Internationalization In U S Higher Education

This study reports on the state of international education in the United States, primarily at the undergraduate level. Relying on existing data that is at times lacking and/or contradictory, the picture that emerges suggests that little progress has been made in internationalizing campuses nationwide and that undergraduates do not gain the necessary levels of international understanding, skills, and knowledge to effectively function in an emerging global environment.

This book provides a cutting-edge analysis of the ways in which higher education institutions have become more international over the past two decades. Drawing upon a range of post-foundational spatial, network, and mobilities theories, the book shifts our thinking away from linear, binary, Western accounts of internationalization to understand the complex, multi-centered and contradictory ways in which internationalization processes have played out across a wide variety of higher education landscapes worldwide. The author explores transnational student, scholar, knowledge, program and provider mobilities; the production of mobile bodies, knowledges, and identities; the significance of place in internationalization; and the crucial role that global university rankings play in reshaping the spatial landscape of higher education.

2021 ASHE/CIHE Award for Significant Research on International Higher Education U.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally.

Seminar paper from the year 2009 in the subject Business economics - Business Management, Corporate Governance, grade: 1,3, University of Applied Sciences Bonn-Rhein-Sieg; Rheinbach, language: English, abstract: The higher education industry nowadays is a multibillion dollar business and even expected to grow in the future. Higher education institutions of the Anglophone countries have been very successful in the past decades in progressing towards internationalization. As others for instance German institutions lag behind, it could be very interesting to take a look at the higher education industry of countries like the U.S. and Canada. The purpose of this paper is to develop a framework which serves for a classification of different forms of internationalization in the higher education industry in the U.S. and Canada. Furthermore some important aspects and a checklist will be added to give the reader a solid overview of certain conditions for an internationalization strategy. It addresses people which are interested in the higher education industry, especially in the context of internationalization. For this reason, it is designed for people, who are working in the higher education industry as well as students. At the beginning there will be a short introduction into higher education of both countries as the definition of higher education differs from country to country. Subsequently the meaning of the term internationalization will be described. Having clarified the meaning, rationales for internationalization are given both at the national and institutional level. In the context of internationalization, the paper provides statistical data of the higher education industry of both countries, focusing on the effect of internationalization on the economy. After this profound information, the paper enters the main part of the topic. A framework is described, which serves to classify the different forms of internationalization in the US and Canada. In addition t

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)

Integrating his previous publications with ongoing research, Wit (international affairs, U. of Amsterdam) examines the historical development of the internationalization of higher education and how it differs in the US and Europe; its various rationales, meaning, approaches, strategies, and organizational models; and ways to interpret some of its key manifestations at the turn of the 21st century. He distinguishes three phases of development as the international dimension, international education, and the internationalization of higher education. Annotation copyrighted by Book News, Inc., Portland, OR.

For many faculty the desire and need to go abroad is inherent in the nature of their discipline. For others the thought of going abroad for scholarly purposes is completely alien. This book, which was sponsored by the Council for International Exchange of Scholars, looks in depth at the international experience of American faculty. Goodwin and Nacht examine the type of faculty who go abroad and their reasons for doing so, the incentives and the disincentives for faculty travel abroad, the attitudes prevalent on US campuses toward such activities, the special obstacles and risks faced by faculty who commit themselves to an international experience and the effects of foreign experience among the faculty on the internationalisation of US campuses. In preparing the book, the authors conducted extensive interviews with faculty at thirty-seven institutions of higher education.