The internationalization of education has become a defining characteristic of the competitiveness of higher education entities, both externally and internally. It ensures the integration of national, intercultural and global levels of teaching, learning, collaborative research and service delivered by universities and higher education systems. The main actors promoting the idea of internationalization on the outer contour were American and British higher educational entities, which offered their programs and tools to the global educational community. The practice of assessing universities by international rankings, compiled on the basis of unified and western-oriented scientometric databases, contributed to the emergence of such definitions as “world-class universities”, “international quality standards”, etc. All this began to determine the level of financial support of higher education organizations and the accelerated spread of the system of paid educational services in their activities. At the same time, this process contributed to the gradual loss by national educational institutions of their national-historical, social and socio-cultural specifics, which were an integral part of the knowledge of the identity of societies, which was especially acute in non-English-speaking countries. Over time the development of all-consuming globalization in the educational sector, unified approaches of intercultural learning, socialization processes, and the introduction of European values and the basic foundations of Anglo- Saxon culture into ethnic groups of different countries of the world began to dominate. The COVID-19 pandemic has exacerbated the existing contradictions in the world community, revealed the fragility (not stable) of the development of the world economy. In this regard, for non-English-speaking and developing countries, ideologists of the internationalization of education propose to strengthen the missionary function of education, focusing on the formation of civil society and its compliance with Western values and visions. For developed economies, primarily the United States, the goal of forming human resources capable of fulfilling the tasks of reindustrializing the economy based on the restoration of engineering education in regional universities is considered, and internationalization is considered exclusively in the context of attracting migrants to rejuvenate the American society Thus, the internationalization of education in the post-pandemic period will undergo changes both as a process in the context of its regulation, based on the national interests of the countries of the world community, and as a factor that determines the competitiveness of the university, transforming the system of quantitative assessments that are acceptable for ensuring sustainable development of countries in the polycentric environment.
Placement Strategies of World's Top Business Schools
