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In-person mobility has traditionally been taken for granted as an element of academic collaboration. The COVID-19 pandemic disrupted this status quo, introducing new challenges, especially across Africa, Asia and Latin America, where local economies and higher education systems have been disproportionately affected, exacerbating existing inequities. Low and unequal vaccination rates in these regions will likely continue to influence academic mobility. Given that international travel is set to remain complicated and expensive, African, Asian and Latin American academics’ preference for North America and Europe as destinations for mobility is likely to shift, with new academic mobility ecosystems emerging. Indeed, strong institutions and countries in these regions are becoming new hubs for intra-regional mobility and collaboration. The future of academic mobility and collaboration in Africa, Asia and Latin America is thus likely to include alternative destinations and virtual mobility, with the possibility of lower levels of international cooperation as the perceived value of mobility comes into question. These changes call for creative, long-term plans by institutions as well as governments. They present opportunities to promote mobility within regions, as well as South-South mobility in order to increase higher education’s social relevance.

Extract ----- Abstract This study examined the determinants of international students’ interactions with different friendship networks and the relationships of these interactions with study abroad outcomes, using data from 482 Korean college students who had participated in international student exchange programs. The results showed that students’ participation in extracurricular and off-campus activities while studying abroad was significantly related to their interactions with local and other international students. The results also showed that students’ interactions with co-national, local, and other international students while studying abroad were positively associated with their intercultural competence, personal development, and career development, even after controlling for other variables. We discuss the policy implications of these findings beyond the Korean context. Keywords: study abroad outcome, international student, friendship, South Korea ----- Bibliography: Jon, Jae-Eun/Kim, Heeyun/Byun, Soo-yong: Friends Matter: The Relationship Between Korean International Students’ Friendship Networks and Study Abroad Outcomes, IJREE – International Journal for Research on Extended Education, Vol. 8, Issue 2-2020, pp. 138-155. https://doi.org/10.3224/ijree.v8i2.04 ----- Open Access License: This contribution is available in Open Access under the Creative Commons license CC BY 4.0 (Attribution 4.0 International) as of 18.10.2022. More information about the license and the terms of use can be found here .

In this study, we address the question of whether and how the internationalization of higher education, particularly its study abroad aspect, has contributed to the common good. Much of the past discussion on study abroad impact has been largely concentrated on outcomes at the personal level. Using qualitative data from the Study Abroad for Global Engagement project, this study analyzes how former study abroad participants contributed to the global common good at the levels of local, glocal, and global communities. The findings show that many chose to practice global engagement, such as civic engagement, philanthropic activities, social entrepreneurship, and voluntary simplicity, for the common good, as the result of study abroad. This article concludes with discussion of implications for research, theory, policy, and practice.

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

This study explores how American study abroad participants make educational and career choices after their return, drawing on career identity development as a theoretical lens. With 37 indi...

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.

As the demand for international education increases, middle-income non-English speaking countries, such as South Korea, play an increasing role in hosting the world’s students. This mixed-methods study compares the different motivations and experiences of international students within and outside the East Asian region. Based on findings, this paper suggests the possibility of Korea developing its position as a regional hub for education in East Asia. It also discusses related issues such as English-Medium Instruction in Korean higher education as well as strategies for international student recruitment.

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.

The purpose of this study is to provide an overview of the Korean government’s policies for building world class universities (WCUs) and their implications for Korean higher education institutions. Primarily through an extensive literature review, but also through a discussion of field interviews and the experiences of one of the authors as a public official in education policy making, this study examines the Korean government’s policies to establish WCUs, as well as the outcomes and consequences of these policies. Using the framework suggested by Salmi (The challenge of establishing world-class universities. The World Bank, Washington, DC, 2009), the study seeks to answer the following research questions: (a) What policies has the Korean government implemented to build WCUs since the late 1990s? (b) How has the government’s quest to build WCUs transformed the Korean higher education system? Specifically, how have HEIs in Korea responded to the policies implemented? (c) What issues and challenges has the Korean higher education system confronted in its quest to build WCUs?

This paper explored the power dynamics between domestic and international students in the context of higher education in an Asian non-English speaking country, Korea. Despite increased international student mobility in recent years, little is known about the relationship dynamics among students from different countries, especially related to power issues. The findings in this study suggested that international students’ countries of origin and language of communication created different power statuses compared to Korean students by their empowerment and discrimination. Power differentials also existed among Korean students due to variations in their English ability to interact with international students. Conversely, international students’ attitudes and acceptance influenced Korean students’ attitudes toward them, irrespective of power differentials created by countries and language, as perceived by Korean students. The implications related to the recent trend of international student mobility are discussed.

This paper discusses the topic of ‘interculturality’ in higher education as it relates to global student mobility and internationalization efforts at higher education institutions. Starting with the underlying idea of ‘internationalization at home’, it explores domestic students’ intercultural experiences at a summer international program in Korea. Four main themes emerged from this case study, interpreted as student intercultural learning and development. They include: (1) intercultural impact due to the presence of international students; (2) personal intercultural change including development in construing cultural differences; (3) the English language perceived as a tool rather than an end; and (4) intercultural experiences with international faculty in class. This study concludes that ‘interculturality’ in higher education can be understood as student intercultural learning and development, as noted with domestic students.

This paper reports on the preliminary results of a research project ‘Beyond immediate impact: Study abroad for global engagement (SAGE)’, which examines the long‐term impact of study abroad on various forms of global engagement. The study employs a retrospective tracer study and mixed methods research design. Survey results from 6391 study‐abroad participants reveal that study abroad has had an impact on five dimensions of global engagement (civic engagement, knowledge production, philanthropy, social entrepreneurship and voluntary simplicity) as well as on subsequent educational and career choices. Sixty‐three interviews were also conducted to provide more detailed life stories about the role of study abroad on global engagement, education and career paths. Three of these case studies are presented. Data were also gathered concerning study‐abroad program characteristics and participant characteristics. In future analyses, the relationships among these variables will be examined. Ovaj clanak izvjestava o ...

Globalization has been one of the most influential forces on higher education, and its implications have indicated inequalities for universities in the“centers” versus the“peripheries” debate (Altbach 2006). In the cases of Japan and Korea, they have several top research universities, according to the university ranking systems of Shanghai Jiao Tong University and the London Times Higher Education Supplement. However, the position of Japan and Korea as non-English speaking countries in Asia, combined with the predominance of English in higher education, appears to place them both on the peripheries of the elite higher education institutions. One example that may indicate their peripheral position is the mobility of international students. With respect to international student mobility, Korea has been one of the top sending countries globally for many years, particularly to the United States, while it has been the lowest among developed nations as a host country (Davis 2003; Institute of International Education [HE] 2009). Similarly, Japan has been a major sending country, while it is recently emerging as a study abroad destination (HE 2009, 2010).