level specialties and first-class universities’ nationalization, as well as the contradiction of the «spillover effect» between university management and cross-university cooperation. The corpus-based analysis showed that over the past 12 years the studies of internationalization of higher education and its mana gement have been carried out within the large-scale project «One Belt – One Road» and economic globalization. These studies include the modules of universities’ development, university education, academic research, school management strategy, etc. To effectively address the challenges faced by higher education internationalization management, the aut hors propose to take advantage of consistent teaching quality and to leverage regional and local resources, so as to create a multidimensional platform that would interconnect talents and ways to use them. Of no less importance, when summarizing such experience, is it to take into account the historical background, so that this platform, certainly engaging state policy, would allow a reform of higher education globalization for its further development.

PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.

The rise of international students has generated significant attention around the world including in the EHEA which has set out to increase international student mobility. In this paper we analyze patterns in the mobility of international students using the temporal framework developed by Choudaha [1]. We also look at variation within the EHEA and, more importantly, variation in the sending countries. The aim of this paper is therefore to increase our understanding of patterns in International student Mobility by focusing on the region of origin of students. By analyzing data made available by the UNESCO institute of statistics we uncovered that there are indeed substantial differences when looking at both host and countries. The implications of these findings are discussed with regards to effectively attracting and retaining international students.

Higher education regime has experienced substantial transformation from the last couple of decades ranging from the adjustment in the domestic education sector to the internationalization. There is a demand all across the globe to reform the education system in general and higher education in particular to make it competitive all across the globe, and India is not an exception. Internationalization of Indian higher education is a top priority for Indian policymakers and education providers. Ample amount of initiatives has been taken by policymakers and education agencies to promote the internationalization of Indian higher education with the aim to position Indian higher education globally, but unfortunately, the situation is not satisfactory. The number of Indian institutions which represent the country at the global level is minuscule. In this context, this paper visits the drivers of internationalization of higher education and in the part that follows discusses the prevalent pathways to internationalization with a detailed analysis of student mobility. The paper also identifies and comprehends the prime concern of imbalanced student mobility leading towards revenue and human capital flow. The input provided through this study will provide implications to the Indian higher education system through which outbound mobility of students can be reduced. Different strategies have been proposed for increasing the inbound mobility of students.