It was announced in April 2011 that the OECD’s Higher Education Programme (IMHE) would be undertaking a project called Managing Internationalization, which aimed to help the complex interrelationships between government and higher education institutions’ internationalization initiatives.
The OECD Higher Education Programme’s volunteer members contributed their knowledge and expertise to the project based on the previously conducted research. We ran a series of online focus groups in 2011 and 2012 to get the views of different institutions, governments, and international organizations on the same topic. The Lund University conference in December 2011 and the State University of New York conference in April 2012 evaluated the focus groups’ results. Another consideration for this project was the work of other international organizations such as EAIE, Institute of international education, International Association of Universities, Observatory of Borderless Education (OBE), and World Bank, as well as the European Association for International Education.
The project identified elements, instruments, techniques, and reference points that influence, or are impacted by, Internationalization. Internationalization is undoubtedly here to stay. This research finishes with some pointers for what governments can do to encourage and support Internationalization and what higher education institutions can do to manage Internationalization more effectively.
What is the big deal about becoming global?
The Internationalization of higher education is not new. Many of the first professors travelled much in Europe, but the focus on national growth and Internationalization became side-lined in the early modern age. Nonetheless, efforts such as the Fulbright Scholars Program in the United States and the Erasmus Mundus Programme in Europe have tried to enhance mutual understanding and stimulate collaboration across higher education institutions. Today, however, the rising rate of globalization has centred emphasis again on student mobility, international research collaboration, and education as an export business.
An interconnected network and global awareness are increasingly seen as essential and sought-after advantages in today’s global information and technology age. With the present employment market expecting graduates to have international, foreign language, and intercultural abilities to engage in a global context, institutions are increasingly focusing on Internationalization. According to the OECD (2012a), the number of students studying at higher education institutions outside of their home countries more than quadrupled between 2000 and 2010 (OECD, 2012a).
Students’ freedom to move around is only one component of a much larger issue: Internationalization. Incorporating international and intercultural perspectives into curriculum, teaching, research, and extracurricular activities is one aspect of what is known as “internationalization at home.” It allows students to gain valuable international and intercultural competencies without leaving home. Other fast-growing forms of Internationalization are emerging (e.g., transnational education sometimes delivered through off-shore campuses, joint programs, distance learning, etc.) and suggest a more far-reaching approach, especially where higher education is now seen as an integral part of the global knowledge economy.
Expected benefits of Internationalization
One of the critical purposes of internationalized higher education is to deliver the most relevant education to students, who will be future citizens, entrepreneurs, and scientists. Internationalization is not a goal but a force for change and progress – it should help build the skills necessary in the 21st century, spur innovation and provide alternatives while supporting job creation. Internationalization’s actual advantages for economies and societies inside and outside the Organization for Economic Co-operation and Development (OECD) must be examined more closely, given the present economic context.
Internationalization has become a two-way street in modern times. It can help students realize their aims to receive an excellent education and pursue research. It allows students to study in the “real world, real-time” about topics that cannot be taught in a traditional classroom setting. However, institutions may build a name for themselves in higher education circles worldwide and become better equipped to deal with the pressures of globalization.
Why should universities internationalize?
- Internationalization helps higher education institutions increase national and international awareness,
- Leverage institutional strengths through strategic collaborations,
- Expand the academic community for benchmarking,
- Mobilize internal intellectual resources, and develop more muscular research groups.
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Why must Governments internationalize?
- Internationalization allows governments to: develop national university systems within a global framework; promote federal involvement in the knowledge economy through public higher education finance; benefit from commerce in education services.
- Improving federal-institutional policy cooperation Institutions should use a complete policy framework to achieve practical internationalization projects. Educational goals and internationalization policy methods must be consistent.
- Institutional policies and strategies are related to national policies on university autonomy, as illustrated through a national fellowship program for overseas students. By diversifying internationalization initiatives and partners, institutions can reap strategic benefits. Autonomous and responsive institutions can boost student mobility and domestic and research internationalization.
- The promotion of a country’s higher education system benefits the country and the institution when it conveys a consistent message about internationalization.
- Governments can help institutions better comprehend the global world in which they operate by outlining the aims and priorities of nations supporting outbound mobility. And you can also read about effective teaching.
- Internal and external quality assurance must be prioritized to ensure foreign teaching quality.
- Time sensitivity differs between institutions and governments; coordinating efforts can prevent conflicts between the long-term goals of higher education institutions and short-term priorities determined by decision-makers and government authorities.
OECD Higher Education Programme (IMHE)
The OECD Higher Education Programme (IMHE) provides a reliable platform for education professionals to share experiences and gain from joint reflection, thinking, and analysis.
The Programme’s global operations include monitoring and reviewing policy choices, gathering data, exchanging ideas, and reflecting on experience. These initiatives assist members advance higher education globally, nationally, and locally. If you want to learn more about Leading Internationalization, contact the professionals at MyAssignmentHelpAU for assistance.
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