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Internationalization and quality assurance in higher education have been closely linked at a conceptual level. It is believed that quality assurance enables a higher degree of internationalization, allowing higher education institutions from different countries to promote cooperation and mobility for both students and scholars. This paper investigates the level of internationalization of several higher education institutions in Romania through an exploratory research addressed to those in charge of the master programs. Moreover, the paper aims to identify the connections between quality assurance and internationalization of these institutions, and uses a questionnaire developed around three dimensions: institutional capacity, educational efficiency and total quality management. The study shows that there are quite big gaps between the Romanian higher education institutions that offer master programs in a foreign language in terms of how they perceive the process of internationalization. At the same time, the results indicate that even colleges that are part of the same higher education institution may have different approaches towards internationalization, leading to considerable differences between them. The results of this study are of great importance for the key decision makers in the Romanian higher education institutions, as they may use the insights of this study to develop better strategies that will support the internationalization process within their institutions.

PurposeThe 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/approachThrough 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.FindingsIt 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 implicationsThe 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/valueWhile 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.

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

Resumo O presente trabalho visa apresentar um quadro sobre as políticas empreendidas pela República Federal da Alemanha no sentido de captar as potencialidades técnico-científicas ao redor do mundo, por meio da atração de estudantes e pesquisadores para as universidades do país, levando em consideração as motivações que originaram tal necessidade para a manutenção de sua competitividade industrial, trespassando percalços e desafios econômicos e sociais percebidos e inserindo tal processo no campo da cooperação internacional. Para tanto, o artigo procurará promover a discussão sobre o papel da universidade no processo de produção de conhecimento e, em seguida, ressaltando a cooperação internacional e interinstitucional como elemento fundamental para a mobilidade estudantil e a produção e troca de conhecimento, buscará situar o processo de migração na Alemanha. A partir disso, estabelecendo relações entre produção de conhecimento e geração de inovação, procurará avaliar como essa realidade se manifesta na competitividade industrial alemã. Assim, além de pesquisa bibliográfica sobre o tema, o artigo estará amparado pelo levantamento dos dados disponíveis que demonstram não só a necessidade da iniciativa, mas como ela vem alterando a disposição e a articulação entre os setores com tal finalidade, buscando avaliar os resultados até então observados. Nesse sentido, serão analisados: a circulação de estudantes do mundo em relação à Alemanha; a participação das áreas privadas, estatais e universitárias em pesquisa e inovação; e os resultados apresentados. O período de 2000 a 2012 foi dividido para que se possa delinear a realidade enfrentada pelo país, resultando na implementação do programa. Ainda com base nas informações disponíveis, o artigo procurará delimitar o programa de inovação alemão de maneira a concluir com a indicação de um eventual modelo de geração de inovação passível de reprodução por países em desvantagem em termos de desenvolvimento frente à Alemanha. Abstract This paper aims to present a framework for policies taken by the Federal Republic of Germany in order to absorb the technical and scientific capabilities worldwide as an effect of the attraction of students and researchers. The motivations, which originated the need for keeping its industrial competitiveness, overcoming mishaps, economic and social challenges as well as introducing this process in the field of international cooperation, will be considered. In order to do so, the article will promote discussion on the role of the university in the process of production of knowledge and highlight the international and interinstitutional cooperation as an important element for student mobility, production and exchange of knowledge, including the situation of the migration process inside Germany. Next, after establishing links between the production of knowledge and generation of innovation, it will demonstrate how this process manifests itself in the German industrial competitiveness. To reinforce the literature on the subject, the paper will provide a survey data that demonstrates not only the need for the initiative, but also how it has been changing the arrangement and the articulation among sectors for this purpose. Finally, the article will analyze: the international circulation of students in relation to Germany: the participation of private, public and university sectors in research and innovation; and their consequences. The period 2000-2012 was divided into two parts to make it possible to delineate the reality faced by the country and the outcome of the program’s implementation. Still based on the information available, the article will attempt to delimitate the German innovation program in order to indicate a possible model of innovation that could be reproduced by countries in disadvantage.

Purpose The purpose of this paper is to analyze how country image affects the dimensions of country brand equity (CBE) (i.e. awareness, image, perceived quality and loyalty) in the higher education sector, as well as the interrelationships between these dimensions. Design/methodology/approach Quantitative research with 208 international students who were starting the academic year at a Spanish university was performed to test the hypotheses. In accordance with the characteristics of the target population, the subjects interviewed were mainly from Europe and the Americas. Findings The results indicate that the country image affects the perceived quality and awareness of the universities in the country. Additionally, a hierarchy of effects between the dimensions of CBE was found. In particular, loyalty toward the universities of a country is positively influenced by their perceived quality, which is affected by image and awareness of these universities. For its part, the image of universities is positively influenced by the awareness attributed to them by international students. Practical implications These results have implications for marketing activities aimed at the internationalization of higher education institutions and, therefore, their appeal to international students. Originality/value The paper’s findings represent an important step in the advancement of knowledge about CBE by taking as a basis a complex model that involves the different dimensions of this construct together with a relevant variable in international marketing, that is, country image.

Internationalization of higher education is one of the dynamism of globalization which has reduced institutions of higher learning to a global village by facilitating teaching and learning across Nations and Continents. Not fewer than 4.3 million students chose to study abroad in 2011 and projected to increase to approximately 5.8 million by the year 2020. The trend now is that international certificate is seen as a symbol of prestige worldwide with the development of knowledge based economy. The purpose of this paper is to conceptualize the push-pull factors of Nigerian international students resulting from ill-conceived and poorly implemented educational policies from colonial era in the Federal Republic of Nigeria and the multiplier effects on the economy and the system. The consequences of these policy summersault is the brain drain which has implications on the society with loss of trained, skilled, competent and qualified professionals needed for economic rejuvenation. It serves as clarion call to the Government of Nigeria to be proactive on international student mobility policy. The paper was based on the reviews of Nigeria educational policies, relevant literatures and internet publications on international higher education, industry reports and international organizations statistics. DOI: 10.5901/mjss.2016.v7n1p89

There is a growing importance of the process of internationalization of higher education (IoHE). This paper is aims to look into the process of IoHE in Mexican institutions particularly looking into their developments, the importance placed on it, and its relation to globalized trends in educational institutions. The paper shows how the process of IoHE is a consequence of globalization and has become a new obligation of educational institutions by putting a premium in producing global citizens aware of global issues and competent enough to compete in the growing global job market. Важность процесса интернационализации высшего образования (ИВО) возрастает. Цель этой статьи – взглянуть на процесс ИВО в Мексике, в частности, на институциональное развитие, его значение в контексте глобальных трендов образовательных институтов. Статья показывает, как процесс ИВО, будучи следствием глобализации, превратился в новое обязательство для образовательных институтов посредством достижения производства глобальных граждан, осознающих глобальные вызовы и вполне конкурентных на растущем глобальном рынке труда.

The paper puts Asia’s rising, especially its emerging as higher education hub in the context of globalization. By summarizing the four waves of internationalization of higher education over the past hundred years, the paper makes an argument that internationalization is not limited to Europeanization or Americanization, the rise of Asia in the 21st century represents alternative routes to modernity. Asian value and scholarship may serve as a counter-force for the Western-centric globalization of higher learning. In the conclusion, the paper advocates a way towards inclusive globalization and calls for the integration of local/national experience with those of other societies and cultures.

日本の大学の国際化は、留学生30 万人計画やグローバル人材育成など従来的枠組を超えた国際化政策が打ち出される中で、新しい局面に入っている。本稿では、これまでの大学国際化の足跡を辿り、大学の国際化の意義を模索する。日本の大学の国際化はどこにその端を発し、いつどのような転換を経て現在に至るのか。また、日本の留学生政策と欧州のエラスムス計画は国際化推進にそれぞれどのように係わってきたのか。これらの考察から、国際化はグローバル社会に適応するために大学が変容・再編するプロセスであり、教育・研究水準面のみならず制度・運用面にも及ぶ統合的なプロセスであることを示す。, A dynamic wind of changes has been blowing to internationalize Japanese higher education with a drastic national policy recruiting 300,000 foreign students by 2020. This paper aims to review the footprints that Japanese higher education has marked along its internationalization process and to seek its rationale. Some of the questions asked are: when the internationalization of Japanese universities started, how it has been shifted, and how national policies have served the promotion of internationalization of higher education. The ERASMUS programme will be overviewed for comparison. The paper argues internationalization is an opportunity for universities to meet the global standard with curriculum and organizational reforms in a global era.

This paper examines the challenges faced by the Turkish higher education system and exposes the inequities and realities educators in a developing nation must struggle with as they try to find a prestigious spot in the knowledge-production industry. After a brief overview of the literature that illustrates how globalization penetrated into each stage of development of Turkey’s modern institutions of higher education, the paper presents a discussion, based on national and international statistics, of the challenges these institutions face as a result of globalization, namely increasing demands for higher education; faculty shortages; the internationalization of higher education; research and knowledge production; and the process of financing higher education.

Summary In many nations government policy and scholarly work have identified the growing role of higher education and research in the world-wide knowledge economy. The role of higher education is not limited to fostering the economic development of nations and providing opportunities for individuals, it extends also to promotion of cultural diversity, political democracy and trade. Emphasis is rightly placed on how higher education can better serve society and promote international cooperation. However, as yet little attention has been given to how higher education and research are active in the processes of globalization, and are themselves being reshaped by globalization with significant ‘feed-back’ effects into nations. Higher education and knowledge are simultaneously global, national and local (Marginson and Rhoades, 2002). Higher education is nested in national government everywhere, and shaped by patterns of social investment. At the same time the cross-border or global dimension of activity is growing, especially in relation to knowledge. By studying the changing global landscape of higher education, we can draw out the implications for the policies of governments and national identity, for the developmental strategies of universities, and for international agencies. The paper maps, summarizes and synthesizes this changing global landscape. It focuses on trends and patterns in the cross-border mobility of students and staff, the growth of educational trade, research publication and research concentrations by nation, ICT-connectivity, language of use, and cross-border policy flows. Most of the interaction between nations in higher education takes the form not of trade but of free exchange and cooperation, i.e. the production of global public goods. The paper draws on (1) recent research for policy papers prepared for the OECD on globalization and higher education, and the internationalization of higher education in the Asia-Pacific region, (2) case studies of leading research universities in eight Asia-Pacific nations, and (3) comparative data from the OECD, UNESCO and the World Bank. While there is a general trend to increased international engagement of higher education, the actual level of engagement, and knowledge economy capacity, vary markedly between nations and regions. One feature of the global knowledge system is the position of the United States, with 54 of the top 100 research universities in the 2007 Shanghai Jiao Tong listing, and almost one third of the world's scientific papers. The USA is a magnet for world-wide talent, enrolling 100,000 foreign doctoral students each year. But a new wave of Asian science powers is emerging in China (including Hong Kong and Taiwan), Singapore and Korea. In China, between 1995 and 2005 the number of scientific papers produced each year multiplied by 4.6 times. In South Korea the ratio was 3.6 times, in Singapore 3.2. From 2003 to 2007 the number of universities from China in the Jiao Tong top 500 rose from 18 to 25, with the mainland universities rising from 8 to 14. Shifts of this magnitude suggest that in world higher education and research a more pluralistic scientific and cultural environment is developing, with some potential also to foster a more pluralistic linguistic exchange. If so, this enhanced diversity would constitute a global public good, providing a greater range of potential solutions to the many problems attending human and environmental conditions.

Higher education the world over has now become part of the globalization process and can no longer be strictly viewed from a national context. The realities of internationalization of higher education and its attendant impacts on the sector is an urgent priority for higher education, especially in developing economies such as Africa. This paper analyses the complex process of internationalization, its manifestations and current developments as well as the main challenges it poses to higher education in Africa. It illustrates the peculiar historical and political contexts of African higher education, the diverse national, regional and international actors, dominant rationales, challenges, risks and their implications for policy. The paper argues that, Africa, just like other regions of the world, or even each country of the world, approaches internationalization in a way that reflects its history, culture and context and in a way consistent with its current needs, priorities and circumstances. While there are areas of dissimilarity between Africa and other world regions, relating to rationales, risks, challenges and even opportunities, internationalization is a worldwide phenomenon that may require increased regional and international cooperation accompanied with workable policies, strategies and ethical standards.

This paper explores how international collaboration by Schools of Librarianship and Information Studies (SLIS) with other SLIS, other disciplines and the practitioner communities could make a significant contribution to the development of library and information services. Collaboration to date has had a limited impact. Based on a review of not only the literature of Librarianship and Information Studies, but also some of the literature on internationalization of higher education, and on collaboration in research and in business, the paper indicates the barriers to collaboration and actions that may contribute to successful collaboration. The support necessary to sustain international collaboration is more likely to be attracted by comparative research studies focused on the role of library and information services in facilitating developments that are widely perceived to be economically or socially important. An international context would facilitate a more rigorous comparison of the resources allocated to library and information services and the benefits derived. This would reveal more clearly the impact that variations in provision make on the achievement of government or organizational goals, and help make a stronger case for enhanced support. A UNESCO/UNITWIN Chair is proposed as a potential formal mechanism to provide strategic leadership for developing appropriate activities.

This paper explores the role of the Canadian federal government in two foreign policy areas: overseas development assistance and international cultural relations by providing a brief history of the federal government’s engagement in both policy areas and highlighting the contributions and challenges of Canadian foreign policy to the internationalization of Canadian higher education. More broadly, the paper explores the unique characteristics of the Canadian federal government’s role in higher education policy making, and in particular, its relations with academics and the university community. Ironically in a world increasingly characterized by greater international education flows, in Canada, there has been a narrowing of vision, a focus on more short rather than long term objectives and a limited engagement of dialogue between academics and the government to promote both development assistance and international education as Canada’s soft power.

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.

PurposeThis paper aims to stress the importance of international and intercultural opportunities in serving as essential components in educating and training library and information professionals. More specifically, it provides an overview of issues and trends in internationalization of higher education (HE) in general and illustrates how the concept of and approaches to internationalization have affected library and information science (LIS) educational settings and programs primarily in Europe and the USA.Design/methodology/approachBased on a literature review, the paper discusses the meaning and definition of the concept of internationalization. Using a framework that draws on theoretical work on internationalisation of HE programs/contexts an analysis is then presented of the changing nature of internationalization in HE environments. The theoretical analysis is coupled with illustrations of current internationalisation practices, projects, strategies and players within LIS education communities in Europe and the USA. Finally, a discussion of the principal issues of internationalization of the LIS curriculum is presentedFindingsA synthesis is provided of the body of knowledge on the topics of internationalisation in general and within the HE sector in particular. Also presented is an overview of the multifaceted internationalisation activities taking place within LIS education. A range of thoughts and suggestions are given on how LIS schools can respond to the challenges of an increasing global world and, more specifically, how they can develop LIS programs and create classroom settings that are truly international in orientation and scope.Research limitations/implicationsThe geographical scope is limited to Europe and North America and the focus of the study is particularly on issues and challenges within the LIS education community.Practical implicationsExposure to international educational environments and acquisition and absorption of intercultural values and skills serves to enhance and enrich the academic background of LIS students/graduates and add to the employability and career development of the coming LIS professionals. International outlook, networking and intercultural communication skills are essential for practitioners, policy makers, leaders, decision makers, researchers and educators in the LIS field.Originality/valueNo comprehensive study of the internationalization of LIS programs in the context of HE sector‐specific internationalization theory has previously been published. The paper makes a difference in the way it reflects on LIS internationalization issues and tasks from the perspective of the published literature on internationalization of HE.

Today’s’ globalised world is replete with many fast occurring changes and challenges. These changes have put more pressure on leaders of higher education institutions. Although frequent exchange of ideas, people and capital among countries through internationalization has brought many benefits to students, societies and countries, higher education leadership faces many challenges when it comes to preparing campuses to meet the increasing needs of globalization. This paper reviews the critical role of higher education leadership in effectively managing the change and cope with the challenges inside the campuses. The paper attempts to answer the question on way leadership in higher education institutions may overcome the challenges more effectively. To answer this question, the paper investigates into current existing literature from a variety of perspectives. To explain this situation, the paper attempts to highlight the possibilities, problems and promises of internationalization of higher education and the role of leadership. This will provide some insights to the higher education leaders on ways that students can be better prepared as leaders in present globalised world. DOI: 10.5901/mjss.2015.v6n4s1p82

The paper puts forward arguments in favour of a new approach to the study of internationalisation of higher education. It claims that a systematic mapping of the funding of internationalisation could shed new light on the phenomenon itself and also on the ways it has been conceptualized and studied to date. Preliminary results from a research project adopting this approach are presented, including a series of initial findings and interpretations it has made possible. They provide a basis for the construction of the proposed conceptual framework for the study of internationalisation, which may also serve the creation of heuristic instruments for further research in this context. The paper focuses primarily on potential scholarly contributions (in terms of new knowledge and conceptual refining), and discusses briefly potential lessons to be considered from a policy perspective.

This paper examines the roles and perspectives of International Office staff in universities in Kazakhstan, as they engage in internationalization of higher education within the framework of the Bologna Process. Drawing on data from document analysis, a national survey and in-depth interviews, the paper discusses the practices, strengths and challenges of International Offices, linking empirical data to theories on internationalization, institutional change, networks and capacity building. Main findings are that the International Offices play a role in the leadership of strategic cooperation at international, national and intra-institutional levels, and that they would have the potential to play a more major role given access to the capacity building and professional development opportunities they identify. The paper highlights tensions that need to be resolved in the division of responsibilities between Bologna Offices and International Offices at institutional level, and in the channels of communication between HEIs and the national Bologna Center.

This paper examines the role of individual agency and the perceived value of international experience for self-directed expatriation as an increasingly common career choice. Drawing on a study of British expatriate academics, it reports that themes relating to both agency and structure come into play. Although individual desire for adventure, life change and family concerns were key incentives to expatriate, participants believed that their subsequent international experience would provide a distinct advantage in the academic marketplace. The internationalization of higher education was a key theme in these perceptions. The paper also presents practical recommendations regarding expatriate academics and other self-directed expatriates.

Research presented in the paper focuses on learning biographies and professional identity development of 14 female and male teachers at university colleges in Norway. Biographical narratives reveal subjective accounts and perception of gender roles and it exposes interaction of formal, non-formal, informal experiential learning in different cultural contexts (journeys), combination of learning, work and family life. Learning as a lifelong process is inter-woven with distribution of power in society, social stratification, structural economic and labour market processes, social identities (including gender) and relation between various spheres of social life (public and private, work, family and learning, etc.). In the settings of late modernity globalisation and the process of disembedding mechanisms of social institutions allow individuals to experience new cultures, new lifestyles and feel disembedded and detached from institutions. Internationalization of higher education is an example of empowering detachment mechanisms, when people choose to learn in different cultural settings and develop intercultural competence through experiential learning. The aim of the paper is to analyse (re)construction of self-identity in biographical narratives and conceptualize male and female learning biographies and learning paths in becoming teachers in multicultural education.

Student Mobility is the most visible and dynamic manifestation of internationalization of higher education. The recent years have noted a considerable increase in the volume of international mobile students and patterns have changed significantly. Now the traditional destinations are facing competition with the new emerging destinations in the international education market. The dynamics of host and source countries have changed significantly. The nature of flow of student mobility has been changed from unidirectional to multidirectional. In the changing facets of internationalization of higher education, the overall context of global mobility has changed significantly in terms of both who is going where, and the mix of host and sending countries. Mobility of programs and institutions from one country to another in the form of branch campus, franchised degree programs, distance education are growing at a fast pace and thus posed serious challenge. Diversification of destination countries as a new change in international student mobility is making the scenario more complex. With the emergence of new trends, international higher education is changing the choice for international students and thus influencing the trends of international student mobility. In this context, the focus of the present paper is to revisit the trends of international student mobility across the globe. The present paper will highlight the complexities which are arising as a result of the changing nature and new developments which are taking place in developed and developing countries in the area of international student mobility.

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

The production and exchange of knowledge are inextricably linked to different compulsions to corporeal proximity and therefore travel. As primary producers and transferors of knowledge, academics are no exception to this rule, and their compulsions seem to be further propelled by institutional discourses regarding the alleged virtues of “internationalization.” Tenured academics, moreover, have a high degree of independence and can therefore easily choose how to cope with compulsions and constraints to internationalize. However, the business-travel literature has paid scant attention to academics and their individual contexts. In an effort to rectify this situation, this paper explores a travel dataset of tenure-track academics (N=870) working at Ghent University. The insights emerging from this analysis are then contextualized by complementing them with in-depth interviews of tenured academics (N=23) at the same institution. This paper argues, first, that varying compulsions and constraints at home and abroad lead to distinct non-travel and travel-intensive academic roles. And second, that academics who have difficulties coping, try to rationalize their corporeal travel behaviour and their mobility behaviour to meet the needs and expectations to internationalize. These strategies give an indication of how travel-related working practices can become more efficient and sustainable in the future.

Higher education the world over has now become part of the globalization process and can no longer be strictly viewed from a national context. The realities of internationalization of higher education and its attendant impacts on the sector is an urgent priority for higher education, especially in developing economies such as Africa. This paper analyses the complex process of internationalization, its manifestations and current developments as well as the main challenges it poses to higher education in Africa. It illustrates the peculiar historical and political contexts of African higher education, the diverse national, regional and international actors, dominant rationales, challenges, risks and their implications for policy. The paper argues that, Africa, just like other regions of the world, or even each country of the world, approaches internationalization in a way that reflects its history, culture and context and in a way consistent with its current needs, priorities and circumstances. While there are areas of dissimilarity between Africa and other world regions, relating to rationales, risks, challenges and even opportunities, internationalization is a worldwide phenomenon that may require increased regional and international cooperation accompanied with workable policies, strategies and ethical standards. Internationalization and its Implications for the Quality of Higher

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

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

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

Internationalization of higher education has witnessed a growing number of students from Southeast Asian countries moving within the region in search of a degree. There is a common tendency among these international students to assume that study will be easier within the region and this has led to issues that need to be addressed. This paper explores one such issue, the academic literacy socialization of mainland China undergraduates in a Malaysian tertiary institution. Specifically this paper will discuss these students’ experiences and the literacy practices they employed during a fourteen-week semester doing two reading courses – Academic Reading and Selected Literary Works. Data were collected using background and literacy experience interviews, literacy logs and analytical field notes. The findings suggest while these students think they are prepared to assimilate into the new environment they encounter difficulties and have to negotiate their literacy practices within those of the host country. The paper proposes the need for better preparedness on the part of both study abroad and host country students to enable them to socialize into the new environment and employ appropriate strategies to renegotiate their literacy practices. Teachers should also help these students adjust to their new environment by adapting better inclusive classroom practices.