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This cross-case analysis explores national level internationalisation of higher education (IoHE) policies in Singapore and Japan. Through comparison of the state level internationalisation strategies, this paper aims to highlight how each country's unique policy environment impacts their approach to IoHE. The analysis suggests that despite the differing national circumstances and ultimate approaches to internationalisation, both states use it primarily as a means to stay competitive in the twenty-first century global knowledge-based economy. This suggests that while IoHE does build bridges between nations, institutions, and individuals within and between regions, within these cases it is being driven by nationally-centred rationales. While some criticize a competition orientation in IoHE, even with such rationales it may still serve to drive greater collaboration and integration among East Asian higher education systems. [ABSTRACT FROM AUTHOR]

Internationalisation is a key element in the evolving role and function of the UK higher education (HE) sector. Its perceived benefits are promoted widely and sought assiduously. It has come to be believed by many practitioners that internationalisation and the quest for quality and status in HE are synonymous. In the current phase of internationalisation considerable emphasis is being placed on the student experience, and a dominant factor in that experience is the quality of the teaching provision. This paper is intended, through a historical analysis of both the HE sector in the UK and the evolution of internationalisation as interpreted in the western developed world, to contextualise the current perspective of universities on this topic and consequently the requirements placed on those responsible for teaching and learning. This analysis has been undertaken through primary and secondary texts with more contemporary references made to the media debate. Evidence suggests that it has always been apparent that the UK university sector and its responses to change are frequently reliant on, or influenced by, the decisions made by government. The issue of internationalisation, for obvious reasons, is more dependent on government policy than is any other. Teaching and learning in the university sector are therefore more closely aligned to national policy at present than may have been the case in recent times, and this is the policy context in which the article is presented. [ABSTRACT FROM PUBLISHER]

Globalisation has elicited internationalisation of higher education as a response from universities. The present paper set out to understand the role of international academic staff in facilitating the internationalisation of higher education at an Australian university, and the advantages and barriers to using them as agents of internationalisation. International students have frequently been touted as resources for internationalisation, but there is limited success in utilising them. International academic staff hold a special position as both international individuals and academic staff members, which confers upon them a distinct capacity to teach an international dimension of their discipline. Despite this, the potential of international academic staff remains unexamined and untapped. In the present study, semi-structured interviews were conducted with eight international academic staff from the Faculty of Science and Faculty of Arts. Results demonstrate unique advantages afforded by international academic staff in facilitating internationalisation, and reveal its specific set of obstacles. In light of these results, universities may consider designating international academic staff to facilitate the internationalisation of higher education, and account for possible hindrances. The article unravels an original and promising avenue for universities and future research to explore. [ABSTRACT FROM AUTHOR]