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

The paper aims to examine the multilingual requirements and opportunities arising in 21stcentury higher education, in general, and in the case of Romania. After providing a brief description of key concepts and trends in the internationalization of higher education both at the international and national level, the paper focuses on a selection of Romanian universities to exemplify their efforts in this respect, by referring to the internationalization aspects they target, the multilingual opportunities they offer for students, as well as their efforts regarding the internationalization of research undertaken by their academic communities. Throughout the paper, we refer to the need for proficiency in foreign languages, which underpins all and any efforts towards enhancing internationalization. [ABSTRACT FROM AUTHOR]

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

There has always been a power struggle regarding control over the administration of the university. In the Enlightenment era, the contenders were the State and the Church. However, as the role of the Church in modern educational institutes declined, the state clamoured for greater control (Delanty, 2001b ; Rüegg, 1992). In the 1990s, academic autonomy was under the purview of the university. This in turn gave impetus to greater mobility of students across borders and to the larger process of Internationalization of Higher Education (IHE). However, in the post-democratic era, the autonomy of universities was severely restricted and research and curriculum were tainted with a protectionist attitude (Altbach and De Wit, 2018 ; Jenkins et al., 2018). Emerging conflicts between the state and the university highlight the urgent need to understand and assess state-university relations in the new political climate. Under these circumstances, the process of IHE has borne the brunt and in the last decade, we have seen a decrease in international outbound student mobility, an increase in the cancellation of offshore campuses and other cross-border education activities. While the process of IHE is still maintained, the original aim of this process, to tackle global issues with a local perspective while providing an inter-cultural university education is at risk. This paper examines the changing dynamics of state-university relations and their implications on the process of IHE. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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

The internationalization of higher education has become a key policy within the global higher education sector. Yet a large body of literature suggests that simply having a diverse group of students does not guarantee meaningful intercultural engagement. This paper presents a qualitative study intended to gain a richer understanding of Hong Kong's higher education environment. In-depth interview data were collected from students of different cultural backgrounds and from academic, non-academic, and managerial staff at three Hong Kong universities. The data collection period covered local political turmoil in Hong Kong as well as the COVID-19 pandemic. Results indicate that, due to language barriers and potentially opposing political ideologies, all students faced challenges engaging with others who were culturally different from themselves. These findings can facilitate the development of an adaptable cross-institutional framework for meaningful intercultural learning. [ABSTRACT FROM AUTHOR]

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

This paper draws on a small-scale qualitative study with international students enrolled in various English- and Chinese-medium instruction programs in Chinese universities. It seeks to explore these students' educational experiences and their perceptions of China and China's higher education. Our study provides ample evidence about the irrelevance of Chinese language in the current policies and practices of Chinese universities regarding internationalization and international students. It also counters earlier studies that show how deeply rooted the discourses of native speaker and native-speaking varieties of English are in English-medium-instruction programs around the world. All in all, the paper makes theoretical and empirical contributions to the emerging literature on international students' education and academic experiences in China. Through accounts obtained from international students of varied backgrounds, the paper also sheds light on nuances of internationalization, medium of instruction, and academic mobilities. [ABSTRACT FROM AUTHOR]

Despite the critiques generated in critical internationalization studies in response to the neoliberal and neocolonial orientation of internationalization of higher education, the direction of internationalization appears to be unchanged. This paper takes up the challenge of imagining internationalization otherwise by drawing from the field of post-development (PD) studies, which, it is argued, has parallels to the realities and debates on internationalization. An overview of the debates in PD and why they offer important ideas for critical internationalization studies will be followed by a discussion of how key analyses and arguments in PD can be applied to internationalization. This argument leads to the question of whether it is time to recognize an emerging post-internationalization movement, acknowledging that internationalization as we know it is in decline. The paper concludes with an exploration of a new commons in internationalization, refocusing on educational principles and values, while recognizing the complexities and contradictions inherent in seeking international education that is "in between, with and from multiple worlds". [ABSTRACT FROM AUTHOR]

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

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

The paper outlines the important role of cross-cultural competence in foreign language training and its role in the process of internationalization of higher education in the countries of Asian region. As foreign language proficiency remained a distinctive feature of social class, foreign language communication skills acquired special importance with increasing pace of internationalization of higher education. Under globalization foreign language proficiency has become one of the main requirements for academic mobility. Special attention is paid to English as the language of cross-cultural communication and necessary component of internationalization. As English is the language for education in universities all over the world, scholars and scientists consider that encouraging the use of English in teaching makes it easier for non-English speaking specialists to fulfill their study abroad. The experience of Asian countries is of great value to scientists as these countries are interested in increasing the number of foreign students in Asian educational establishments as well as studying Asian students abroad. China is put in the center of the authors’ attention as it has acquired the status of a main exporter of higher education due to Chinese students’ interest in oversea courses. The analysis of peculiarities of foreign language training in different countries has been conducted in the article. In non-English-speaking countries English is taught as an additional language or is used as a medium of instruction in education to make non-English speakers’ participation in the process of internationalization possible. The authors have analyzed the main problems and difficulties in foreign language training, stresses the importance of cross-cultural competence for brining up tolerance for representatives from different cultures and awareness of cultural differences between nations as main condition for effective communication. There are some difficulties in students’ attempt to develop adequate English proficiency to learn other subjects’ content through English. On the other hand, cross-cultural communication skills enhance efficiency of teaching as a teacher should be aware of his students’ culture and some traditions. The paper highlights the fact that one of the important factors, influencing foreign language training, is understanding not only linguistic, grammar, phonological differences such as differences in the structure of native and target languages, but cultural values and behavior patterns of verbal and nonverbal communication according to national cultures as well. [ABSTRACT FROM AUTHOR]

Copyright of Forum Pedagogiczne / Pedagogical Forum is the property of Uniwersytet Kardynala Stefana Wyszynskiego w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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. [ABSTRACT FROM AUTHOR]

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

Purpose: Although faculty members are regarded as one of the main agents of internationalization in higher education (IHE), research has focused on the upper levels of analysis (e.g. country or educational institution) rather than the individual. The purpose of this paper is to draw from social exchange theory (SET) to examine how the perceptions of costs and expected rewards affect faculty members' choices of international activities. Design/methodology/approach: This qualitative study adopted as main methods a review of the literature on IHE and in-depth interviews based on a semi-structured script with an international sample. A sample of 16 researches was selected for interview using the snowball technique of sample selection. Findings: The authors verified that faculty may seek internationalization in search of job opportunities, greater social approval, greater autonomy and greater security. On the other hand, temporal, monetary, psychological and physical costs discourage faculty members from seeking international insertion. Based on these tradeoffs, our findings suggest that although the basic tenets of SET do apply, the theory does not explicitly address two issues: the fact that costs and rewards are intricately related, and the apparent mismatch between (short-term) costs and (long-term) expected rewards. Originality/value: This study contributes to the IHE literature by highlighting the crucial role of faculty – that is, the level of analysis of the individual – which has been under-researched and by setting out the reasoning that supports the decision of faculty members to seek (higher) international insertion. Furthermore, this study extends SET as a plausible explanation for the self-internationalization decision by scholars. [ABSTRACT FROM AUTHOR]

Universities all over the world have been greatly transformed by the modern process of internationalization of higher education. However beneficial this phenomenon may be for both students and institutions, much harm could be done if the purposes of education are taken for granted, especially when aiming at a democratic education. Thus, in light of John Dewey's philosophy of education, one of the most renowned scholars in the area, this paper offers a critique to Canadian higher education based on a qualitative research conducted with ten professors of a mid-sized Canadian university, who reflected upon their graduate international students and internationalization. Findings evoke not only the pertinence of Dewey's ideas to the 21st century, but, above all, an appeal for philosophy of education in the pursuit of a meaningful and democratic internationalization process. [ABSTRACT FROM AUTHOR]

Inspired by the alternative understanding that history is in fact a particular (re)interpretation of the past and university history (the history of a university) is an effort at public relations, this paper examines how Chinese universities construct values about themselves in their texts of history for self-advertising in the context of the internationalization of higher education. Supported by a corpus and anchored in the Appraisal model, the analysis finds that, overall, the Chinese universities take advantage of the apparent objectivity of history for their subjective purpose of commodifying marketable qualities: under the values of Normality and Capacity, these respects of importance, excellence, and strength are foregrounded with the market in view. Predominantly realized in an overall tone of assertiveness and authority derived from the frequent manipulation of single and contracting voices, these values become, as it were, truths that the universities persuade the reader into accepting, and meanwhile they, especially those invoked by government-related features, suggest an ideology of power dependence that the universities show off in self-advertising. This study of university history seems to render the so-called distinction between promotional and less promotional public genres irrelevant in the neoliberal, consumerist culture. [ABSTRACT FROM AUTHOR]

Copyright of Eccos - Revista Científica is the property of Eccos - Revista Científica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current internationalization trends in higher education and educational language policies impel universities to plan their provision of foreign languages. Often, universities are developing language policies, redesigning their foreign language programs and seeking to foster bilingual or multilingual strategies within graduate and undergraduate programs in order to respond to these trends and to students’ new needs for a solid education in an increasingly interconnected world. Drawing on Johnson’s heuristics of language policy analysis [Johnson, D. C. (2009). Ethnography of language policy.Language Policy, 8, 139–159], this paper will share how explicit as well as implicit policy is being created by different agents at the largest state-funded higher education institution in the southwestern region of Colombia. The paper will then locate the initiatives for the teaching and learning of English and other foreign languages within the discourses that circulate around English aslingua franca,academicaandeconomica.It will contend that although the goals for foreign language learning as a requisite for the internationalization of the University are shared by different policy agents, the ways to approach these goals represent different and often conflicting views on micro policy and planning. [ABSTRACT FROM PUBLISHER]

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

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

Copyright of Comparative & International Education is the property of Canadian & International Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The academic ecology of China's elite universities has been deeply shaped by internationalization through the efforts of returnee faculty members. This study explores how to internationalize the Chinese academic ecology and create world-class universities by examining the experiences and perceptions of returnee faculty members in China's elite universities. Using a qualitative method, 18 returnees from three top universities were interviewed to present their in-depth insights into the dynamics of the academic ecosystem in China. The study findings highlight that bringing international academic peer review and tenure track mechanisms into China's current higher education system is necessary to meet the international academic standard pursued by world-class universities. Encouraging publications in English works to benefit the internationalization of China's academic ecology. Returnee faculty members underwent a re-adaptation socialization process in Chinese local academic discourse and used self-mockery to describe themselves as "abandoned orphans" to express their marginalized status in their local academic networks and communities. The returnees found that their academic identities needed to match the academic context of Chinese universities, especially in social science. The discussions also highlighted the current tensions in the drive to internationalize China's elite universities and the need to strengthen indigenous elements, international faculty practices, and local requirements, in addition to the career interests of returnees and local peers. These tensions contribute to the international awareness, engagement, and advances in the focus on Chinese characteristics to serve local and national agendas. [ABSTRACT FROM AUTHOR]

China has become a main host country for international students, but its international programmes for higher education still need improvement. This study aimed to examine the academic challenges that international postgraduates in China face based on Luc Boltanski's idea of ordinary critique. A qualitative research approach was adopted, and data were collected from 18 international students in two universities in China through semi structured interviews. The ordinary critique of academic difficulties by international postgraduates suggests that Westernized learning content is not sufficiently present in curricula, teachers do not have strong academic recognition from Western journals, the value of diplomas is questioned, and English is not regarded in local institutions as a mark of internationalization.Thus, they equate higher education internationalization with Westernization. These findings are analysed in light of common standards for the internationalization of higher education and offer possible implications for higher education internationalization in the future. [ABSTRACT FROM AUTHOR]

As it becomes more crucial to push the boundaries of science to develop new technologies and important global initiatives, internationalization can be instrumental in helping underdeveloped countries overcome challenges such as poverty, climate change, and educational inequalities. Higher education institutions have always faced challenges in the process of internationalization, which have occupied scholarly attention in recent decades, but little research has been conducted on the internationalization of higher education in less developed African countries. This qualitative study aims to shed light on the challenges of internationalization of higher education in low-income countries in East Africa. After reviewing the literature and interviewing academics, the obtained data were thematically analyzed. The results suggested 12 main challenges, which were classified into four major categories. The challenges include a lack of clear policies and guidelines; the inefficiency of the organizational structure of internationalization; financial, infrastructure, and equipment problems; weaknesses in scientific, skill, and language competences; cultural differences; non-reciprocal relationships; and a brain drain. Finally, strategies for responding to these challenges with regard to the internal and external environments of higher education institutions were proposed. Among the internal strategies of higher education institutions are the development of clear policies and visions, planning for the development of human resources, and sustainable budgeting for internationalization programs. External strategies emphasize the development of national policies and laws based on contextual and environmental conditions, as well as interaction and participation in international meetings to expand communication and use the scientific and economic capacities of international agencies and institutions. [ABSTRACT FROM AUTHOR]

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

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

It is the aim of the paper to reflect on the lessons learned after ten years of existence of the Sino-French School for Engineering at Shanghai University (UTSEUS), as well as on perspectives for an evolution related to recent developments in the French Higher Education landscape. The authors present background, rationale, modalities and perspectives for this venture set up by three French universities of technology in China by drawing parallels with other well-established Sino-foreign operations. It is shown that the combination of transnational and international approaches allow for transferring and adapting a foreign education model on a large scale, but also for establishing reciprocal mobility of big student cohorts. The approach is based on an integrated foreign language learning and intercultural content. This successful experience also shows how universities play an integrative role for a country's cultural and industrial relations at an international level. [ABSTRACT FROM AUTHOR]

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

This paper is based on a study of three Confticius Institutes in Canada. The research aims to explore the nature of operations at Confucius Institutes, ranging from the selection of partnering Chinese universities, to the program planning at each individual site. Specifically, it focuses on the perceived impacts of the Confucius Institute partnership on the Canadian hosting institutions. Data was collected through interviews with key administrative staff from three Canadian universities. The theoretical fi-amework of constructivism from international relations theory and concepts drawn from the literature on the internationalization of higher education were used to analyze the findings. Key issues revealed from the data include the host's perception of Confucius Institutes as China's cultural diplomacy and soft power strategy, the progression of partnerships between Canada and China over time, and university autonomy. [ABSTRACT FROM AUTHOR]

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

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

Although content-area courses adopting English-medium (EM) instruction have become more widespread in university-level settings in response to the internationalization of higher education (de Wit, 2002), many operate on the unspoken and inaccurate assumptions that all the students and teachers are capable of learning or teaching content in English (Erling & Hilgendorf, 2006a, 2006b). This paper aims to provide an in-depth understanding of how students, teachers, and administrators perceive the design, implementation, and effectiveness of EM curriculum through a qualitative case study on a university campus in Taiwan. Interviews with three administrators, four teachers, and twenty-four students were conducted. Data were reconstructed and analyzed based on Carspecken's (1996) reconstructive analysis. The findings showed great satisfaction with the socio-cultural aspects of content learning and enhanced English abilities but unanimous concerns over the discipline-specific knowledge and English abilities, rendering unsatisfactory feelings toward the proportional design of the immersion program with the implementation of the English-only policy. The paper, thus, calls for additional attention to EM curriculum design and implementation involving the joint efforts of language and content teachers. Pedagogical implications and directions for future research are also provided. [ABSTRACT FROM AUTHOR]

The roots of the current trend towards globalization lay in the fast growth of technology that requires nations to have a skilled labor force, yet not all nations have an existing educational infrastructure to produce such skilled workers. In response to the forces of globalization, nations have shifted their governing powers to universities resulting in policies that open doors for the internationalization of education through branch campuses, and the dissolving of nation-states' boundaries. Missing from these policies is an understanding of the intercultural nature of the context required for quality education that reflects the diverse cultures within branch campuses. This paper examines how neoliberalism and policy interests shape policy frameworks underpinning the current climate of the internationalization of higher education. [ABSTRACT FROM AUTHOR]

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

During the post COVID 19, internationalization at home (IaH) is gradually becoming a hot topic worldwide, which is an increasing learning field of pedagogical practice. Aiming at obtaining an in-depth understanding of the epistemology of internationalization at home, this study applies the scoping review analysis led by the research questions: what is acknowledged from the current literature review about the theories and practices of internationalization at home (IaH) contextually? What are the problems, characteristics, and implications of internationalization at home (IaH)? This study explores 22 studies with two third published in the last ten years. This result indicates that the core epistemological idea of internationalization at home (IaH) is identified and analyzed from multiple perspectives. It involves different stakeholders in the field of internationalization of higher education, such as students, faculty members, administrators, and policy makers. Creating international curriculum/courses serve as the goal for advocating internationalization at home (IaH). In addition, advocating internationalization at home still encounters a plenty of problems, such as the limited educational resources and financial support and proficiency of foreign language. Moreover, the conclusion and remarks have been offered in the last. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Literary Studies / Folia Linguistica & Litteraria is the property of Journal of Language & Literary Studies / Folia Linguistica & Litteraria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the present study, the issue under scrutiny is the meaning and current policies of the internationalization of higher education (HEI) in Turkey. This research is a descriptive case study and the data were collected through document analysis. The documents analyzed within the scope of the study are as follows: "Internationalization Strategy Document in Higher Education 2018-2022 (CoHE, 2017)"; "Research Project Report on Making Turkish Universities an Attraction Center for International Students in the Framework of Internationalization of Higher Education (Kadıoğlu & Özer, 2015)"; "Growth, Quality, Internationalization: A Roadmap for Higher Education in Turkey (Çetinsaya, 2014)", "10th Development Plan 2014-2018 (T.R. Ministry of Development, 2013)" and "11th Development Plan 2019-2023 (T.R. Presidential Strategy and Budget Department, 2019)". The content analysis method was used to analyze the data. The available evidence seems to suggest that the internationalization of higher education in Turkey has academic meanings in the sub-dimensions of education/training, institutional quality, research/publication, and human resources; cultural meanings in the sub-dimensions of cultural ambassador, diversity, and integration; political meanings in foreign policy, soft power, political closeness sub-dimensions and, finally, economic meanings in the sub-dimensions of human resources, growth, global competition, and economic mobility. There is overwhelming evidence corroborating the notion that the policies of recognition and visibility, mobility, internationalization, strategic planning, and student opportunities have been applied to the internationalization of higher education in Turkey. Overall, this study strengthens the need for the Internationalization of Higher Education Working Committee, which comprises all the stakeholders under one roof. The current data highlight the importance of continuous efforts to make the faculty members, students, and administrative staff competent in foreign languages. [ABSTRACT FROM AUTHOR]

The current study explored high-quality institutional internationalization for promoting sustainable development of higher education in China, from stakeholders' perspectives. We assessed students' and faculty members' satisfaction regarding factors involved in the internationalization of higher education institutions. We recruited 498 students (undergraduate students and graduate students) and 209 faculty members (research track and administration track) and assessed their satisfaction with institutional internationalization initiatives in multiple dimensions, including international courses, research, cooperation and services. The results revealed that student satisfaction with institutional internationalization was influenced by four factors: international faculty resources, international curriculum, international services, and international campus. Of these factors, international faculty resources had the greatest influence, and international campus had the least influence. Teachers' satisfaction was influenced by international services, international research, and international cooperation, of which international services had the greatest influence and international cooperation had the least influence. Based on the current results, we suggest that national and local government should promote institutional internationalization in the post-epidemic era, and that Chinese-foreign academic cooperation should be enhanced for both students and faculty members. [ABSTRACT FROM AUTHOR]

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

This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy analysis approach. The findings indicate that the challenges and difficulties of internationalization of higher education in the post-COVID 19 were considered as a high-frequency discussion topic. In order to address the crises of internationalization of higher education during the post-COVID 19, the idea of internationalization at home (IaH) is regarded as a beneficial approach to deal with the process of internationalization of higher education, systematically. This study also highlighted that the internationalization at home within Chinese higher education institutions not only brings opportunities for the development of China's higher education system, but also poses challenges to the reform of the current higher education system. In addition, the conclusion and implication were provided to analyze the rationales of promoting internationalization of higher education system in contemporary China. [ABSTRACT FROM AUTHOR]

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

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)