Internationalization of Georgian Higher Education: National and International Influences

Abstract

In response to the scant academic research about higher education internationalization in Eastern Europe and the Caucasus, this paper investigates the characteristics and influences of internationalization in the Republic of Georgia. Based on interviews with Georgian government representatives and university faculty and administrators, this research identified the perceived benefits of internationalization and the effectiveness of its implementation. The research findings indicate that three main engines are driving internationalization in Georgia: western influences through modeling and international programs; national higher education accreditation processes; and the academic programs, courses, and partnerships developed by internationally-mobile Georgian faculty and students. In addition, two recent opportunities for additional growth in internationalization are described -international students in Georgia and joint and dual degrees -along with recommendations on how to further enhance internationalization efforts.

Higher Education Internationalization in the Context of Ongoing Economic-Political Transitions: Insights from Former Soviet and Eastern Bloc Nations

“…As with Kazakhstan, the "horizontal mobility" of international students to Hungary likely reflects historic, cultural, and linguistic ties with ethnic Hungarians living in neighboring nations as well as economic and political ties with former socialist nations that were established during the period of Soviet influence. Campbell and Gorgodze (2016) also note the influence of former Soviet ties on the composition of incoming student mobility at Georgian universities.…”

“…But, Jumakulov and Ashirbekov also observe that Kazakhstan lacks "a specific national strategy for internationalization" and fails to articulate "a definition of internationalization." Similarly, in Georgia, at least some government officials as well as university employees refer to the "need to internationalize" and see internationalization as a "no-brainer" (Campbell & Gorgodze, 2016). But, Campbell and Gorgodze also imply the absence of a clear definition of internationalization, as they conclude their paper by calling for government and/or university leaders to establish a definition of internationalization that is relevant to the Georgian context.…”

“…Current internationalization activities appear to be generative, encouraging further internationalization. For instance, Campbell and Gorgodze (2016) find that institutional and governmental stakeholders in Georgia perceive that faculty who earned advanced degrees abroad or had a research experience abroad are catalysts for additional international research collaborations and drive implementation of novel pedagogical approaches and curricular content at Georgian universities. They also perceive that the implementation of novel teaching methods makes Georgian universities more attractive for international students.…”

“…Pusztai and colleagues (2016) describe patterns of outbound and inbound student and faculty mobility in Hungary and conceptualize international mobility as a form of international knowledge brokerage that may benefit Hungarian students and faculty members at large. Campbell and Gorgodze (2016) identify benefits that staff and faculty at Georgian universities perceive to result from international mobility of students and faculty, including participation in international research projects, development of novel content for university courses and degree programs, and establishment of overseas institutional partnerships.…”

“…Campbell and Gorgodze (2016) document that, to meet national accreditation standards, Georgian universities have to commit to the internationalization of research and teaching and the cultivation of skills that makes university graduates employable in a globalized world. Although there are neither specific guidelines to assess commitment to internationalization nor penalties for noncompliance, Campbell and Gorgodze argue that the explicit incorporation of internationalization in national accreditation standards signals that the government of Georgia values internationalization and considers it important to the provision of quality education.…”