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The paper investigates the approaches employed for attracting international full-degree students in three countries on the periphery of Europe/the European Economic Area: Norway, Poland and Portugal. These countries, considered semi-peripheral regarding international student recruitment, have shorter traditions for incoming mobility than countries that are major recruiters and which have been the focus of previous research on attracting international students. The paper analyses national policies and strategies, focusing on their emergence, rationales and instruments. The study is comparative, aiming to find commonalities and differences in the approaches of these countries further to the changing global environment in higher education. The major finding is that semi-peripheral countries appear to employ different strategies and resort to other comparative advantages than the largest student recruiters, exploiting political, cultural or geographical aspects rather than educational assets. The findings highlight the need for these countries to identify their distinctive attraction capacities and assets, as well as to be purposeful in choosing their target recruitment regions. [ABSTRACT FROM AUTHOR]

Higher education professional associations (HEPAs) are well-established agents of knowledge production and have been influential in shaping higher education policies and practices. In the context of US international higher education, HEPAs have contributed to the rise of 'internationalization' as a discursive practice. Proposing an analytical framework that takes up Foucauldian analysis of discourse and studies in governmentality, this paper examines a corpus of ACE and NAFSA reports in order to trace the emergence of internationalization and its lines of transformation as both a regime of truth and a regime of practice in the context of US higher education over the last 30 or so years. The findings of this study illustrate that since its emergence in the 1980s, HEPAs have participated in the transformation of internationalization from a discourse of exchange to a discourse of competition. [ABSTRACT FROM AUTHOR]

This paper contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization. [ABSTRACT FROM AUTHOR]

Theoretical ideas about globalization and internationalization of higher education emphasize the tension among different ideologies of higher education. According to literature, a competition among states, economy, knowledge, and status generates this tension to drive higher education development. This theoretical understanding not only shapes our global imaginations but also permeates the organizational behavior of universities. In this paper, we focus on the institutional logics that motivate universities in Kazakhstan to engage with China's ambitious Belt and Road Initiative (BRI). We investigate the ways that Kazakhstani higher education interprets and responds to China's vision of a global order. Based on interviews conducted at 10 higher education institutions (HEIs) in Kazakhstan, we argue that Kazakhstan's engagement with the BRI circumvents the cultural connectivity and global cooperation that are embraced by Chinese policy discourse and perpetuated by academic literature. Rather, institutional leaders in Kazakhstan operate with a utilitarian logic that seeks revenue generation, links with industry, and opportunities for students in employment and further education. The pursuit of these strategic outcomes demonstrates a bilateral engagement with China rather than the multilateral cooperation envisioned by policymakers. In a higher education system dominated by the state, the institutions in our study exhibit partial agency to accrue pragmatic benefits rather than concede to isomorphic pressures or mimic internationalization from neoliberal contexts. The discrepancy between policy discourse from China and policy reception in Kazakhstan raises questions about the rhetoric of a multipolar global order and the realities of international cooperation in higher education. [ABSTRACT FROM AUTHOR]

In 2014, the Canadian federal government announced its first-ever international education strategy. Referencing Cerna's (2014) typology of interactions between national policies and university strategies, this paper examines the implications of this changed national policy context on institutional level internationalization strategies, particularly on international students' recruitment and retention. We specifically examine how university strategies acknowledge governmental policies; what organizational changes they make in response to government policy and what opportunities and challenges university staff identify in meeting policy objectives. The paper presents results from a scan of universities' websites and a survey administered to university staff from a representative sample of Ontario's universities. It concludes that the government-institutional policies' synergies are far more complex than Cerna's (2014) typology suggests, reinforcing the need for newer models examining multi-level and multi-actor contexts within which both higher education and governments operate and develop international policies. [ABSTRACT FROM AUTHOR]

This article analyzes a recent initiative of Japan's Ministry of Education, which aims to internationalize higher education in Japan. The large-investment project 'Top Global University Project' (TGUP) has emerged to create globally oriented universities, to increase the role of foreign languages in higher education, and to foster global human resources. The TGUP identifies 37 universities: 13 as 'top global universities' intended to compete in the top 100 university world rankings and 24 'global traction universities' intended to lead the internationalization of higher education in Japan. Despite the substantial funding behind this initiative, little research has been conducted to evaluate the potential impact of this policy on language planning in higher education in Japan. This paper addresses this gap in its exploration of the TGUP, including key changes from previous internationalization policies. It then presents an analysis of publicly available documents regarding the policy, collected from all 37 of the participant universities. Findings indicate a positive departure from older policy trends and the emergence of flexible, unique forms of English language education in Japan's universities. [ABSTRACT FROM AUTHOR]

The internationalization of higher education is considered to be a major policy agenda in the global knowledge society. For Japan, internationalization has been a key driver in academic and social advancement, while its traditional culture and national identity have also been retained. Recently, a series of policies have been presented by the government, university, and industry to attract more students and top calibre researchers from Asia and further afield, and to enhance exchange and collaboration, internationalization at home, and global human resource development. Concurrently, the controversial nature of internationalization has been pointed out, as well as the stagnant mobility of Japanese students and their inward-looking attitude. This paper discusses the internationalization of Japanese higher education by examining the relevant policy, practice, and perceptions of the people and institutions concerned. The major findings reveal the complexity of internationalization as a dynamic process of change, its vulnerability and marginality, and the extent of the gap between policy and practice. The author also addresses the increased relevance of the research in this field to policy-making and practice in education and its contribution to the production of new knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we examine the local conceptions, interpretations, and implementations of internationalization at one Chinese higher education institution, to provide a more complex and nuanced understanding of internationalization in the globalizing educational context. In particular, we explore the analytical capacity of Marginson and Rhoades High Educ 43(3), 281-309, () glonacal (global + national + local) agency heuristic by examining the local 'layers and conditions' of our research site. We found two local conceptions, Xue Shu Feng Qi (a Mandarin phrase relating to the academic culture) and Jie Gui (a metaphor for internationalization) were used by local actors in relation to the inbound and outbound flows of scholars and disciplinary norms that influenced the global and national reputation of the department. We interpret these local concepts as salient 'layers and conditions' of the glonacal agency heuristic, providing an empirical example to more fully understand the theoretical implications of this perspective in higher education research. [ABSTRACT FROM AUTHOR]

In contemporary writing on higher education, globalization and internationalization are increasingly popular terms, and they are also increasingly being used as frameworks for higher education research. This article discusses the meaning and application of these terms, documents their usage in higher education research, and critically reviews this research and its usefulness for higher education policy. It concludes that, while many interpret the growing globalization and internationalization of higher education as another effect of neo-liberal agendas, the role of higher education institutions as instigators of further globalization and internationalization should not be ignored, while the compromises they make in doing so need to be acknowledged. It also suggests that higher education researchers themselves need to move out of their national comfort zones and think and research more globally. [ABSTRACT FROM AUTHOR]

Internationalization of higher education is now a reality, impacting on higher education across the world in different ways and leading to different consequences. It presents varied challenges, opportunities and even risks requiring equally varied responses from universities. African universities are also engulfed in this context and, in addition to the many challenges they face, they have to deal with the growing complexities of internationalization. An important feature in internationalization has been the emergence of the increasingly competitive knowledge society and global higher education market in which African institutions also have to participate. This is at a time when uncertainty surrounds the potential of African universities in the knowledge society and their capacity to meaningfully utilise the opportunities while at the same time respond meaningfully to the challenges of their contexts. As the world around us becomes ever more globalised, higher education leaders and policy makers as well as university faculty, staff and students are becoming more actively involved in internationalization. This paper discusses the developments of internationalization in Africa and its consequences on African universities. It presents some of the responses by the African higher education sector and concludes with some implications and considerations for the future. [ABSTRACT FROM AUTHOR]

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Internationalizing higher education has been recognized by domestic policy agendas across the globe as important. In addition to the inherent educational and scientific benefit there is a gaining understanding of its impact on the socio-economic scene. Nevertheless, the national scene is important when it comes to internationalizing. In Japan, the industrial and economic progress of neighboring countries serves as a key influence on Japanese policy direction and the internationalization process as a whole. This paper will mainly focus on both the opportunities arid issues of the internationalization of higher education in recent Japan. [ABSTRACT FROM AUTHOR]

Internationalization has become a new phenomenon and reality impacting on higher education systems across the globe presenting varied challenges, opportunities and risks. It has also become a matter of immense policy significance to governments and institutions with the increasing benefits associated with integrating into the global network of knowledge and ensuring global competitiveness. The writing of this article is motivated by the conviction that Higher Education Institutions (HEIs) operate in line with institutional, political, economic and cultural context of the nations in which they exist. The level of support extended and policy directions set by national governments influence the nature, motivation and strength of the internationalization ventures by HEIs where objectives and rationales need to be integrated with national policies and strategies. The review article assessed the policy provisions for internationalizing the higher education system in Ethiopia. It involved a critical review of Education Sector Development Programs and national development plans in the post 1991 period. It discovered that comprehensive and organized policy framework (except for scanty provisions) that defines aims, rationales and objectives of internationalization is lacking. This has left the universities to operate in a vacuum and less planned and unorganized manner. The study suggests that most of the missions assigned to the universities, such as ensuring quality in education and research, and preparing graduates for the international market, needs to be accompanied with policy commitment towards internationalization. In dealing with such a policy, government should follow an integrated approach combining all the important elements and dimensions of internationalization. [ABSTRACT FROM AUTHOR]

Reports by the International organizations, such as the World Bank, UNESCO, and OECD, reveal that the number of students in higher education in 1985 was 20 million, in 1990 26 million, in 1995 38 million an d with a rapid increase from 1995 onwards, the number was over 85 million in 2001. At present more than 100 million students are at universities and it is expected that the number will reach to 200 million in 2020. In this respect, evaluating the strategies and policies for higher education in terms of internationalization becomes crucial. This research study aims to examine the role of management in higher education within internationalization process for catching the new pedagogy. It is essential to consider new generations for the roles of managers in terms of fostering online learning. Qualitative research design was conducted that case study was employed in this research. 17 universities? representatives were participated research that content analysis was done to analyse qualitative data. In this research, it is revealed that ground of internationalization, institutional strategies, policies, academic strategies and policies, risks and handicaps, role of internationalization in higher education are essential for the quality and management for making new pedagogy. [ABSTRACT FROM AUTHOR]

The intensity of internationalization has increased with an escalation in internationalization activities, leading to increasing student, program, and institutional mobility. In Malaysia, the internationalization of higher education in terms of student mobility has changed tremendously in the last two decades as the country has shifted from a sending to a receiving country. Policy-wise, the government has targeted to be a regional hub for higher education. The objectives of this article are to examine government policies, their rationales, and the response of public and private institutions toward these policies. The findings show that while there is also a new emphasis on research and knowledge generation, government policies essentially focus mainly on increasing inbound students to increase export revenues. Institutions’ response vary between public and private as the former have access to research funding from the government while the other is much more fee-dependent and therefore tend to focus on international students as an additional source of revenue but both view internationalization targets set by the government as an end by themselves. [ABSTRACT FROM AUTHOR]

International student exchange programs are widely promoted in higher education as a means of developing desirable intercultural skills and understanding among students. This multimethod study employed data from student surveys, tertiary institution case studies, and interviews with key stakeholders to identify factors that inhibited or promoted the uptake of international exchange programs among New Zealand students. These factors include the development of early understanding of the benefits of studying abroad; ongoing support to students; social, cultural, and linguistic capabilities; and how effectively overseas study was integrated into student degree programs. Implications of these findings for exchange programs in general are discussed in the context of future strategic development of expanded, more diverse opportunities for study overseas. [ABSTRACT FROM PUBLISHER]