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Introduction Internationalisation in tertiary education is “the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” (Knight 2003). The main... more
Introduction
Internationalisation in tertiary education is “the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” (Knight 2003). The main components of internationalisation of higher education are global competition for talents, recruitment of international students, development of international branch campuses, exchange programs for students, staff and scholars, internationalisation of the curriculum, and research and education partnerships between institutions regionally and internationally (Khorsandi Taskoh 2014; Knight 2004; Sanderson 2008). Beck (2012) asserts that internationalisation is a product of and response to globalisation. Such comments have logically led internationalisation to be critiqued as having an economic orientation: indeed the internationalisation of higher education has been criticised as an international competition for the recruitment of students from privileged countries in order to generate revenue, secure national profile, and build international reputation (Khorsandi Taskoh 2014).
Internationalisation in tertiary education is “the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” (Knight 2003). The main components of internationalisation of higher education are global competition for talents, recruitment of international students, development of international branch campuses, exchange programs for students, staff and scholars, internationalisation of the curriculum, and research and education partnerships between institutions regionally and internationally (Khorsandi Taskoh 2014; Knight 2004; Sanderson 2008). Beck (2012) asserts that internationalisation is a product of and response to globalisation. Such comments have logically led internationalisation to be critiqued as having an economic orientation: indeed the internationalisation of higher education has been criticised as an international competition for the recruitment of students from privileged countries in order to generate revenue, secure national profile, and build international reputation (Khorsandi Taskoh 2014).
Research Interests:
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