This report analyses the array of government-initiated higher education internationalization programs and policies in place around the world. Numerous policy examples presented, and issues surrounding implementation and effectiveness are considered.

This Annotated Bibliography on international student mobility is the first output of a study sponsored by the Higher Education Funding Council of England (HEFCE), the Department for Education and Skills (DfES) and a range of other stakeholder organisations into the phenomenon of the international mobility of UK-based students. The research study runs from 1 May 2003 to 30 April 2004, and soon will be collecting a range of primary and secondary data on the scale and trends of different types of student mobility in the UK Higher Education system. The need for such a study has been identified in response to wider concerns about the level of UK student mobility in comparison to mobility trends in other EU countries, and whether this difference is significant and puts UK students at a disadvantage. This Bibliography has been one of our main tasks during the first two months of research. It is structured around six key research questions which guide the overall study. Under each question, several dozen references are listed alphabetically; more than 300 in all. Each reference is followed by a summary. Allocating individual references to each key question has not been an exact process since the questions themselves are closely interrelated and overlapping, and the content of many references, perhaps the majority in fact, cannot be easily pigeon-holed. Nevertheless, the division and allocation process was thought to be worthwhile in order to structure the bibliographic resource and to avoid an endless listing of very diverse material. The core literature on UK international student mobility is rather small. However, the available literature expands exponentially as the boundaries defining the phenomenon and its various contexts are themselves extended into cognate realms such as skilled migration, brain drain, graduate employment and mobility, institutional frameworks, related language issues, and policy. The Bibliography presented here is a constantly evolving research tool, and will be constantly refined and added to over the life of the research project. Needless to say, information about sources we have overlooked will be very welcome.

This essay compares the two major Western-centric efforts at “Europeanizing” Eastern Europe: attempts to establish institutions, policies, and practices associated with the modern nation-state concept, and then with the European Union. The extended length of time it took for national identity to gain substantial indigenous appeal suggests the need for a similarly lengthy period for the norms and values associated with the European Union to gain broader and deeper traction.

Drawing on the discussion with over 20 participants from across Europe, the Middle East, Australia and Northern America as well as supportive responses and critiques by Jose Ossandon, Fred Steward, Manuel Tironi and Helen Verran we want to emphasise three takes to reflexively engage with marginalisation. First, being positioned marginally often has immediate complicating implications on our lived realities, in all aspects of our lives. Difficulties extend from our texts not being published or the publications not being recognised by more dominant groups to restrictions in freedom to move across nation-state borders. Second, given its generative-potential for reconfiguration, being marginal is also a doing that has proven useful to STS in the past and thus we do and should ask ourselves if being marginal is perhaps something we may tactically choose. Third, being reflexive about marginality is a contradictory position; being reflexive is a privilege not everyone who is marginal has. Finally, a caveat: the following reflections should not be read as an attempt to represent the workshop; much rather, it instantiates resonances of authors’ individual-collective engagement with the theme.

Today, Argentina’s universities are placing a growing emphasis on internationalization and global engagement, creating a relatively positive context for student and scholar mobility going forward.

The Colombian system of higher education is a diverse landscape, with very distinct regional backgrounds and with wide variation in the focus and reach of its institutions. The majority of institutions are privately funded, the expectation of equity of access to Higher Education mirrors that of the country on a broader socio-economic level, and significant variations exist in terms of the educational/research goals of individual establishments. All of these factors contribute to a heterogeneous, disparate scenario in terms of internationalisation of the higher educational system, which is further accentuated by the relatively minor role played by the Colombian Government. This has led to internationalisation outcomes that are largely dependent on the asymmetric capacities and broad-ranging goals of individual higher education institutions (HEIs).