The Internationalisation Of Higher Education

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

Every year there are around 435,000 international students enrolled in universities around the UK (UKCISA). Studying abroad for a lot of these students is a privilege, however it can be a stressful experience for various reasons. There are plenty of challenges, other than language barrier, that these students face, like major culture shock, homesickness, and financial difficulties.

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,

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 international students as fee paying customers of education and training services has been a key strategy in education reform measures in Australia, which has had the aim of expanding education and training and establishing this as an export industry. For that reason the number of international students has grown rapidly (see chart) and their safety and have been the focus of increasing attention. In 2008, there were 435,263 international students living in Australia, and the country ranked fifth amongst OECD recipients of international higher education students, after the US,

Internationalization, the term and its associated processes and practices, is a phenomenon clouded with complexity, nested within globalization, increased global migration, and capitalism. Our understandings of internationalization within an educational context often focus on the story of the West. Whether opening the doors of the academy to students from around the world or creating pathways for students and faculty to travel to different countries, internationalization (from the perspective of the West) has been viewed as a means of ensuring global

It is easy to become inured to the rhetoric of globalization, which seems to be on the lips of every ambitious college president. But the trend is real and important. National borders are simply less relevant than they once were. Student and faculty mobility has exploded. Cross-national research collaboration is more common than ever. International college rankings proliferate.

Studying with those from another background other than our own provides opportunities for greater discovery, understanding, and cooperation. International students bring a variety of ideas and new perspectives to the classroom, aiding in the educational process for all and are an important component to many universities’ campus climate. Beyond the important cultural components they bring to campus, International students are also a source of high tuition revenue for universities. Students are often charged multiple times the rate of tuition that in-state domestic students pay, such as the University of Washington, where international students pay almost three times as much per year (Lewin, 2012).

International students who come from different parts of the world to study with later hopes of finding a job, take loans to help pay for education ending up in large debts. This sadly is a harsh reality for students who come as international students into the United States. International students are not permitted to work off campus while studying at a university. According to the U.S. Citizenship & Immigration Services, visas granted to foreign students are prohibited to any execution of a job (Working). This can include any work ranging from working in motels and liquor stores to in some cases, on campus. Inability to abide by these rules can result in deportation or can affect the student visa and further permissions for a work visa and a green card. Making it incapable for international students to work off-campus, builds a financial burden on these students as well as their parents back home. Not only are these students burdened with thousands of dollars of debt, the currency exchange rate makes it tougher for these students to pay for their tuitions, housing, and food, without earning it in American dollars. Some students are fortunate enough to find and do jobs on campus, but only small number of students admitted in United States universities are hired for on-campus and the availability is quite low in comparison to a number of international students. This makes it difficult for international students to get an on-campus job and help pay their tuitions, as well as

Should we bring more international students to FAU? Let's see why how does it benefit to promote international education within FAU; International education is increasingly recognised by institutions and governments as an important export sector. In fact, the economic impact of foreign students’ tuition – along with accommodation, living expenses, recreational and travel expenses, and other in-country spending – has been significant enough to make international education a top export category in many leading destination countries. For

Higher education in the UK has probably become one of the most popular choices for international students. The study devoted into the experiences of the international students report that the phenomenon of culture shock as a part of challenges could be troubling them (UKCISA, 2008). Whereas, the students who come from developing countries responded that the higher education in the UK would extend work field as well as the effect of social cognition (Mazzarol and Soutar, 2002).

As Nelly Stromquist states “education has become the key venue to support globalization” (xiv). Personally. I can attest to this statement because, attending the University of California, Berkeley has allowed me expand my global horizons like never before. Globalization as defined by Manfred Steger is “the expansion and intensification of social relations and consciousness across world time and world space” (15). In essence, globalization is about expanding worldwide interconnectivity. While it is true that education and schools encourage globalization, I believe depending on the type of institution, one’s access into the global world will vary due to the amount of resources.

Over the last decade there has been a significant increase in student mobility, from 2.1 million international students studying outside of their home countries in 2000 to 4.5 million in 2014 (Project Atlas, 2015). This represents a 100% increase and out of all the nations the United States of America continues to attract most students across the globe. According to the Institute of International Education’s (IIE) Open Doors Report, the international student population has been on a steady increase since 2001-2002, and in 2014-2015, 974,926 international students were enrolled in U.S. higher education institutions (2015). It is clearly evident that USA became the dream world for the higher education.

This is the frame that supports the idea about the “global graduate” explosion, as a direct respond to the internationalization pressure. This concept emerge from Diamond et al 2011(in Brooks), who considers the need of

Cosmopolitanism can be apprehended as a personal model that an individual uses to enrich their personal and professional life (Gunesch, 2004). As such cosmopolitanism and international model of education should be adapted in promoting an international mindedness. However, cosmopolitanism should be flexible to allow integration of such a model into the individual cultural or social organization. International mindedness should be adopted in a way that it emphasis and appreciates the culture and origin of the students that go through the program. It should be formulated in such a way that students understand and appreciate its role rather than as a system of