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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]

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

Student attainment of capabilities associated with global citizenship remains a priority for higher education institutions. We report on a scoping review of empirical studies to explore how global citizenship is understood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and evaluate the outcomes of global citizenship education. [ABSTRACT FROM AUTHOR]

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

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]

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]

Internationalization of higher education to include international, intercultural, or global components into the delivery of postsecondary education has drawn increasing attention in the last two decades. A globally relevant course focusing on the "Social Contexts of Addiction" engaged students' online interaction at a Canadian university with learners from across various institutions in mainland China, Macau, and Hong Kong. Although "internationalization at home" (IaH) is one of the most prevalent themes in the internationalization literature, empirical evaluation of its merits along with the challenges of its implementation is still limited. In this article, the authors used student and faculty feedback to identify the design factors of this online IaH course that facilitated its success and transformative benefits. Discussion highlighted several follow-up strategic initiatives to broaden the adoption and conversations on internationalization in teaching, and the necessity of multilevel support and alignments among government, university, and faculty leadership to sustain internationalization efforts across the curriculum. [ABSTRACT FROM AUTHOR]

The internationalization of higher education (IHE) has become a key policy issue for governments, a research field for scholars, a strategic priority for universities, and a career orientation for administrative staff. Yet, with recent social, political, and economic trends heavily embellished by globalization and neoliberalism, the term IHE has resulted in conflicting perspectives. Although there are numerous analyses on IHE, these analyses seldom focus on conflicts among different constituencies of the university (leaders, academics, administrative staff). This study aims at exploring the perspectives of key constituencies on the common conception and practice of IHE. The study was designed as basic qualitative research in which the data set was collected from four flagship universities in Türkiye. The results indicated a variety of academic, economic, political, and socio-cultural conflicts by different constituencies. These conflicts are mostly related to the association of IHE with neoliberal values while the progressive values remain invisible. [ABSTRACT FROM AUTHOR]

To prepare students for an increasingly globalized world, intercultural group work (IGW) holds promise as a pedagogical tool, because it may help them develop intercultural competence and second-language proficiency. These skills also are needed to complete the discipline-specific aspects of group work successfully. This study investigates the extent to which cultural intelligence (CQ), English language proficiency, and personality contribute to students' cognitive engagement in IGW. A questionnaire was completed by 846 students from six universities in the Netherlands and Canada. Structural equation modeling analyses revealed that CQ and the personality trait of openness are the strongest predictors of cognitive engagement. English language proficiency is a relatively weak predictor. The development of CQ thus should be actively promoted to enhance students' cognitive engagement in IGW. [ABSTRACT FROM AUTHOR]

Colleges and universities are increasingly internationalizing their curricular and cocurricular efforts on campuses; subsequently, it is important to compare whether internationalization at home activities may be associated with students’ self-reported development of global, international, and intercultural (GII) competencies. This study examined undergraduate students’ participation in study abroad and on-campus global/international activities within nine large public research universities in the United States. Framed within several intercultural development theories, the results of this study suggest that students’ participation in activities related to internationalization at home—participation in on-campus global/international activities such as enrollment in global/international coursework, interactions with international students, and participation in global/international cocurricular activities—may yield greater perceived benefits than study abroad for students’ development of GII competencies. [ABSTRACT FROM AUTHOR]

This research explores how editorial advisory board members across four highly ranked international higher education–focused journals understand higher education internationalization generally, and internationalization of the curriculum (IoC) specifically. Notionally, as gatekeepers, editorial advisory board members hold a powerful strategic position in the scholarly debates that characterize an active discipline, and can indirectly assert a strong influence over the academic direction of the field(s) to which they belong. All editorial advisory members for the journals Higher Education, Studies in Higher Education, Higher Education Research & Development, and the Journal of Studies in International Education were invited to contribute to this research with 25 (N = 25, 30%) consenting to participate. Utilizing qualitative, semi-structured interviewing, participants discussed their views on higher education internationalization, IoC, and the importance of these in the contemporary university. Participants also discussed what dimensions of IoC need to be further addressed in higher education discourses and research, and opportunities and challenges they foresee concerning higher education internationalization now and into the future. Findings reveal, for participants, internationalization continues to be perceived as a multivocal, largely Anglo-European, and neoliberal enterprise which is at a crossroad, and needs to be reimagined for the betterment of all in society. Collectively, participants draw attention to a lack of criticality and problematization within higher education internationalization discourses, and highlighted the need for research, scholarship, and academic leaders to expand the focus of IoC to address future global challenges and needs. [ABSTRACT FROM AUTHOR]

In 2014, 24 Type B universities were selected as part of the Top Global University Project to act as institutional role models of internationalization in Japan and as gateways for the development of global human resources, that is, globally competent human resources. The increasing pressure to internationalize, perceived as a major solution to Japan's aging population, declining birthrate, and economic slump, is set against broader concerns regarding the emphasis placed by policy makers on quantitative goals. This research study aimed to explore the impact of six at-home initiatives developed to promote intercultural interaction at a highly diverse Japanese university and, ultimately, foster the development of global human resources. Online survey results of 355 Japanese students of English as a foreign language were used as data to analyze participation and interaction rates, as well as skill development and pertinence to postgraduation goals. Results show that despite the emphasis placed by the university on intercultural exchange, participation in noncompulsory activities that support language and cross-cultural competence acquisition is still relatively low. In addition, a significant number of students who participated in the initiatives admitted to only interacting with Japanese peers or perceived little impact on their skills. Suggestions are made to improve the discussed initiatives so as to maximize the impact of the multicultural campus on domestic students' skills. [ABSTRACT FROM AUTHOR]

Despite the positive outcomes often associated with internationalization, internal stakeholders do not always welcome the changes it brings. This reaction is echoed in the numerous studies highlighting the problematic relationships between international and local students and the critical to resistant reactions among faculty members. In response to these challenges, this study explores organizational storytelling as a method for communicating internationalization within universities. Organizational storytelling has been found to be a powerful tool for sensemaking, reducing resistance, and generating support during organizational change processes. This study follows how a university taskforce employed three story templates—the Principle Story, the Approval Story, and the Unexceptional Story—to communicate about and implement a large-scale internationalization project in a diverse and change resistant university environment. Although sharing similarities, these storylines were given different "spins" by storytellers depending on their position and the intended audience as well as influenced by the university culture. [ABSTRACT FROM AUTHOR]

Among the increasing number of academic publications in the field of higher education, studies focusing on internationalization of higher education are on the exponential phase in the last couple of decades. In these efforts, the research on international student mobility (ISM) has been a priority. This current review research uses science mapping tools to examine Web of Science (WoS)–indexed journal publications focusing on ISM. The purpose of the review is to demonstrate the development of ISM research in the last three decades. The findings, revealed from an examination of 2,064 publications, suggest that ISM research has significantly expanded since 2005. Findings also reveal crucial information regarding the authors' country of origin as well as country collaborations and the most influential scholars in the field by demonstrating networks around the world. Topical foci analysis is also included in the study to show current patterns in ISM research. Discussions and suggestions are expected to provide a basis for countries and international organizations in their policy development efforts related to international students and a ground and direction for future research on ISM. [ABSTRACT FROM AUTHOR]

Student mobility is a key aspect of internationalization of higher education. Within the broad population of students who have the opportunity to study abroad, however, there are particular groups who are under-represented. In the United States, for example, approximately 11% of undergraduate students in postsecondary degree-granting institutions have disclosed that they have a disability, yet only 8.8% of those who study abroad disclosed to having a disability to their home institutions. To better understand why under-representation may be occurring, this article examined study abroad through Schwanke, Smith, and Edyburn's "A3" model of inclusive education, which highlights efforts of institutions related to advocacy, accommodations, and accessibility. Findings indicate that institutions—even those with strong reputations in study abroad for students with disabilities—are heavily focused on ensuring appropriate accommodations for students and only beginning to explore the design of programs through the lens of accessibility. Implications for international education units, such as the role of partnership building and commitment to Universal Design principles, are discussed. [ABSTRACT FROM AUTHOR]

This study uses a quantitative approach drawing on data from the International Student Barometer (N = 5,242) to investigate the relationship between integration, nationality, and self-reported satisfaction among Chinese, Indian, and South Korean undergraduate international students studying in the United Kingdom, the United States, and Australia. Results indicate that nationalities vary significantly in satisfaction levels, with Indian students more satisfied than Chinese or South Korean students. Furthermore, integration is predictive of satisfaction, and academic integration has a greater impact on satisfaction than does social integration. Compellingly, academic and social integration help explain the association between nationality and satisfaction. This study demonstrates that academic and social integration partly accounts for differences in satisfaction among nationalities, opening avenues for future research with practical implications for universities. [ABSTRACT FROM AUTHOR]

Internationalization of the curriculum is of increasing interest in many universities; yet, the terminology used to describe it is highly varied and it is not clear that students understand its core concepts. This study explores students' understandings of the terms global citizenship and cross-cultural competency, and compares them with use in the literature and by experts. A large-scale questionnaire of students from a range of disciplines is supplemented with qualitative data from pedagogic and internationalization experts. Findings indicate that student understandings of both terms were mixed, and frequently differed from the way the terms are used by experts and in the literature. The concept of cross-cultural competency was more likely to invoke a sense of agency among students than was global citizenship, contrary to how they are depicted in the literature. This suggests that there may be some pedagogic benefits to be gained from using the former term. [ABSTRACT FROM AUTHOR]

Between 2000 and 2015, Norway has experienced a large increase in the number of international students compared with many other countries. At first glance, this may seem paradoxical considering that Norway is a country with few well-known universities, a high cost of living, and a geographical location on the northern fringe of Europe. This article sheds light on why more students find their way to Norway. Global trends of increased student mobility as well as EU policies influence the flow of students to Norway. Nevertheless, national higher education policies and in this development. Courses in English and more active partnerships with higher education institutions abroad have been established to attract international students. Furthermore, tuition fees are not charged in state-owned universities and colleges, and this has become a comparative advantage in an era when institutions in other countries are introducing or increasing tuition fees for national as well as international students. Asking the international students themselves about their motivation for studying in Norway, we find that the rationale is pragmatic rather than related to perceived quality. Their choices still appear rational; they get free higher education in a safe country, and increase their career opportunities. [ABSTRACT FROM AUTHOR]

This study assessed both local and international students’ satisfaction on dimensions that may foster or disadvantage their learning experience in a recently established English-medium instruction (EMI) undergraduate international business program in Southern Taiwan. The study recruited 278 students (171 local and 97 international), and assessed their satisfaction with program management, interaction with peers within the program, and cultural diversity in the university. The results indicated that both local and international students were satisfied with local students’ openness to foreign cultures, students’ ability to communicate in English during class, content of courses, and the level of internationalization of the college. All participants, however, were significantly dissatisfied with the depth and frequency of social interaction outside classrooms, and with the facilities and management offered by the university. Findings of this study may have managerial and instructional implications for staff and faculty of English-medium programs in identifying potential issues and improving student retention. [ABSTRACT FROM AUTHOR]

The internationalization and marketization of higher education has resulted in U.K. universities’ increasing reliance on recruitment agents to boost international student numbers. This places agents and agencies in a position of considerable influence with regard to the educational choices that students make. These institutional and individual relationships have been investigated from a marketing perspective, contributing knowledge about the influence of recruitment agents on student decision making. However, this approach has limitations with regard to understanding the impact of agents on an international student’s subsequent experience in U.K. higher education. The article suggests that theoretical work on mobility, migration, and ethnographies of communication, including the geopolitics of text production, can provide useful lenses for analyzing how agents help international students navigate the journey into and through U.K. higher education. The notion of “cultural mediator” is introduced to analyze the role played by agents alongside that of commercial broker. We argue that future research, shaped by these alternative theoretical perspectives, may help to bridge the apparent gap in understanding between those working in international offices and those involved in teaching in an internationalized university. [ABSTRACT FROM AUTHOR]

In recent decades, internationalization within higher education has emerged as a distinct field for practice and research. However, there are few meta-analyses of how the research trends and foci of this topic have evolved and shifted over time. This article analyzes the content of the Journal of Studies in International Education (JSIE), a central outlet for internationalization research, thus shedding light on overarching developments and trends within the field. In this investigation, the text-mining tool Leximancer™ is used to generate concept maps based on the titles and abstracts of all 406 scientific articles published in the JSIE between 1997 and 2016 (first issue). Four major developmental waves in this research area are revealed: delineation of the field (1997-2001), institutionalization and management of internationalization (2002-2006), consequences of internationalization: student needs and support structures (2007-2011), and currently, moving from the institutional to the transnational context of internationalization (2012-2016). The results show how the meaning of the concept has evolved to encapsulate several other related concepts in research on higher education, while reporting practices toward internationalization at individual, institutional, and national levels. [ABSTRACT FROM AUTHOR]

This qualitative investigation explains the ways in which community college decision makers justify the inclusion of international students at three community colleges in the United States. We identify and explain the ways in which decision makers rationalize institutional policy—particularly recruitment strategies and motivations—related to international students, and discuss whether these policies could be considered ethical in a globalized context. Importantly, we conclude that community college decision makers first crafted a class of privileged international students and then justified price discrimination on the basis of said privilege. This vicious circle, we call the international access paradox, prevented decision makers from recognizing or responding to the needs of low socioeconomic status (SES) international students and international students from disadvantaged countries. [ABSTRACT FROM AUTHOR]

In the context marked by increasing competition between nation-states and universities, expanding individualization, growing influence of nonstate actors, and the new reality of Brexit, this study uses narrative and numeric data to explore the rationales of U.K. higher education (HE) internationalization, specifically motives of attracting students from Eastern Europe, Russia, Caucasus, and Central Asia to the United Kingdom. Among four main rationales of international student recruitment, economic rationale emerged as the most decisive. Interviewed international/admissions officers viewed student mobility from this region as an expression of socioeconomic transformation in sending countries as well as political and strategic priorities in the United Kingdom. They referred to the economic situation in the region, the development of the HE sector within the source countries, the U.K. government discourse on migration, and universities’ own strategic planning as four main issues that can influence future trends of student mobility from this region to the United Kingdom. [ABSTRACT FROM AUTHOR]

This article analyzes the People's Republic of China's elite-making higher education policies that began in the early 1990s, notably with the 211 Project and then 985 Project, which led to the formation of the C9 League, a group of nine leading institution's dubbed China's "Ivy League." This elite grouping is compared with other Chinese universities in terms of global rankings from 2003 to 2015 to ascertain the separation by these top tiered institutions. Furthermore, the C9 League will be compared with other global elite coalitions in the United States, Canada, Australia, and the United Kingdom over the same period. University rankings, despite considerable criticism, have provided the Chinese leadership with key benchmarks for their vision of world-class higher education. This article finds that the C9 League has made some separation from other Chinese universities and has also caught up with its Western peers (notably passing Canada's U15) in terms of international rankings. [ABSTRACT FROM AUTHOR]

This study examines approaches to the internationalization of Japanese universities by focusing on the effects of institutional structures and cultures. Using a qualitative case study method, the research examines the following question: “How do institutional structures and cultures affect the internationalization of education in Japanese universities?” While its philosophical importance has acquired wider recognition, institutional trials for internationalization vary extremely. By considering different factors, the study’s findings shed light on the internationalization strategies, approaches, and management techniques suited to different university types in Japan. Three arguments are advanced. First, four possible patterns of approaches to institutional internationalization are explored based on structural approaches and patterns of cultural behaviors. Second, senior leadership, the roles of international offices, and internal communication are examined as important factors in the practice of institutional internationalization. Third, a more intensive effort to interrelate structural and cultural aspects is required for the further advancement of institutional internationalization. [ABSTRACT FROM AUTHOR]

Responding to the needs of intercultural understanding and competencies in a global economy, universities have devised strategies and programs to internationalize the campus to prepare students to work effectively in an increasingly interconnected economy and society. Internationalization at home (IaH) attempts to more effectively address gaps left by the traditional study abroad. This study examines the IaH activities at a regional higher education institution in a Midwestern city of the United States in faculty/staff recruitment and development, policies, and curriculum development. Results show that implementation of IaH is at odds with the institution's regional mission and underscores the need for a reconceptualization to better serve the region in this global era. [ABSTRACT FROM AUTHOR]

This research, based in South Korea, compares the experiences of international students from within and outside the Asian region and then examines Chinese international students’ perceptions of discrimination. Utilizing the concept of neo-nationalism, survey findings revealed that Asian students reported greater difficulties and unfair treatment compared with students coming from Europe, North America, and other regions. The interviews further revealed anti-Chinese sentiments resulting in verbal aggression, challenges securing housing, discriminatory employment practices, and more. [ABSTRACT FROM AUTHOR]

Responding to the needs of intercultural understanding and competencies in a global economy, universities have devised strategies and programs to internationalize the campus to prepare students to work effectively in an increasingly interconnected economy and society. Internationalization at home (IaH) attempts to more effectively address gaps left by the traditional study abroad. This study examines the IaH activities at a regional higher education institution in a Midwestern city of the United States in faculty/staff recruitment and development, policies, and curriculum development. Results show that implementation of IaH is at odds with the institution's regional mission and underscores the need for a reconceptualization to better serve the region in this global era. [ABSTRACT FROM AUTHOR]

This article explores how three different learning spaces could be appropriate for developing a sense of global citizenship among university students. We draw on an interview study conducted at the Universitat Politècnica of Valencia (UPV) between 2010 and 2012. The spaces analyzed were two electives devoted to international cooperation, a mobility program that took place mainly in Latin American countries and a student-led university group. We examined the three spaces in terms of expansion of capabilities and agency related to global citizenship and cosmopolitanism using a conceptual framework that synthesizes Nussbaum's and Sen's capability approach with Delanty's critical cosmopolitanism to explore the limits and potentialities of those three spaces. Although the exploratory character of our study cannot allow us to generalize our findings, what we can affirm is each of these areas has the potentiality to enhance global citizenship but with nuances, differences, and complementarities. The electives appear to be good spaces for the critical learning capability, while international mobility (Meridies) is a strong enabler for narrative imagination capabilities. Students belonging to Mueve (student led group) showed elements of these capabilities plus a very strong emphasis on agency, which does not occur in the other two learning spaces. Critical cosmopolitan process happened both in Mueve and Meridies. In the student-led group, this cosmopolitan process begins with the local, while in the internships it was the global encounter that initiates a cosmopolitan reflection. [ABSTRACT FROM AUTHOR]

Higher education is becoming increasingly internationalized, and the use of English as a medium of instruction for academic content has become commonplace in countries where English is not the native language. However, concerns are growing that the trend toward English-medium instruction (EMI) has accelerated without sufficient thought to the challenges of the implementation processes. This article discusses the challenges facing higher education institutions adopting EMI and proposes a typology for understanding them. Drawing on previously unpublished data from a study of universities in Japan, a context in which EMI is rapidly expanding, the article reconceptualizes prior understandings and identifies four categories of challenges: linguistic, cultural, administrative and managerial, and institutional. The categories are dynamic and context dependent, with institutional challenges playing a particularly prominent role in Japan. The proposed typology is offered as a conceptual framework for policy makers and program implementers designing effective implementation strategies for EMI. [ABSTRACT FROM AUTHOR]

This study investigated outcomes of the provision, by one Australian and two U.K. universities, of bridging programs that allow registered Malaysian nurses to upgrade their diploma qualifications to degree level. The study was informed by current literature on Transnational Higher Education (TNHE) programs. Not sufficiently explored in the literature are nurses’ lived experiences of such programs and how far they apply TNHE theory in clinical practice. Using hermeneutic phenomenology, interviews were conducted with 18 Malaysian nurses who completed these TNHE programs. The data were analyzed using thematic analysis. The findings were that personal and professional development did occur but it cannot be attributed entirely to the quality of the TNHE provision, which all nurses found to be problematic. Intrinsic and extrinsic factors mediated how far nurses applied the taught theory in their clinical practice. Longitudinal research is needed to identify the long-term impacts of TNHE programs on clinical practice. [ABSTRACT FROM AUTHOR]

More than at any other time, the importance of internationalization and of establishing global partnerships in education is acknowledged by governments and higher education institutions. As a result, collaboration between institutions resulting in increased study abroad opportunities, now viewed as signifiers of internationalization, have multiplied. In joining the search for the improvement of study abroad programs, this study follows a cohort of 14 Chinese graduate students enrolled in a 2-year Master in Education program offered in a partnership between Northeast Normal University (NENU), China, and the University of British Columbia (UBC), Canada. The study was guided by the following research question: What is the nature and substance of the students’ study abroad experience within the context of the NENU/UBC Collaborative Master’s Program? Student interviews, questionnaires, and final program evaluations show that there is a fine line between success and failure of such experiences. The outcomes of this study point to the need for greater attention to at least four tensions in our program: the system of schooling versus the educative agenda, a teaching qualification versus a degree in Education, being tied to a desk versus being free to explore, and reporting on versus inquiring into practice. [ABSTRACT FROM AUTHOR]

In recent years, an increasing number of major universities have set up international branch campuses (IBCs). There are now more than 200 IBCs, with more under development. Little is known about the unique challenges that face IBC managers, who are normally seconded from the home university to set up and operate the satellite campus in a new and alien environment. At the same time, there are significant financial and reputational risks for the home university should an IBC fail. This article reports the results of a qualitative study into the “lived experiences” of IBC managers working in the three largest host markets for IBCs—China, Malaysia, and the United Arab Emirates. It finds that the fundamental challenge for managers is balancing the competing demands of a range of internal and external stakeholders and concludes that universities need to do more to prepare and support IBC managers. [ABSTRACT FROM AUTHOR]

As international students navigate in a foreign educational environment, having higher levels of coping or stress-resistance resources—both internal and external—could be related to increased satisfaction with personal and university life. The internal coping resources examined in this study were host language proficiency, self-esteem, intercultural social self-efficacy, and academic self-efficacy. The external resources studied were perceived social support from (a) hosts and (b) non-hosts. Survey participants were 385 Asian-born international students in Australian universities. Regression analyses revealed that academic self-efficacy and social support from hosts were significant predictors of both personal and university life satisfaction, but the effects of English language proficiency and social support from non-hosts disappeared when other resources were considered. Additional predictors of personal satisfaction were intercultural social self-efficacy and self-esteem. We discuss the implications for future research on the international student experience and for learning support provision for international university students. [ABSTRACT FROM AUTHOR]

This article focuses on the impact of international research collaboration on individual research productivity in 11 European countries. Research productivity and international publication co-authorship of “internationalists” and “locals” (or academics collaborating and not collaborating internationally) are compared. The article uses a micro-level (individual) approach and relies on the primary data collected in a comparable format through a survey from 17,211 European academics. In all countries and all clusters of academic fields studied, international collaboration in research is strongly correlated with substantially higher research productions. Internationalization increasingly plays a stratifying role, though: More international collaboration tends to mean higher publishing rates and those who do not collaborate internationally may be losing more than ever before in terms of resources and prestige in the process of “accumulative disadvantage.” The competition is becoming a permanent feature of the European research landscape, and local prestige combined with local publications may no longer suffice in the race for resources and academic recognition. Cross-disciplinary and cross-national differences apply but our study shows a powerful role of internationalization of research for both individual research productivity and the competitiveness of national research outputs. [ABSTRACT FROM AUTHOR]

Since the first publication of the Organization for Economic Co-Operation and Development (OECD) PISA (Programme for International Student Assessment) results in 2000, the Finnish education system has received much praise both in Finland and abroad. In recent years, Finland started to build up its own education export sector with the aim of becoming a leading actor in the international field of education export. The evolution of Finnish education export is an interesting case study not only because it is a recent phenomenon but also because of Finland’s unique legal position toward the commercialization of education. This article introduces the current action steps and stakeholders of this newly emerging sector. It explores aims, strategies, and practices from the perspective of the Finnish government, Finnish education institutions, and the private sector, and sets Finnish education export in a global perspective. It is sensitive toward current challenges in the field to provide valuable insights not only for the international audience but also for Finnish actors. [ABSTRACT FROM AUTHOR]

This article studies the economic determinants of intra-European student mobility. We constructed a panel of 33 European countries for the period 1998-2009. The dependent variable is the inflow of foreign students (International Standard Classification of Education [ISCED] 5-6) from European Union (EU)-27, European Economic Area (EEA), and candidate countries. Results show that (a) the expenditure per student appears to be a crucial determinant. It is reasonable to maintain that students are likely to choose countries where the students are granted with adequately funded services and perhaps monetary incentives. Eventually, other significant determinants are (a) the actual level of safety, (b) the degree of openness of host country, and (c) the GDP per capita of host country. [ABSTRACT FROM AUTHOR]

Increasingly, university and employer discourse identify a need for graduates to have an intellectual and global “mind-set” beyond disciplinary competencies and national boundaries. Universities aiming to educate global citizens show limited outcomes. Global citizen research has investigated the mobility experience, yet limited attention has been paid to the theoretical process of student change to inform how domestic students could engage in comparable learning experiences. The purpose of this study was to expand knowledge on the process of global citizen learning and the student mind-set. Two phases of research gathered in-depth information from international higher education key informants and mobility students. The research resulted in a conceptual model for global citizen learning and an “identikit” of recognizable markers for a global citizen disposition. The model identifies facilitators and manifestations of “student change” and identifies reflexivity, relationality, criticality, and the social imaginary as capacities of global mind-set. These findings suggest that educating all students as global citizens could be more closely aligned to the internationalization of education and employability agendas. [ABSTRACT FROM AUTHOR]

This article emphasizes the urgent demand for measurements of university internationalization and proposes a new approach to develop a set of internationally applicable indicators for measuring university internationalization performance. The article looks into existing instruments developed for assessing university internationalization, particularly focusing on the methodological aspects. By examining the weaknesses of current instruments, a new approach for developing indicators for university internationalization has been proposed in the study. The new approach highlights the method for developing indicators, people who should be engaged in the process and the steps should be followed in indicator development. The study also provides a conceptual framework of university internationalization for developing the indicator set. Suggestions for further work are made at the end of the article. [ABSTRACT FROM PUBLISHER]

The internationalization of tertiary education has given rise to student mobility of industrial proportions and affects and is affected by, national economies. Currently British universities are host to the second highest number of international students in the world; the proportionality of international students in the student body in UK higher education (HE) is also the second highest globally.Over the decades the British government has declined to link policy and practice on international student issues, rather, has taken a stance which presented a view of the country’s role in overseas student affairs that reflected imperialist, postcolonial, international, and global perspectives, invariably mirroring the political complexion of the day. The article highlights a number of ways in which policies designed to control international student numbers has had the effect of creating conditions in which the domestic students have in turn been privileged and disadvantaged. Using a historical perspective to interrogate former policy initiatives, it concludes by reflecting on what the impact of present policies are likely to be for future developments of the sector. [ABSTRACT FROM AUTHOR]

Few studies have employed experimental designs adequate for documenting the value added of studying abroad; that is, learning outcomes above and beyond that which may be achieved in domestic or traditional campus-based courses. Using a pre-/posttest, two-by-two factor design of course location (study abroad vs. home campus) by course subject matter (sustainability vs. nonsustainability), we found significant highest order interactions for three dependent measures of global citizenry. Results suggest that it is the combination of location (abroad) and academic focus that yields the greatest increases in specified learning outcomes for study abroad. Implications for political agendas, academic initiatives, and research directions are discussed. [ABSTRACT FROM PUBLISHER]

In recent decades many East Asian countries have initiated ambitious policies to increase their global prominence as education hubs. This article examines the development of Taiwan’s international student recruitment policies from 1950 to 2011, exemplifying the case in a non-Western, non-English speaking context. While Taiwan’s case is distinctive with the dominance of noneconomic factors in shaping the state policy orientation and agendas, the strong role of the state and the Confucian model of higher education constitute a valid example of developments in the internationalization of higher education in East Asia. The analysis further shows that the intertwining forces of localization, nationalization, and globalization influenced the policy development throughout three stages of the trajectory. These findings demonstrate the transformationalist viewpoint of globalization and support the “glonacal agency approach” proposed by Rhoades and Marginson claiming that local, national, and global domains are simultaneously significant in understanding globalization and higher education. [ABSTRACT FROM PUBLISHER]

The international activities of academic institutions dramatically expanded in volume, scope, and complexity during the past three decades. This expansion raised the need to monitor and assess the process at various levels and ensure the effectiveness and efficiency of internationalization. This study has two main aims: first, to present a model large-scale feasibility test for internationalization assessment through institutions’ websites; and second, to assess internationalization using the proposed methodology in teachers’ colleges in Israel. A website-based analysis was combined with in-depth interviews with colleges’ leadership. The use of the proposed methodology is demonstrated through systematic assessment of 21 teachers’ colleges in Israel. The effect of contextual variables such as colleges’ size, location (national periphery vs. center), and educational stream (Jewish-Secular, Palestinian-Arab, and Jewish-Religious) on internationalization expression and intensity are presented and discussed in detail. Internationalization levels were found to positively relate to the size of each institution and its proximity to Israel’s geographic center. In addition, Jewish-Religious and Palestinian-Arab colleges were found to possess lower general levels of internationalization in comparison to the Jewish-Secular stream. This article presents discussion and policy implications of the findings. [ABSTRACT FROM PUBLISHER]

Increased international student mobility worldwide necessitates studying its impact on students, particularly for domestic students who have been neglected in research but who are greater in number than mobile students. It is also important that higher education institutions facilitate domestic students’ relationships with international students and promote their international education. Using mixed methods, this study examined the effect of institutional intervention to promote domestic students’ interaction with international students and its impact on intercultural competence in Korean higher education. The results of a path analysis showed that campus programs involving Korean and international students had a positive and direct effect on Korean students’ interaction with international students, and a positive and indirect effect on their intercultural competence. Interview findings also revealed that Korean students’ interactions with international students enabled their meaningful intercultural experience and influenced their future educational and career decisions. Implications of this study for higher education internationalization efforts, the contact hypothesis, and the larger host society are discussed. [ABSTRACT FROM AUTHOR]

This article examines web comments written by Chinese learners on online open courses that are originally produced by leading universities in the United States and United Kingdom and are later introduced to China with Chinese translation. It applies the thematic discourse analysis strategy to classify the comments into themes to explore the patterns of studying behaviors of the Chinese learners. The analysis reveals that open access as the concept and practice of educational resources sharing is overwhelmingly supported. With regard to open course content, the Chinese are more interested in course materials that echo their daily experience than in courses that merely deliver knowledge and skills. A debate on the social effect of foreign open courses on Chinese ideology is discussed. [ABSTRACT FROM AUTHOR]

By taking Finland as an example, this article discusses how foreign higher education providers can enter the Chinese market in terms of strategies on both branding and operation. Recent Finnish policies have encouraged Finnish higher education institutions (HEIs) to export education, with China being an important destination. The article argues that developing joint education provisions is the most suitable model for Finland’s education export to China, as it may meet the expectations and interests of both sides. The article then particularly analyses the need for Finnish HEIs to develop cross-border education in China as well as the Chinese expectations of foreign education provision. Strategies are then discussed for Finnish HEIs to harmonize the interests and needs of both countries, and the article concludes with a number of ‘selling points’ that can be used for marketing Finnish higher education in China. [ABSTRACT FROM AUTHOR]

International collaborations are frequently mentioned in university strategies as a way of promoting internationalization, often in relation to achieving greater connectivity among staff from different backgrounds. Much less explicit attention is paid to the underlying rationale for facilitating such connectivity, or the challenges academic staff may face in participating in such collaborations. In this article, the author argues that failure to pay adequate attention to such interaction issues can hinder the added value that international projects can offer and that much greater attention needs to be paid to the collaboration process itself in order to maximize benefits. The author analyzes the interaction experiences of staff who participated in a set of Sino-British collaborative e-learning projects and reports and illustrates the key challenges they faced and the ways in which they responded. The article concludes with a number of implications and recommendations for personnel involved in researching, planning, and/or participating in international education collaborations. [ABSTRACT FROM PUBLISHER]

Faculty members are key agents in the institutional internationalization process within Canadian higher education. In the growing volumes of literature on internationalization, however, few authors consider how faculty members perceive their role in this process. In this study I take a phenomenological research approach to explore the understanding and motivations of five Canadian faculty members toward their involvement in institutional internationalization strategies. Using de Wit’s (2002) internationalization rationale framework, I compare faculty motivations for engaging internationally with institutional positions on internationalization as articulated in strategic planning documents. Results indicate a range of faculty member engagement in the institutional internationalization process related to the alignment of personal motivations with institutional rationales. Recommendations are offered to assist in devising institutional internationalization strategies that are relevant and meaningful for faculty members and are therefore more likely to engage these key actors in the higher education internationalization process. [ABSTRACT FROM PUBLISHER]

Internationalization of the curriculum attracts considerable interest, yet often remains in the hands of enthusiasts or is relegated to the periphery of personal skills modules. While academics may be “happy to ‘tinker around the edges’ of their course content and classroom pedagogy” they still frequently ask, “What does it really mean for me and my classroom?” This article outlines the experience of one U.K. university, which has been seeking to internationalize the curriculum through two phases. The overarching development framework of the first phase (Jones & Killick, 2007) is now being embedded through the university’s adoption of a global outlook as a graduate attribute. This attribute interlinks inclusivity and global relevance and connects equality and diversity with internationalization to form a cohesive construct for graduate development. The authors describe the process of working with academics across the institution to design and implement learning outcomes at modular and program levels within disciplines, to support student achievement of this attribute through the process of constructive alignment. [ABSTRACT FROM PUBLISHER]

At the intersection of the topics of migration and diversity in higher education lies the experience of people who grow up overseas, or who go overseas for education or military service, and then return as college students. This article addresses their experience, drawing from a series of exploratory interviews conducted—as part of a broader distributed research process on diversity—at one particularly diverse American university. The overseas experience, as would be expected, generally broadens student perspectives but also individuates them by first removing people from existing personal networks and established cognitive routines, then inserting them into new networks and cognitive patterns overseas, and finally reinserting them back into a “home” situation in the United States that is both familiar and now newly alien. The legacies of return thus include a resorting and reconfiguration of notions of self and identity as well as those of family, community, and nation. Overall, the process suggests a useful parallel between the student as traveler and the traveler as student. There is also a warning in this material that much human diversity involves very individualized experiences that may be overlooked in the more generalized literatures on education (especially higher education) and human mobility. [ABSTRACT FROM AUTHOR]