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The main purpose of this comparative study was to understand values driving internationalization of higher education and how these values influence international student mobility in China and Ethiopia. The meaning, rationale and strategies of internationalization was thoroughly explored with the aim of portraying contextual meaning and drawing lesson from experiences. Qualitative case based two level design national and institutional, is employed that allowed thick data collection by exploring the dynamic relationship within and across cases. Semi structured face to face interview with purposely selected participants were conducted. Participants were ministry of education higher education officers from Ethiopia, professors and university leaders, relevant office experts from both cases, all together 61 participants taken part in the study. Policy documents and institutions strategic plan and relevant literature were thoroughly consulted. The data is collected, analyzed, thematically interpreted case by case, not to distort the contextual color/meaning/ and displayed in cross-case comparative matrices to support understanding of the phenomenon in both contexts. The cases display similarity in two conceptual issues-meaning and rationale and display difference in practical matters-strategies. Internationalization in both cases perceived as a means to respond to local and global needs by producing competent global graduates. The major value deriving internationalization at both cases found imbedded in their national development priorities. Hence the meaning of internationalization indicated the felt need of the country, while these needs implied the strategy adopted that directly influenced international student mobility in both cases. Keywords: value, internationalization, international student mobility

The main purpose of this comparative study was to understand values driving internationalization of higher education and how these values influence international student mobility in China and Ethiopia. The meaning, rationale and strategies of internationalization was thoroughly explored with the aim of portraying contextual meaning and drawing lesson from experiences. Qualitative case based two level design national and institutional, is employed that allowed thick data collection by exploring the dynamic relationship within and across cases. Semi structured face to face interview with purposely selected participants were conducted. Participants were ministry of education higher education officers from Ethiopia, professors and university leaders, relevant office experts from both cases, all together 61 participants taken part in the study. Policy documents and institutions strategic plan and relevant literature were thoroughly consulted. The data is collected, analyzed, thematically interpreted case by case, not to distort the contextual color/meaning/ and displayed in cross-case comparative matrices to support understanding of the phenomenon in both contexts. The cases display similarity in two conceptual issues-meaning and rationale and display difference in practical matters-strategies. Internationalization in both cases perceived as a means to respond to local and global needs by producing competent global graduates. The major value deriving internationalization at both cases found imbedded in their national development priorities. Hence the meaning of internationalization indicated the felt need of the country, while these needs implied the strategy adopted that directly influenced international student mobility in both cases. Keywords: value, internationalization, international student mobility

The main purpose of this paper was to trace trends and patterns of international student mobility in the new phase of internationalization of higher education in China, specifically from 1990 to 2015. Two basic questions framed the study: what is the trends and patterns of international student mobility in China from 1990s to 2015? What reform measures were used in the steering the development of international student mobility in China from 1990s to 2015? Exploratory study method was used in which both primary and secondary data were collected, organized and thematically interpreted. Primary sources of data were government legislations, higher education laws and other related documents while secondary data sources were, books, reports, Chinese government scholarship and Ministry of education websites. Major findings are trend of international student mobility in China is growing steadily fast from few thousands in 1990s to hundreds of thousands in 2015, from more than 200 countries of the world. The trend is analyzed in three thematic time-frame and interpreted as: from 1991-2000, the decade of policy blueprint/roadmap; from 2001-1010, the decade of recognition and understanding; from 2011-2015, the year of new role and influx. Keywords: International Students Mobility, inbound, trends/patterns, influx, IHE, New phase of IHE

The main purpose of this paper was to trace trends and patterns of international student mobility in the new phase of internationalization of higher education in China, specifically from 1990 to 2015. Two basic questions framed the study: what is the trends and patterns of international student mobility in China from 1990s to 2015? What reform measures were used in the steering the development of international student mobility in China from 1990s to 2015? Exploratory study method was used in which both primary and secondary data were collected, organized and thematically interpreted. Primary sources of data were government legislations, higher education laws and other related documents while secondary data sources were, books, reports, Chinese government scholarship and Ministry of education websites. Major findings are trend of international student mobility in China is growing steadily fast from few thousands in 1990s to hundreds of thousands in 2015, from more than 200 countries of the world. The trend is analyzed in three thematic time-frame and interpreted as: from 1991-2000, the decade of policy blueprint/roadmap; from 2001-1010, the decade of recognition and understanding; from 2011-2015, the year of new role and influx. Keywords: International Students Mobility, inbound, trends/patterns, influx, IHE, New phase of IHE