Internationalisation Of Higher Education Case Study

During the last few decades, the United States has leading other develop countries in attracting the highest number of international students interested in pursuing post-secondary degree. According to the Open Doors report, “The number of international students at colleges and universities in the United States increased by 7.0 percent to a record high of 623,805 in the past academic year, and by 165 percent in the last three decades” (Institute for International Education, 2008). The influx of international students in the US, seems to have a positive influence to America economy and diversity enriches the social life as well. America a capitalize country still allow its doors open, hence confirming the above claim. International students have taken advantage of the American open doors to study in US despite the many challenges lying ahead of them. Unfortunately these students travel to the US not know the psychological stress awaiting them. Psychological stress may come as a result of both academic and social experiences. Isolation, culture shock, and alienation may sometimes be stressful and can engender homesickness. On the other hand, increasing number of international students in the US is also a

Lastra-Anadon, Carlos Xabel, and Paul E. Peterson. “The International Experience.” Education Next 12.1 (2012): 52-9. ProQuest. 11 Sept 2013.

With an increase in student mobility around the world, there are many positive outcomes related to learning a different set of education from their home country and obtaining intercultural experiences with a global mindset. On the other hand, students may struggle with different challenges, which they may have unexpected to encounter.

This report examines if the internationalization of Canadian Post-Secondary campuses is ethical. Internationalization in higher education refers to a number of activities including the mobility of students, institutional partnerships and programs, and the transnational marketing and delivery of programs (Garson, 2012). According to the research in the Garson’s journal, four different possible rationales for internationalization in higher education include: the political, the academic, the culture and social, and the economic factors . When looking at the Canadian International Student Strategy, two provinces host the majority (68%) of international students or (180,000) with Ontario hosting 42% and British Columbia (BC) 26% respectively (CBIE, 2014). Although, internationalization is multi-faceted, this report will focus on the economic impact for post-secondary campuses and the larger contribution that international students make to the Canadian economy and whether there are ethical implications with the comparison of the ethical theories. Additionally, both domestic and international students’ perspectives are discussed to determine the ethical impact on their experiences.

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.

(1991). Global education: From thought to action ; yearbook of the Association for Supervision and Curriculum Development. Alexandria, Va.: ASCD.

Their steps to expand the studies internationally increases their involvement in international educational arena. The increased momentum to their global engagement efforts makes them more successful. Their efforts to diversify faculty and staff will improve their cultural diversification efforts. More

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

The United States accommodates the largest pool of international students globally, with over one million students choosing to extend their education and life experience in the US. The number has grown since the 1950s and continues to grow due to the quality of teaching offered and the multi-cultured environment that allows for wholesome growth and unforgettable life experience. Additionally, the prospect of getting into the US labor market has made international students prefer the US as a study destination. The number of universities and colleges offering a broad range of courses has also grown thereby encouraging more

“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 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

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