Internationalisation of the contemporary university has become a pervasive and powerful development theme during the past three decades. In many countries, higher education is now a major export industry. The UK has longstanding experience of overseas student recruitment, international partnerships between universities and trans-national education. It has led the world in the development of the quality assurance of overseas activities. This collection of essays brings together articles published in the journal of the UK Association of University Administrators (AUA). Several of the pieces are members of AUA whilst others are by authors who work in other countries. Overall, in this volume, there is a practitioner focus that provides the reader with lessons learnt by those with experience of implementing policies to promote the internationalisation of higher education. We are interested both in how universities can manage the challenges that they face, and in how the experience of students can be enhanced by participation in internationalisation. Because the AUA has an enduring commitment to the professionalization of management and administration, readers of this anthology will find accessible, focussed and brief articles that are solution-oriented. This book was originally published as a special issue of Perspectives: Policy and Practise in Higher Education.

This book provides robust insights into the current policies, trends, challenges and possibilities in the internationalisation of higher education in East and Southeast Asian countries, revealing emergent and new models and practices in this area, and discussing implications for mutual learning across different education systems. Drawing on case studies from Laos, Malaysia, Indonesia, Vietnam, South Korea, Guangdong–Hong Kong–Macao Greater Bay Area (GBA) and other parts of China, Singapore, the Philippines, Thailand and Japan, this volume addresses emergent and less-heard perspectives on and experiences in the internationalisation of higher education. By detailing, comparing and contrasting the key aspects of internationalisation across countries in Asia and the West, it discusses the implications for mutual learning across different higher education systems. Through practical case studies, this book brings to light the voices and experiences of researchers, who are studying core and new issues, opportunities and challenges facing the internationalisation of higher education in East and Southeast Asia. East and Southeast Asian Perspectives on the Internationalisation of Higher Education is a must-read text for practitioners, international education policy makers and advisors at the national and institutional levels. It will also be of interest to academics, researchers, administrators, students of international and comparative education courses, as well as anyone researching the internationalisation of higher education or looking to learn more about what internationalisation could look like in the future.

This book argues that international higher education has to be competitive, sustainable and contribute to educational development both locally and internationally. It shows that higher education institutions (HEIs) are seen as being driven by an economic or an educational agenda. For example, internationalization can be influenced by the university ranking system, which is based on the international reputation of universities, the competitive quality of programmes offered in a market-oriented education environment, generation of income from the enrolment of international students, and employment of high-profile researchers. Likewise, the book contributes to the production of knowledge by positing that an international profile for HEIs is fundamental to building their international excellence, outstanding academic standards, and strengthening their competitiveness and economic growth. Although virtual internationalization can be used as an effective vehicle for students to gain international exposure, the majority of students have remained in their local environment. This book provides a detailed array of new needs, attitudes and demands that teaching and learning pedagogy has to consider with a view to fostering the internationalisation of higher education. In addition, this book also argues that HEIs must ethically and pedagogically respond to the needs of international students and other stakeholders across various modes of internationalization of higher education. The book argues that any rationale to internationalise higher education must ensure that inequitable and unethical ideologies and practices are addressed. In the same vein, this book also places emphasis on the importance of institutional quality assurance mechanisms, accreditation, learning outcomes, and multicultural connectivity through an inclusive curriculum. Lastly, in providing thorough strategies for comprehensive internationalisation of higher education, this book provides pertinent discussions on the sustainable funding models for the HEIs, repositioning the higher education sector as a vibrant export sector, reforms in higher education, governance in HEIs, entrepreneurship in higher education and competition in higher education.

If you are involved in academia, policy-making, or are simply curious about the complex features of internationalisation in the Global South, this work is your roadmap to deeper, more critical reflections on the internationalisation of higher education.

Trevor Kerry draws together contributions from leading academics in the field based in Europe, Canada and Australia to examine key themes in higher education, including: • academic freedom • leadership and management • the nature of learning and teaching • ethical behaviour • curriculum innovation • attitudes to globalization and internationalization The contributors explore what might constitute effective higher education provision, drawing on innovative practice from around the world and encouraging higher education practitioners to become more analytical and critical about their institutions, about their own roles, and about the ways in which they and their work serve their client-base. In so doing the book confronts the contextual conflicts that arise from political, social and fiscal agendas for higher education.

In an increasingly complex, competitive, and global world, organizations require highly skilled professionals who have the capacity to proactively answer challenges. Thus, educational institutions must update the curricula of their courses to better contribute to the training and development of professionals in order to ensure that they are prepared to face increasing levels of organizational competitiveness. Higher Education and the Evolution of Management, Applied Sciences, and Engineering Curricula is a collection of innovative research that fosters discussion on the evolution of higher-education in management, applied sciences, and engineering with an emphasis on curriculum development, pedagogy, didactic aspects, and sustainable education. This publication presents models, theories, and tools that allow individuals to take a more strategic role in their organizations. It is ideally designed for managers, engineers, human resource officials, academicians, researchers, administrators, and lecturers.

This timely volume sets out the author’s novel concept of the Organic model of internationalisation, developed using participants’ perceptions, lived experiences, and recommendations for a better sustainable future of HE, and explores its broader application in the context of higher education. Using the qualitative IPA (Interpretative Phenomenological Analysis) approach, chapters showcase the lived experiences and subjective perspectives of individuals around the paradox that internationalisation presents, the distorting effects of institutional power, and the market- and ethics-based concerns of internationalisation in higher education. Drawing on an in-depth empirical study conducted using participant observation and interviews with participants from three UK universities, the book proposes a framework for redefining the global discourse of HE through the Organic model and urges the need for a compromise between profit and ethics to the benefit of both organisations and individuals. The book thoroughly discusses racist practices and introduces the concepts of “xeno-racism” and “angelism” , ensuring that the proposed approach is authentic and responsive to the diverse experiences of the student body. Showcasing a model with international potential and ramifications, this book will appeal to researchers, academics, and postgraduate students in higher education, internationalisation, and international study mobility. Practitioners and policymakers may also benefit from the volume.

This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider. By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews, and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being. Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education.

International contributions exploring the internationalisation agenda in higher education, drawing together strategic and management issues, successful practice, giving an understanding of the new challenges.

In light of a new wave of cultural mobility, how must educational leaders respond to the challenges of internationalising their curricula and accommodating diversity? This timely project bridges a gap in the field of educational administration by showcasing the development of curricular internationalisation across several countries.