Internationalization : Motivations And Sources Essay

In the article, “Colleges Adapt to New Kinds of Students from Abroad,” Karin Fischer (2011) explains the increase of foreign students in U.S. universities leads to make more problems in campus and how universities are trying to overcome those problems and help foreign students to adapt to campus. Fischer explains the increase of the foreign undergraduate students due to the support from foreign governments. Fischer quotes Wesley Young, the director of services for international students and scholars at the University of California at Davis, to discuss that the increase of foreign undergraduate students especially requires more care and help than graduate students. While older students know what they need to do and what to do in U.S. university,

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

As it is easily visible with the increasing enrolment of international students in Canadian institutions, internationalization has become one of the key aspects of higher education in developing its intellectual property, more mainly due to political and economic reasons (Altbach & Knight, 2007). Canada is perceived to be “one of the most trusted in the world” as a destination of choice with its high-quality education in a welcoming multicultural environment (Global Affairs Canada, 2014). A study conducted by Canadian Bureau for International Education presents that in Canada, the number of international students pursuing post-secondary studies reached 263,855 from 187 nations in 2015 all around the world (2016, p. 15). In

In addition, the internationalisation is the strategy to occupy the foreign market step by step. Also, the porter’s competitive advantages theory is to analysis the strategies of global business. They could divide to three strategies: over cost leading, diversity, and market focus strategy (Passemard& Calantone, 2000). The cost leading strategy focus on establish efficient scale production facility and minimize the research and advertising cost. The diversity strategy focus on introduce some unique product in whole industry. But, this strategy will with a high cost price. The focus strategy is attack of a particular customer group or specialist regional market, its purpose to design the service for a particular target. Consequently, the companies need to consider the internal and external factor condition, such as: factor condition, demand condition, related and supporting industries condition, and firm strategy and rivalry. They are called diamond system. This dynamic system gives the company a standard to measure theirs advantage and disadvantage before they enter foreign market. Moreover, the specific advantage in Internationalisation of Production is give companies a new choose for exhausted market (Strange,S. 1992). In an international environment, the companies will face more uncertain and unequal condition than home market, therefore the companies need keep the attention of more factors:

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.

Recent studies in globalization and economic reports have shown the financial benefits of knowledge flows and the importance of the human capital in all industries and sectors of a nation. The term “human capital” refers to those capable of not only performing skilled tasks, but also professionals who can adapt to the demands of a globalized world and new technological trends. Higher education institutions in Australia and the United Kingdom, along with their governments, have taken the necessary measures for empowering the internationalization of their institutions in order to develop skilled human capital. Unfortunately, Mexican universities, like the University of Quintana Roo, have not taken the necessary steps to internationalize the institution. Therefore, I want to explain to you why you should internationalize the University of Quintana Roo, how you can do it, and a couple of considerations you should take when making a decision.

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

International students attending U.S. colleges and universities bring valuable cultural and educational diversity as well as economic contributions to American campuses and their communities (Andrade, 2006). Internationalization on college campuses encourages cultural awareness which can provide beneficial skills for students as they enter the workplace in our globally interconnected society. As international student recruiting increases, research suggests that universities must become more aware of the adjustment and acclimation challenges international students face and provide appropriate services to keep them enrolled. This qualitative study of international students in a North Eastern Tennessee university, will attempt to explore best institutional efforts to boost student retention, confirming that additional recruitment resources alone does not guarantee international student retention.

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

“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

However, American institutions were only able to use tuition to cover 44% of operating costs in 2012 (Han, 2014). This chapter’s study was performed at a university challenged by an enormous budget cut and one of the lowest tuition rates in the nation. Furthermore, the proportion of international students outpaces the national average by 2% (Institute of International Education, 2016). Yet, administration has not made improved retention and recruitment of international students a priority in fixing the situation. Rather, the university has decided to cut costs and faculty positions to solve the issue. This may also be the case at many other institutions facing budget issues. However, improved retention through addressing academic needs may aid in alleviating some of these financial issues. In previous studies, students cited academic matters like course structure, discussions, and study skills as significant obstacles (Abel, 2002; Fenton-Smith & Michael, 2013; Pan & Wong, 2011). In fact, 74% of international students and 65% of domestic students shared concerns with their academic pursuits (Grayson, 2008). Furthermore, Yi (2007) found that 45.9% of international students’ need for academic assistance was quite common and sometimes overwhelming. Yet, in most of the studies consulted, academics was a catchall term that did not address specific issues. In

Not only does this diversity benefit social purposes but it also has certain national purposes. National reforms in higher education were a result of Europe's ability to collect information from these diverse Universities, and adapt to beneficial procedures. (Robbins report: 41) Consequently this encouraged efficiency throughout the education system, due to high levels of mobility between different European countries, and high standards were therefore demanded. These mutual exchanges of solutions to higher education problems benefit Europe as a community and benefit our Universities both