Abstract
Over the past two or three decades, internationalization has moved from an operational activity at the margins of university life to play a central role in institutional strategy. Internationalization is monitored and lauded by policy makers nationally and supra-nationally; it is the subject of research programmes and conferences worldwide and features as a performance indicator in a range of league tables. The benefits of internationalization (whether at institutional or national level) have been articulated in economic, academic, political and cultural terms to build a compelling case for internationalization in higher education as an unambiguous force for good. And while some may challenge this prevailing optimism, critiques have tended to focus more on problems in implementation rather than on rejecting the principle per se. Institutional and national perspectives on internationalization vary considerably, reflecting different histories, policy environments and strategies and are manifested in a diverse mix of international activity. While mobility, whether of staff or students, remains a core component of internationalization in most contexts, there has been a dramatic expansion in the number and type of mechanisms used for internationalization and international engagement. It is the cross-national engagement aspect of internationalization that is a specific focus in the current chapter, with Chapter 8 addressing direct educational issues.
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© 2012 Christine T. Ennew
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Ennew, C.T. (2012). Around the World in 80 Ways: Routes to Internationalization in Higher Education. In: Ennew, C.T., Greenaway, D. (eds) The Globalization of Higher Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137265050_6
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DOI: https://doi.org/10.1057/9781137265050_6
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