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"Elite" and "flagship" are two influential groupings used to conceptualize differences among higher education institutions, but rarely defined. We derive common features attributed to these groupings from a content analysis of 40 years of higher education literature. Next, we explore the relationship of these features to other institutional characteristics with multiple regression analyses of organizational-level data. We uncover "organizational tautology," a self-reinforcing manifestation of status beliefs and boundary work. Elite and flagship categories represent stylized facts used to legitimate groupings based on organizational status, reinforcing exclusionary beliefs by higher education insiders and their positions within an unequal higher education system. [ABSTRACT FROM AUTHOR]

This article presents a systematic review of 12 empirical studies examining internationalization of curriculum (IoC) in the fields of school psychology, counseling psychology, counselor education, and organizational psychology. Situated in the historical, sociopolitical context of the disciplines, we synthesized the purposes, strategies, and challenges of internationalization of curriculum in these fields. We argue that professional preparation programs, such as school psychology and related fields, provide a promising context to understand the complex nature of IoC through a disciplinary lens. The article raises concerns over the Western-centric and neoliberal approach to internationalization and emphasizes the need to consider disciplinary characteristics in all facets of the IoC process. The article contributes to the conversations on IoC by encouraging the field to think beyond what has been done and what is possible when it comes to curriculum internationalization across disciplines. [ABSTRACT FROM AUTHOR]

Despite the growing literature on curriculum internationalization in higher education across disciplines and regional contexts for the past decade, such literature remains unexamined for its disciplinary and geographic (national or regional) nuances. Our integrative, comparative literature review helps address this gap. We take geopolitics of knowledge and disciplinary approaches to examine the similarities and differences in how curriculum internationalization in higher education is actualized across disciplines and various regional contexts. We analyzed 140 peer-reviewed journal articles published in English between 2016 and 2021 to answer the following question: How does one actualize curriculum internationalization in different disciplines and regional contexts? We share two themes that emerged across the literature on actualizing curriculum internationalization: (a) content integration, and (b) mobility. We will argue that, while there are similarities within the literature, ultimately the actualization of curriculum internationalization is contextual and nuanced, which has political and epistemological consequences. [ABSTRACT FROM AUTHOR]