Internationalization of Higher Education

Abstract

During the last decade education worldwide has experienced massive changes ranging from domestic market inauguration to the internationalization. In due course of time, there has been a great urge for restructuring the education system to make it internationally comparable ensuring economic benefit. The developed countries have dominated through the process and have been able to reap the benefit of internationalization of higher education. It is to be noted that the developing countries are forced to accept the negotiation of the developed countries to get support in turn. At the same time it may also be noted that there exists an inverse relationship between domestic gross enrolment ratio (GER) and outward mobility ratio (OMR) and the other developing countries have resorted to importing education services to supplement their domestic capacity. The present paper articulates the current nature of the internationalization of higher education through analyzing the indicators related to it. The paper establishes the inverse relationship between GER and OMR. It also attempts to provide policy implication by highlighting facts related to the process.

“Nobody is strange”: mobility and interculturality in higher education from the viewpoint of a group of Portuguese international music students

“…We can conclude that the expected benefits of pursuing cross-border studies may even lead to increased financial burdens, a trend that has intensified in the new phase of internationalization of universities (Wadhwa & Jha, 2014). In the first place, the change of country to pursue studies is a considered decision and involves a significant effort on the part of the students, and therefore also requires a commitment that is possibly greater than if they continued their studies in Portugal, since the change of a country involves adaptation to a different culture and society, as well as to a new education institution, teachers and culture of teaching.…”

“…The internationalization of higher education is undergoing a new phase that includes the mobility of students and teachers for academic purposes, as well as the development and marketing of the commercial dimension of educational services (Wadhwa & Jha, 2014;OCDE, 2016). In addition, international student destinations are also changing as the USA is no longer the preferred destination, and especially at postgraduate level there is a growing number of personal and family funding (around 46 %).…”

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“…These are socio-cultural, political, academic, and economic. There are various other rationales such as international security, economic competitiveness and financial improvement which have been emphasised by scholars, however Qiang (2003) supported that the four rationales as identified by Knight (1997; and (De Wit, 2013) have major effects for internationalisation of higher education at national and institutional level (Wadhwa & Jha, 2014).…”

“…Finally, the socio-cultural rationale emphasises the imperative of sustaining one's own national culture and language as well as the importance of understanding other foreign cultures and languages for the benefit of internationalisation. Inter-cultural understanding and a strong national cultural identity are important factors needed for mutual respect, to build a peaceful society and to acquire international skills for global markets (Jeptoo & Razia, 2012;Salas, 2014;Wadhwa & Jha, 2014).…”

The international strategies of universities: deliberate or emergent?

“…This definition used specific terms that showed a recognition of the importance of cultural and language barriers in an attempt to integrate international students so that they become prepared to act as 'global citizens' in an interdependent world. Internationalisation as a concept and a practice has broadened due to an increasingly diversified international student population to include inter alia both the academic and social experiences of students (UKCOSA 2004;Wadhwa and Jha 2014;Yemini 2015). It has also increasingly focused on non-student issues, such as research collaboration and staff experience (Attila and Andrea 2009;Tange 2010;Jacob and Meek 2013).…”