Global Social Responsibility and the Internationalisation of Higher Education for Society

Abstract

In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third mission” of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, and third mission strategies are predominantly domestically oriented. We consider how universities might, in today’s fractured and fragile world, amplify their contributions to society and the global common good by strategically enacting their global social responsibility through internationalisation. Related concepts of relevance are discussed, and we conclude with recommendations for leaders, researchers, and those involved in teaching and learning who seek to contribute to these endeavours.

Internationalization of higher education in a post‐pandemic world: Challenges and responses

“…The recent call for a more socially responsible internationalization addressing the key global social issues of our planet, “internationalization for society”, by Jones et al. (2021), can also be seen in that context. These counterresponses to a more competitive and market driven internationalization are reflected in the definition of internationalization of 2015 by de Wit et al, an update and extension of the generally accepted working definition of Jane Knight (2003, additions underlined): The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post‐secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society .…”

“…The internationalization at home movement, started in Europe twenty years ago, the call for a more internationalized curriculum in Australia and the United Kingdom, and the appeal for a more comprehensive internationalization policy in the United States, can be seen as a reaction to what van der Wende (2001) called a shift in paradigm from cooperation to competition in internationalization. The recent call for a more socially responsible internationalization addressing the key global social issues of our planet, "internationalization for society", by Jones et al (2021), can also be seen in that context. These counterresponses to a more competitive and market driven internationalization are reflected in the definition of internationalization of 2015 by de Wit et al, an update and extension of the generally accepted working definition of Jane Knight (2003, additions underlined): The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society.…”

Leading and Managing Internationalisation - Crafting Your Own Unique Story: An Interview with Prof. Betty Leask

“…In the early stages of the pandemic, I argued that the disruption to 'business as usual' in international education should be embraced as an opportunity to step back and consider how we might improve policy and practice in internationalisation so that it is more equitable and socially responsible. For decades global mobility has been reified, quantified, and seen as an end in itself, synonymous with the internationalization of higher education Leask, 2021). Mobility is dominated by students from the Global North, and these students are often white, female and already economically advantaged (Green et al, 2015).…”

The influence of national quality assurance policies on institutional planning for internationalization processes of Chilean universities

“…If a university aims to develop an integrated internationalization strategy potentially transformative for both students and staff and for the institution itself, it must consider indicators other than those traditionally used (Jones, 2013) as well as expand the internationalization efforts beyond the international offices (Hunter et al , 2022; Jones et al , 2021). Several authors have categorized traditional indicators used to measure the performance of internationalization in HEIs (Brandenburg and Federkeil, 2007; Watabe and Ota, 2021; Jones, 2013).…”