Internationalization in Higher Education through Faculty Diversification

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

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.

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 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.

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.

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.

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/

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.

As a response to globalization, internationalisation of higher education could be accomplished by the forms of a series of national policies and institutional strategies to strengthen the global competitiveness of universities. The history of Japanese higher education spans approximately over 130 years, experiencing both flourishing time and stagnant period. Driven by the increasing pace of internationalisation and great pressure originated from global competition, Japanese government has already taken concrete measures to get its higher education better merged into internationalization. However, higher education in Japan is now at a crossroads maintaining its sustainable and steady development. As Japan’s neighboring country, China came much more slowly of breaking the ice for the internationalisation in dimension of higher education if compared with Japan. As gradually playing an important role internationally, China has invested massively into internationalisation of higher education as well. However the direction of development in Chinese higher education seems to be blur or too early to tell. The current status of higher education in China and Japan are both characterized by profoundly historical roots. Better understanding on the ‘historical internationalisation’ in both countries sheds light on the understanding of higher education in contemporary China and Japan and their developmental progress. Therefore the present dissertation examines the originally authentic sense of internationalisation which could be traced back to the middle to late 19th century. During the middle of nineteenth century China and Japan were both undergoing the threat from invasive West with countries’ independence and traditional culture in danger. In response to expansion of the West, Chinese and Japanese’s reactions varied enormously in polity subversion, economic construction, attitudes towards foreign culture and educational reform. The Meiji Restoration of 1868 in Japan rapidly foster its modernization by successfully ‘using the barbarian to control the barbarian’ to achieve the equal standards with the West eventually which opened a brand-new page for the beginning of Japanese modern history. Unlike Japan, Chinese failure in Self-Strengthening Movement which was supposed to be the preparation of modernization in China, stroke China back to the abyss of bureaucratic governance, leading Chinese modernization and first step accepting western culture and technology almost half a century later than Japan. In this sense, historical roots of internationalisation in China and Japan would be taken into serious consideration in this dissertation because it shaped countries’ status quo and would probably insert a far-reaching influence on the prospective development.

Мақалада Қазақстан Республикасының жоғары білім беру жүйесінің трансформациясы мен интеграциясы зерттелген, өйткені əлемдік тəжірибеде білім беру проблемаларын шешудің жаңа тəсілі ұйымдастырушылық, құрылымдық, идеологиялық өзгерістерді, білім беру мазмұнын жаңартуды түбегейлі қайта қарауды, қазақстандық қоғам дамуының қазіргі кезеңіне жəне əлемдік білім беру кеңістігіндегі жаһандық интеграциялық процестерге сəйкес мамандарды даярлау сапасының талаптарын арттыруды қажет етті. Осыған байланысты жоғары білім берудің негізгі бағыттарындағы шетелдік студенттердің кəсіби даярлығының өзекті мəселесі де талданды: білім беруді интернационалдандыру жəне білім беру саласындағы мемлекеттердің заң шығарушы жəне атқарушы органдарының қызметін үйлестіру; үздіксіз білім берудің бірыңғай жүйесін ұйымдастыру мүмкіндігі жəне білім беру сапасын оның барлық деңгейлерінде жетілдіру сияқты проблемалардың шешімдері қаралды. Мақала авторлары білімнің қоғам қажеттіліктеріне, оның экономикасы мен ұлттық-мəдени ерекшеліктеріне тəуелділігімен, сондай-ақ оқу елін таңдаудың ортаның «зияткерлігіне» тəуелділігімен шарттасқан Қазақстан жоғары оқу орындарында шетелдік студенттердің кəсіби даярлығын дамыту генезисін анықтады, сондай-ақ шетелдік студенттердің кəсіби даярлығын дамыту перспективаларына жəне тұтастай алғанда жоғары білімнің интернационалдандырылуына болжам жасаған.

The internationalization of higher education is considered to be a major policy agenda in the global knowledge society. For Japan, internationalization has been a key driver in academic and social advancement, while its traditional culture and national identity have also been retained. Recently, a series of policies have been presented by the government, university, and industry to attract more students and top calibre researchers from Asia and further afield, and to enhance exchange and collaboration, internationalization at home, and global human resource development. Concurrently, the controversial nature of internationalization has been pointed out, as well as the stagnant mobility of Japanese students and their inward-looking attitude. This paper discusses the internationalization of Japanese higher education by examining the relevant policy, practice, and perceptions of the people and institutions concerned. The major findings reveal the complexity of internationalization as a dynamic process of change, its vulnerability and marginality, and the extent of the gap between policy and practice. The author also addresses the increased relevance of the research in this field to policy-making and practice in education and its contribution to the production of new knowledge.

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.

This paper examines two of the major conceptual and empirical aspects of internationalisation in the higher education area from contemporary and collaborative perspectives. It also explores a number of factors---academic and non-academic ---which influence both the provision of outstanding academic programs by tertiary institutions and the educational achievements of students. The paper draws on high-level expertise in intercultural understanding and practice and on longstanding involvement in cross-cultural curriculum development, teaching and research. It provides examples of principles and practices that contribute to, and sometimes determine, the success or failure of internationalising educational services and the achievement of excellence in the higher education sector.

In the Past 70 Years, Chinese Higher Education Has Been Simultaneously Developing with the Growth of the People’s Republic of China (Prc). under Five Generations of Chinese Leadership, China Has Established a Complete Higher Educational System with Constant Endeavors and the Contribution of a Large Number of Forefront Professionals. the Ministry of Education (Moe) Makes Short, Medium, and Long-Term Educational Reform and Development Plans According to the Change of Domestic and International Environment. This Paper Offers Us the Motivation and Factors of Implementing Internationalization of Higher Education in China and Some Thoughts on How to Use Human Capital Theory to Understand the Policy-Making Towards Internationalization of Higher Education in China. Robeyns (2006) Proposed Five Different Roles That Education Plays and Three Models of Education. Human Capital is One of the Three Models Besides Rights Discourse and the Capability Approach. Human Capital Theory (Schultz, 1961) Plays an Important and Fundamental Role in Western Economics. Human Capital Theory Has Great Impacted on the Development of Higher Education Worldwide, Which Also Affects the Educational Reforms Towards Internationalization in China in the Context of Globalized Economy. It Enhances the Development of Higher Education as Well as Brings Educational and Social Problems.

With the European Universities Initiative underway, the COVID-19 pandemic and various national or European strategies reaching their initially designated timeline, 2021 is a good moment to take stock of how Romania fulfilled its commitments regarding internationalization. One of the key dimensions of internationalization of higher education, both in Romania and global terms, is marketing and promotion, especially if one looks at the institutional efforts to attract talent. The article aims to show how Romanian universities use educational marketing to promote their study programs offer, in order to attract both international students and national students in the context of a steep student population decrease. The paper addresses two main research questions: How do universities use media and other mechanisms to promote their educational offer globally? Which are the main strengths allowing Romanian higher education to better attract international students? The article presents the main findings of the SWOT analysis for the Romanian higher education system, with information from 47 public universities. It compares the current findings with those from a similar SWOT analysis performed in 2015, while also putting forward a cost-benefit analysis of attracting international students and developing internationalization of higher education. The paper also underlines several areas where universities can focus their efforts in attracting international students (such as the www.studyinromania.gov.ro portal) and policy recommendations based on the data analyzed