Қазақстан Республикасының жоғары білім беру жүйесін интернационалдандыру: проблемалар, үрдістер, шешімдер

Internationalization in higher education has been the recurring theme of the global academic community in preparing the future world leaders and workers – from the developed to the developing countries. Faculty diversification, which is the primary arm of internationalization, covets an array of geopolitical and geocultural interdisciplinarities that may hinder its prime purpose. This study discerns the determinants of internationalization and faculty diversification in higher education: the exposure of the student-learners to an array of ideas, cultures, behaviors, experiences and standards. Diversification benefits the academic environment by offering optimal educational experiences to a community that promotes peace and harmony in preparing students for their global tasks as future leaders and workers in the acumen of internationalization in education and work globalization. Hence, it benefits the student-learners as diversified teachers are imperative to the need and the focus on extending tertiary education as a vehicle for long term human resource development.

The Internationalisation of Higher Education in Brazil: Analysis of a Spanish-Brazilian Scientific Cooperation Project in CAL

This article discusses the concept and the rationales for the internationalisation of higher education. In particular, the impacts of globalisation and the knowledge economy upon the internationalisation of higher education are examined. The study suggests that the internationalisation of higher education is becoming increasingly dominated by economic imperatives that focus on exporting education and generating income from overseas students. What is currently overlooked is that ‘internationalisation’ is occurring not only beyond but also within national borders. A practice model is proposed for helping higher education institutions analyse the internationalisation of higher education from four rationales to develop more inclusive internationalisation policies and strategies.

The General Agreement on Trade in Services (GATS) makes provisions for the internationalization of higher education. India signed the World Trade Organization agreement, including GATS, in 1994. GATS and WTO have the potential to impact the import and export of higher education within India. At the present time, India has begun making appropriate changes in legislation to formalize trade in the higher education sector. This chapter narrates the experiences of India in the internationalization of education. The chapter examines political, economic, socio-cultural, academic, and political issues of cross-nation education in India. The analysis is based on document surveys and critical analyses of the policies of India regarding the internationalization of education.

During the 2020 and 2021 phases of the global COVID-19 pandemic, there was significant prognostication regarding what internationalization in higher education would look like in its aftermath. Within the field of international education, many stated the need to reimagine internationalization in and of higher education in the face of severe budget cuts, restrictions on travel, and increased government protectionism in the face of growing nationalistic populism globally to name a few challenges. Absent from many of those discussions, however, were the voices of many leader-practitioners who have had to think flexibly about internationalization in higher education in order to sustain and grow programs throughout the last 20 years despite numerous exogenous factors, e.g., earlier economic recessions and viral outbreaks, along with endogenous factors like internal leadership transitions and institutional reorganizations.Wisconsin in the World explores how internationalization at the University of Wisconsin–Madison (UW) has been a decades-long, ongoing endeavor. Against that backdrop, the various chapters also provide a snapshot of how people across the UW campus were reflecting on their work amidst the COVID-19 pandemic and on the implications of the pandemic regarding the future of campus internationalization. The book is organized into four overarching sections—internationalization of the curriculum (general and language); experiential learning (co-curricular engagement and education away); establishing linkages (institutional and outreach); and administration. To highlight the expansive way campus units have been engaging in internationalization, a wide-ranging set of chapter case studies have been included. Although not exhaustive, this volume does provide a robust cross-sectional view into internationalization at UW. For international education scholars and practitioners then, a number of the chapters also highlight areas that may warrant further engagement and exploration moving forward. Finally, by examining how internationalization at UW has been informed by the Wisconsin Idea, this book explores how institutional internationalization strategies can align with and be tailored to institutional values for long-term sustainability.In addition to the 34 chapters focusing on different units and programs at UW, Wisconsin in the World also includes a number of contributions from colleagues at other institutions. Each section has a lead-in chapter which provides an overview of the scholarship in that particular area and/or a concluding chapter from a scholar-practitioner situating the UW “cases” in relation to their own work. The intention of structuring the book this way was to facilitate a dialogue among UW colleagues, across institutions, and with the scholarship in the field.The target audience for Wisconsin in the World includes practitioners or scholar practitioners in the field of international education (study abroad, education away, internships, partnerships, program development), as well as faculty and students in global higher education or comparative and international education graduate programs. Additionally, this volume may be of general interest for any higher education administrator who may not have a background in international education but may become responsible for programs and support within a school or college context (e.g., a dean or department chair).

This article discusses the new Brazilian government strategy aimed at the internationalization of higher education—the program Networks for Institutional Internationalization (CAPES-Global.Edu)—launched in July 2025. The objective is to analyze the directions of the internationalization of Brazilian higher education over the past 10 years, with some initial reflections on the characteristics of the new initiative and, specifically, its prospects for marking a new paradigm of internationalization for Brazil.

The education process of the Asia-Europe Meeting (ASEM) has played an important role in higher education internationalisation since the establishment of ASEM in Bangkok, Thailand in 1996. The ASEM Education Process (AEP) consists of 53 ASEM partners and more than 15 ASEM education stakeholders who meet regularly for discussions on policies and reform measures. There are four priority areas and two transversal themes introduced in the AEP for policy direction and strategy implementation in the field of higher education. Malaysia has participated in the AEP since 2008 and has led and organised various initiatives and meetings on the internationalisation of higher education and global recognition. This study aims to explore the implications of the AEP for the process of internationalisation of higher education in Malaysia. A qualitative study with semi-structured interviews was conducted with fifteen senior officers of the Ministry of Higher Education, Malaysia and five Malaysian research universities. The data were analysed by employing the Qualitative Data Analysis software, the Nvivo version 11, to identify themes and categories. The findings reveal that the AEP can play a major role in internationalising Malaysian higher education through effective networking and strategic alliances. The four priority areas of the AEP has provided opportunities for Malaysia to work closely with European and Asian counterparts in the field of higher education. The findings can assist the Malaysian higher education stakeholder to participate actively in the inter-regional organisation to learn and share best practices and to formulate and revise policies on higher education internationalisation.

The article focuses on internationalization of higher education. It analyzes the European experience of implementing internationalization strategies on the examples of Aston University (United Kingdom) and Sapienza University of Rome (Italy). The authors present the results of the research on defining the level of internationalization conducted at Russian higher education institutions under Erasmus+ project “Development of approaches to harmonization of comprehensive internationalization strategies in higher education, research and innovation at EU and partner countries (HARMONY)”. The project partnership is comprised of 14 higher education institutions of different types (classical universities, institutions of applied sciences) from 9 countries of the world, namely Spain, United Kingdom, Germany, Portugal, Italy, Greece, Russia, Belarus, and Armenia. In Russia the questionnaires were sent to 119 universities located in four Russian federal districts including the Central, North-Western, Volga and Southern federal districts. The survey was based on data of 2015–2016 academic year. Finally, the article analyzes the cooperation between Russia and European Union in the framework of Erasmus+ programme and the role that the programme plays in internationalization of higher education.

The most important competition of the 21st century is that of talents. How to make higher education and the cultivation of talents contribute to the long-term national development agenda and the construction of a community of a shared future for mankind is a significant task and mission of higher education in China. The Belt and Road Initiative is one of the means to share the Chinese experiences, Chinese wisdom and bonus of reform and opening-up. Construction of the core area of the Silk Road Economic Belt and the implementation of the Open Up West Program call for talents to contribute to the regional development. It has brought both opportunities and challenges to foreign language education in universities and colleges in Xinjiang. The cultivation of talents in foreign language education must integrate into the scope of internationalization in national higher education and meet its expectations of talents by focusing on fostering character and civic virtue, maintaining and serving regional social stability and long-term security and pursuing development in the long run. The tripartite route of development is as follows. Firstly, it is expected to design and carry out the tasks and agenda in line with China’s Ministry of Education’s concern of internationalization in higher education. Secondly, it is vital to focus on important aspects with a deep awareness of opportunities and challenges of internationalization. Thirdly, it is of practical significance to explore various potentials of development through Sino-Russian cooperation in faculty training and development, cultivation of talents, scientific research and cultural exchange with the help of platforms of cooperation in operation. With the joint efforts of both parties, there is hope that the cultivation of talents in foreign language education will bolster mutual capabilities in serving the Belt and Road Initiative.

In dentistry and oral and maxillofacial surgery, the development of implantable biomaterials and the understanding of their molecular, cellular and pharmaceutical aspects are currently major fields of research and education, with a considerable impact on the daily clinical practice and the evolution of therapeutic strategies. In the era of globalized economy of knowledge and science, this scientific domain needs the development of global cooperation and a paradigm evolution in the organizational culture of the dental sciences and related dental industry. Despite political pressure and theoretical efforts, the internationalization of higher education and research today in dentistry and biomaterials remains in general quite superficial and mostly dependent on the efforts of a few leaders of internationalization working through their personal networks, as it was assessed through the FAST scores (Fast Assessment Screening Test) calculated in various dental schools and groups worldwide through the ISAIAS program (Intercultural Sensitivity Academic Index &Advanced Standards). Cooperation in a multipolar multicultural community requires the development of strong intercultural competences, and this process remains limited in most institutions. These limits of international scientific cooperation can be observed through different markers, particularly the difficult and limited production of ISO standards (International Organization for Standardization) and the relatively low SCIENTI scores (Scientific Cooperation Internationalization Effort &Network Test &Index) of the specialized dental literature, particularly in comparison to the most significant medical literature. However, as an analytical tool to assess the scientific international cooperation effort between fields and periods, the SCIENTI screening system also highlighted a significant increase of the internationalization effort in the last years in the best dental biomaterials publications. Finally, an internationalization of higher education and research perspective is a very important approach to assess the evolution of the dental biomaterial science and highlights very clearly the future endeavors of this field, particularly the impact and interferences of private entities and companies in the development of this corpus of knowledge. It also reveals that the concept of independent not-for-profit Cooperation Internationalization Effort Literature (CIEL), in the various informal models that can be found worldwide around diverse leaderships, is the best perspective for a better science and understanding of molecular, cellular and pharmaceutical aspects of biomaterials in dentistry and oral and maxillofacial surgery.

In this article, we argue that efforts to internationalize higher education that do not make visible the colonial legacy in the higher education space become catalysts that intensify and reproduce the power asymmetries among countries, universities, and ways of knowing. To support and illustrate our argument, we carried out an analysis of two of the largest international scholarship programs implemented by Latin American countries, namely, the Brazilian ‘Science without Borders’ and the Chilean ‘Becas Chile’ programs. Our analysis shows that Brazil and Chile, aiming to enhance their position in the so-called ‘knowledge economy’, implemented strategies of internationalization that assumed, naturalized, and possibly biased the intrinsic benefits of internationalization at the expense of local needs and realities. We also found that Brazil and Chile embrace a concept of internationalization equated with academic mobility to (almost exclusively) Western/European industrialized countries of the global North. Key words: Internationalization of higher education, Coloniality, Brazil, Chile, International scholarships How to cite this article: Chiappa, R. & Finardi, K.R. 2021. Coloniality Prints in Internationalization of Higher Education: The Case of Brazilian and Chilean International Scholarships. Scholarship of Teaching and Learning in the South. 5(1): 25-45. DOI: 10.36615/sotls.v5i1.161. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

This article examines the roles of university elites in enhancing internationalisation agenda in Indonesian higher education. This is done by exploring the relationship between internationalisation and cosmopolitanism. Drawing from two stages of field studies of the internationalisation of Indonesian universities, interviews with key correspondents in the sector, and an analysis of related documents, I argue that there is a tension between the way the university elites see themselves as the agents of cosmopolitan culture and the way they are positioned as intermediaries of global interest and agenda. Cosmopolitan culture that appears to be symbolic, universal, and democratic as represented by the university elites belies the instrumental purpose of internationalisation that yokes higher education into the global marketplace. A shift from mere cosmopolitanism to cosmopolitics would equip the university elites with the analytical tools of global geopolitics regarding the internationalisation of higher education.

Foreign language competence is one of the general skills necessary for the European knowledge society. It is also an essential criterion for personality maturity subservient to mutual understanding, democratic stability, and communication with the world. Learning of foreign languages is perceived as a part of life-long learning. Therefore, higher education institutions (HEI) should, on the basis of what has been achieved in secondary education in the field of language teaching and learning, aim at further development of foreign language teaching and learning. Moreover, internationalisation of higher education (HE) all over the world, including Lithuania, enhances the provision of more and more programmes taught fully or partly in English as the interest of international students to acquire education abroad has been increasing constantly. Consequently, students of higher education institutions are required to be proficient in English. The authors of the article consider it purposeful to analyse the proficiency in English as a foreign language of higher education graduates. Taking into account the disparity in the language competence of graduates from different HEIs which is a major obstacle for not only their international mobility but also raises difficulties for academic mobility and choice as concerns the graduates’ further studies at the level of Master’s programme in their own country in the context of life-long learning, the study aims at determining language proficiency of the graduates from the first cycle studies at HEIs, applying for the Master’s degree programmes in Lithuania, and comparing the level of graduates’ English language proficiency among different HEIs. The analysis of the research findings revealed insufficient language competence of the higher education graduates as well as remarkably divergent range of language competence among graduates across HEIs. Therefore, the study argues for more attention to foreign language studies at HEIs by introducing specific language related courses and raising requirements for foreign language competence, also for the necessity to have a standardised instrument in Lithuania for HEI graduates’ foreign language competence assessment to ensure efficient movement of students within the country’s HEIs and comparability of their language competences, and to ensure foreign language competence development at the level of post-graduate studies. Key words:

The objective of the research is to determine the role of China in ensuring the priorities of higher education internationalization in Uzbekistan at the present stage of reforms carried out under President Shavkat Mirziyoyev since 2016. While preparing the paper, the authors used legislation and materials from official websites of Uzbek and Chinese state bodies, universities and other organizations, statistics from international organizations, and materials from news agencies. The paper discusses the current policy priorities of the internationalization of higher education in China; analyzes the state of higher education cooperation between Uzbekistan and China under the President of Uzbekistan Islam Karimov (until 2016); studies the directions and results of the development of cooperation between Uzbekistan and China in higher education since 2016 under President Mirziyoev. The research reached the following conclusions. Current priorities of China's internationalization of higher education include: (1) involving foreign educational resources in teaching in China; (2) opening branches of Chinese universities abroad; (3) promoting the mobility of teachers and students. The second and third priorities are relevant to Tashkent, which since 2016 has been pursuing a policy of a “total” internationalization of higher education in Uzbekistan. Regarding the opening of branches of Chinese universities, the Ministry of Education of the PRC recommends choosing countries with large market demand, a high degree of openness and quality of higher education. The need to provide education for children of overseas offices of Chinese organizations and for Chinese people living abroad is also considered to be of importance. Mobility includes both sending researchers and students to study abroad and attracting talented foreign researchers and students to study and work in China. Uzbekistan, as a close neighbor of China in Central Asia, a participant in the Belt and Road Initiative, and a developing country, is subject to various mobility support programs funded by China. Until 2016, the main areas of cooperation between China and Uzbekistan in higher education were the study of Uzbek students in Chinese universities and the study of the Chinese language in Uzbekistan. Since 2016, despite the policy of openness of the new authorities of Uzbekistan and the sharp growth of economic ties between Tashkent and Beijing, higher education cooperation between the countries has received little development. This is evidenced by the absence of branches of Chinese universities in Uzbekistan, as well as extremely limited number of joint programs between Chinese and Uzbek universities, of mobility to China at the expense of the Uzbek El-Yurt Umidi Foundation, and of Chinese students studying in Uzbekistan.

Internationalization of Ukrainian higher education is becoming an important topic of discussion at national and institutional levels. Ukrainian universities consider internationalization as a major tool to impel much needed internal change and improve access to knowledge, research and funding across borders. Ukrainian students view international opportunities as critical to succeed in the European job market. Ukraine, an ex-USSR republic, which borders NATO and the European Union countries on the West and Russia on the East, maintains a semi-peripheral position in the international knowledge system. It tries to locate its own niche internationally and still hesitates about which developmental trajectory to follow. This paper investigates how Ukrainian universities approach the development of international outreach capacity in order to interact with potential partners on student/faculty international mobility, curriculum development, joint/dual degree initiatives, etc. Disproportionate distribution of already scarce resources, the role of historical preference towards cross-border and linguistic inclinations, and current active protests against the state government’s decision to stop the preparation process for an EU agreement emerge as important factors to shape the current Ukrainian higher education internationalization agenda.