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In a period when international flows of higher education students are rapidly increasing and diversifying, this paper reviews recent research evidence about the experiences of ‘home’ students – those who are not mobile and study in their home nation. This is situated within the concept of ‘internationalisation at home’, which asserts that these students should also receive an international educational experience: through interaction with international students, curriculum development and new pedagogic approaches. However, the evidence to date suggests that this is considerably more problematic than might be imagined. For example, home students across the world are often found to resist intercultural group work and generally to avoid contact with their international peers, leading to concerns about unequal access to transformative experiences and powerful knowledge. The conflict between ‘global worker’ and ‘global citizen’ approaches to internationalisation is discussed, as well as the increasingly hegemonic role of English. [ABSTRACT FROM PUBLISHER]

In the framework of the internationalization and globalization of higher education and competition for international students, the paper examines how language policy in higher education shapes the provision of study programs in Estonia, Latvia, and Lithuania. It concludes that study programs in the Baltic states mostly follow the convention of a monolingual curriculum offered in the official national language, or Russian, as the largest minority language in the Baltic states, or English. Comparative analysis of international student flows also shows that while students from Estonia, Latvia, and Lithuania are leaving to study in predominantly English-speaking countries, which dominate in the global competition for international students, language policy laws in the Baltic states, except for Estonia, remain protective of the use of the official language in public higher education. [ABSTRACT FROM AUTHOR]