Internationalisation Of Higher Education Case Study

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6), 685-700.

The need for higher education has prompted many students to seek further studies in international colleges outside their countries and Australia has become an academic hub for international students who mostly come from developing nations in Asia and Africa. The students, once they secure a place in this schools, they are subjected to a new environment which comes with different challenges. International students in Australia have become an integral part of the society both social and economical. However the students face a myriad of challenges before fully adopting to the new learning culture. In

Iowa State University prides itself on its mission to “Create, share, and apply knowledge to make Iowa and the world a better place” (Iowa State University Office of the President: Mission and Vision). This mission focuses on the success of each and every student that attends Iowa State. In order for Iowa State’s Study Abroad program to follow the foundational mission of the entire university, it had to create a mission that also focused on the students. The mission they have formed and stand today consists of: putting emphasis on developing strong international adventures. In order for students to go out to other countries to receive a quality education, the Study Abroad program must create a strong base on which they are able to form equal quality education as Iowa State provides no matter where a student goes. To promote opportunities that are inclusive and affordable for all students. To prepare students and directors for success when studying abroad. To advance standards of safety and uphold

Canada’s International Education Strategy clearly outlines the economic benefits of increased international students’ participation on campuses and in the communities (MAE, 2012). According to Roslyn Kunin and Associates Inc., (2013) estimates that 450,000

Unfortunately, it seems that the internationalization of higher education has been purely lip service. Companies, policy makers, individuals and organizations, like the Universidad de Quintana Roo, need to work alongside the government to ensure that they are working at the same pace as their international counterparts in order to benefit from these global flows as well. As the president of the university, you are in the position to implement key components for internationalizing the university. This will not only bring prestige to the university, but also financial gains for the institution and benefits for its members, community, and the country. Moreover, it promotes understanding and peace among nations (Knight,

In like words to Albert Einstein, John Dewey once stated “education is not preparation for life; education is life itself.” An immensely powerful blessing found in attending an international school has been becoming a person who thrives and enjoys learning amongst a seemingly endless multitude of cultures. The opportunity to essentially become immersed in different cultures gave me a personal conviction to go out and serve underserved regions of the world. Through my missions and travels, I have learned that how we face both diversity and adversity define who I am. The value of an education is determined by the one who receives it and what he or she chooses to do with it.

Merryfield, M. (1995, July 1). Teacher Education in Global and International Education. Retrieved July 7, 2015, from http://eric.ed.gov/?id=ED384601

The United States has always been a main attraction for international students to gain intellectual knowledge, technical skills, cross-cultural experience, and better opportunities for professional development (Han, Han, Luo, Jacobs, & Jean-Baptiste, 2013; Zhang & Goodson, 2010). According to the Institute of International Education (2017), in the academic year of 2015/2016, there was an increase of 7% in the number of international student pursuing higher education in the United States over the previous year with total international students of 1,043,839 and 5.2% representing the total of U.S College enrollment. International students make higher education one of the largest service sector exports in the United States (Rice, Choi, Zhang, Morero, & Anderson, 2012; Zhang & Goodson, 2010). They are regarded as a vital financial commodity for countries

In academia, the internationalization of higher education was designed to build cultural bridges and to unite education scheme around the World (Knight,2004). Internationalization of Higher Education could be divergently defined by many scholars. In this respect, Chan and Dimmock (2008) suggest that "Internationalization is a multifaceted concept, with many different interpretations, emphases, and purposes."(p.184).So, internationalization `s meaning depends on the context being used in. A point of agreement, however, would be what is maintained by Knight(2004).For her, internationalization of higher education is broadly defined as a set of global educational tasks which are implemented within the higher education curricula in order to internationalize the learning-teaching process and to promote global harmony across universities (2004).To exemplify, university exchange programmes might be the most important activity to shed light on, with a particular link to the context of our study. Hence, the meaning of internationalization in the present purposeful work is limited to the scope of international academic and exchange programmes in higher

While internationalization, through rhetoric, is toted as a means of producing, disseminating, and applying knowledge beyond national borders, Western models of internationalization within higher education engenders the reproduction of oppressive world orders that place Europe, the United States, and Canada at the top of academic food chain and developing (formerly colonized and continuously exploited) nations at the bottom. Altbach & Knight (2007) present the motivations, expectations, and realities of internationalization of education within the context of rapid globalization. Touching on the expansion of volume, scope, and complexity the international activities of universities over the past two decades, Altbach & Knight emphasis the integral part that globalization plays in pushing higher education towards international involvement. Society has entered a phase in technological advancements underscore the necessity of knowledge production and ownership. Altbach & Knight describe globalization and internationalization with the rhetoric of economists, emphasizing that both phenomena are situated within and are perpetuated by demands and supplies of knowledge and service. Moreover, and perhaps most importantly, internationalization and international academic mobility are characterized as favoring “well-developed” education systems and institutions – “well-developed” synonymous with global north, Western nations. Focusing heavily on the reality of globalization, Altbach & Knight present the United States, Canada, and Europe as in control in the means in which internationalization in higher education functions and operates – presenting a problematic continuation of colonialism as well as a breeding ground for the expansion of global inequities and

Whatever direction global higher education takes, one thing is clear: The growing number of internationally mobile students, intent on finding

The United States is mixing people from cultures all around the world which often called a melting pot. Also, American culture is exceptional, and might be different from international student countries in many ways. The number of international students attending institutions of higher education is on the rise in the United States. The overall number of international students in the U.S. has grown 72 percent since 2000, according to us news and world report. Also, the foreign student population rose from 547,867 in 2000 to 690, 923 in 2010. The international students from different countries such as China, India, South Korea , Japan, Saudi Arabia, Vietnam, Turkey, and the United Kingdom. Moreover, China occupies the largest number and then India that 30% increase in Chinese student enrollment in the United States and 15 % of international students from India. Furthermore, the number of Saudi Arabia increased that there are 10 times more Saudi students in the U.S. today than in 2000, according to IIE. The number of students from Saudi

“In 2006 to 2007, according to the data compiled by the Institute of International Education, 582,984 students from all over the world were enrolled in American colleges and universities in a wide range of fields” (Carter, Paragraph 2, 2008). The United States has the highest number of students who are coming to study abroad than any other countries. Each year, the number of international students coming to the United States to obtain degrees is increasing by thousands, and home countries of these students are primarily India, China and Korea, all located in the whole different continent. But what are the motives of students who are crossing the sea to study? Their goal of studying abroad is to experience diversity and to adapt attitudes

The advantage of widespread education is the cultivation of international skills and attitudes, contributing to the values of university education.

Looking at the trend recently, most of the students feel that studying abroad is better than studying in local universities. As a saying goes, the grass always looks greener on the other side of the fence. However, the students have their own choices either studying in universities abroad or in local universities. They have own reason to stud locally or abroad. Both of universities, abroad or local have their own uniqueness. So, we cannot ignore the fact that studying abroad is better than studying in local universities but to study in local also has advantages. In