internationalization

Political crises, including the Israel-Hamas conflict and Russia’s invasion of Ukraine, have placed great stress on universities worldwide. How should they respond?

As Global South countries shift from "exporting" students to hosting international universities, a new mode of internationalization emerges. Using India as a case study, we explore the reasons and success factors behind establishing "international centers."

Japan and South Korea's international liberal arts programs face challenges merging Western education with national, non-English traditions. Local contexts heavily shape English-language liberal education, despite global aims, affecting both institutions and individuals.

Despite alignment with EU’s strategies, disparities persist, because integration of international PhDs into the domestic labor market involves not only research and development but also migration policies.

Drawing on more than 2800 responses from 46 EHEA countries, insights are provided into matters of job satisfaction, institutional approaches and performance, and the perceived influence of national and European-level actors on internationalization.

Fewer Koreans are now studying overseas than in the past. Behind this trend are such factors as the shrinking youth population, the COVID-19 pandemic, rising global nationalist and xenophobic sentiments, and improvements in domestic higher education.

Considering racial justice, is Fulbright a good brand for US international student and scholar mobility?

Medium-sized cities across Europe are increasingly and actively attracting skilled migrants. How can stakeholders in these cities best manage the challenges of internationalization?

This article shows how the idea of diaspora is now understood and deployed by higher education institutions to foster competitive advantage.

A study of French Jewish students in Israel revealed that their mobility was motivated by the pursuit of cosmopolitan skills for a global knowledge economy, as well as a deeper connection to an ethnic identity and a “homeland.”

With rising numbers of international academics, the discussions around the possible benefits that they provide to their fellow nationals and home country are well documented in the literature.

In this analysis, we propose that, unlike in other former Soviet republics, the internationalization of higher education in this region depends on a complex configuration of market forces, modernization, and ideology.

The need for internationalization of medical education (IoME) is heightened amid the COVID-19 pandemic. IoME is the process of purposefully integrating international, intercultural, or global dimensions into medical education.

This article examines that puzzling disconnect within the broader framework of the rise of English as the dominant lingua franca, its historical grounding, its social and economic implications.

Scotland has carved out a space in higher education that reflects its distinct political culture.

Digital change is not merely advancing technology, but organizational and systemic innovation that affects all areas of higher education and the educational system.

COVID-19 is an unprecedented test on higher education. What is unchanged, though, is that refugee students remain victims. Their disadvantages are health related, financial, and academic, making them more vulnerable to the pandemic than other students.

COVID-19 impacts not only students and staff at colleges and universities, but also academic associations, including international higher education associations, forcing them to adapt how they provide support and expertise to their members.

Recent surveys on the impacts of COVID-19 on international education agendas and activities in Europe and North America provide important insights into challenges as well as responses taken by the sector.

In response to COVID-19, Italy was the first European country to close its universities and switch entirely to online education.