New Phase of Internationalization of Higher Education and Institutional Change

Abstract

Internationalization of higher education has undergone significant change in the current scenario. The approach to traditional internationalization which was based on international co-operation and rarely a profit making activity were at the center of traditional internationalization has changed significantly from the last two decades. Emergence of the new phase of internationalization of higher education is characterized by self-economic interest of maximizing profit and capturing student market by expanding institutional reach in other countries. The intention of students to go abroad and the functioning of universities has changed substantially in the current scenario. The governance by comparison and competition for international students has made radical change in the governance of institutions. The remaining work is done by the globalization of higher education, essentially motivated by profits rather than by either government policy or goodwill. The observed competition in recent decades in the international higher education market has led to the marginalization of teaching-learning, which is assumed to be the central role of educational institutions. The central focus of the present article is to trace the change in internationalization of higher education in general, with special reference to student mobility and how it is changing the role of educational institutions in the new phase. In connection with this, the present article aims to contribute to the body of knowledge under the broad head of internationalization of higher education.

From Enrolment Rates to Collaborative Knowledge Production: A Critique to the Internationalization of Higher Education in Canada

“…Higher education has then been regarded as a lucrative and tradable sector (Altbach & Knight, 2007;Knight, 2008) not only by the General Agreement on Trade in Services (GATS) but also by universities that admit international students as a source of revenue. Consequently, there is a risk that students may now be seen as mere customers who are recruited in order to fulfil economic agendas (Andrade, 2006;Harris, 2008;Van Damme, 2001;Wadhwa, 2016b). Cudmore (2005) also notices that a former humanitarian motivation in Canadian institutions to recruit international students has yielded to 'a motivation to boost revenue and export earnings' (p. 47).…”

The Development of Global Higher Education in a World of Transformation

“…Globalization with changes in the world's economy, increasing diversity, and the ubiquitous use of technology creates unprecedented opportunities and challenges for higher education (Anderson, 2015;Slaughter, 2014;Wadhwa, 2016). Spring (2014), suggested colleges and universities are "already in the best position to benefit from, and contribute to, the increasing exchange of knowledge" (p. 93).…”

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

“…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 %). According to Wadhwa (2016) this new phase presents yet another characteristic that is associated with: the shifting work scenarios that require new and specialized knowledge, "the search for better living conditions and a stronger labor market demand" (p. 231).…”