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Conceptualizing University Internationalization

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Measuring University Internationalization

Part of the book series: Palgrave Studies in Global Higher Education ((PSGHE))

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Abstract

By contextualizing university internationalization within other forces that are shaping the higher education landscape, such as globalization, regionalization, and New Public Management, this chapter provides a critical analysis of internationalization’s definitions, ideologies, motives, and institutional strategies that emphasize the complexities, controversies, and gaps in conceptualizing university internationalization. Although internationalization has become one of the topics in higher education discussed most, there is no well-established conceptual framework of the phenomenon. By using the extensive previous works on this phenomenon, generic components of institutional international strategies were identified that indicated the structural and philosophical similarities between institutions and allowed meaningful comparisons to be made between universities’ internationalization efforts.

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Notes

  1. 1.

    A university’s international outlook rating is based on three elements: ratio of international to domestic students, ratio of international to domestic staff, and proportion of total research journal publications that have at least one international author.

  2. 2.

    In Western society, historically, universities have been international as far back as the Middle Ages. The original universities used Latin as a common language and involved the international mobility of students and scientists (Altbach & Knight, 2007; Scott, 2000; Trondal, 2010). In China, Confucius began his teaching with the notion that he could teach all, including those who lived in the neighboring countries. With this idea in mind, he traveled to different countries to teach (Yang, 2002).

  3. 3.

    Rizvi (2007) notes that the emphasis on teaching about ICTs in transforming educational practice does not so much enable people greater access to each other as facilitate economic growth and productivity. It does not support the core role of higher education, which is to help us understand the world and improve our dealings with it.

  4. 4.

    Between the eighteenth century and World War II, internationalization was seen as a method of exporting HE systems and was often accompanied by imperialism and colonialism. European colonial powers such as Britain, France, and Iberian Peninsula countries exported their academic system to the rest of the world. Even higher education in the United States, now often seen as the dominant model in internationalization studies, was originally based on European influences and remained so for a long time (Altbach & Selvaratnam, 1989; de Wit, 2002).

  5. 5.

    The best-known example of this was the Colombo Plan, as part of which the Australian and New Zealand governments provided scholarships for top students from developing economies in the Commonwealth (Blackton, 1951). There was both an altruistic and a strategic dimension to this form of development aid. On the one hand, the Colombo Plan trained future business people, politicians, and civil servants who could return to their countries and put their studies to good use; on the other, it created an elite group in the Commonwealth Asia-Pacific that had strong professional and emotional ties to Australia and New Zealand, facilitating the promotion of commercial and political cooperation (Oakman, 2010).

  6. 6.

    During this period, exchanges of faculty and students were small in number, and the objectives were more related to diplomacy than to academic and cultural cooperation. Internationalization of higher education also manifested in the form of technical assistance and development aid (de Wit, 2002, 2011a; Huang, 2007).

  7. 7.

    Universities in Australia, the UK, and New Zealand are heavily dependent on international tuition revenue but have flourished since deregulation (e.g., Tarling, 2012). Governments in continental Europe have noted the high global rankings of universities from the English-speaking world and some, notably Denmark, Finland, and Sweden, have concluded that charging international students full-cost tuition fees is the only way of balancing the demands on the public purse with academic quality (West, 2013).

  8. 8.

    Examples of such schemes include Royal Thai Government Scholarships, provided by the country’s Office of the Civil Service Commission, or, for undergraduate study, the Malaysian Public Service Department (Jabatan) scholarship scheme.

  9. 9.

    Whether partnerships are more or less likely to be realized with certain countries; whether developing aid or competition between advanced countries is in the limelight of discussions and activities; whether ‘international understanding’ or ‘knowledge society’ is underscored more heavily; whether political activities in favor of ‘convergence’ of higher education play a small or substantial role; whether understanding other cultures is seen as a desirable goal in general or almost as a necessity for survival—all of these contrasting governmental viewpoints show how much the internationality of higher education is embedded in politics. In recent years, many observers have pointed out that—following some years of increased optimism after the end of the Cold War—international political tensions and ‘international misunderstanding’ are on the rise again (Teichler, 2017).

  10. 10.

    Some highly prestigious universities use internationalization as a means of talent acquisition. Universities like Harvard, Cambridge, and Imperial College London recruit students globally, particularly at the postgraduate level, to attract the brightest minds and keep them ahead of their rivals in terms of their institutional research productivity and quality. The motivation is not directly commercial, in the sense that they often pay scholarships to the top students, but the universities clearly expect a long-term financial return in the form of better global rankings and higher research income (Healey, 2017).

  11. 11.

    For example, in the United States, internationalization remains more driven by political concerns about national security and foreign policy, while in Europe, regional identity and academic competitiveness are the dominant impetuses. In emerging countries, the academic incentives are more prominent.

  12. 12.

    For example, both states and universities invest in internationalization to obtain a competitive position in the world. For governments, the issue is more related to national economic growth, while universities aim to improve their local, national, and international reputation and status.

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    Catherine Yuan Gao

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Gao, C.Y. (2019). Conceptualizing University Internationalization. In: Measuring University Internationalization. Palgrave Studies in Global Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21465-4_2

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