A Strategic Model to Promote University of Choice Decisions Among the International Students

The internationalisation of higher education has become increasingly important for many higher education institutions (HEIs) globally. To recruit national and international students, HEIs must invest in effective digital marketing and recruitment strategies. This study investigated the development of a strategic university of choice model that can assist universities in the recruitment of international students. A survey was completed by 306 international students studying at a South African university. The factors identified in this study included academic programme and quality, visa requirements, country/city attractiveness, lectures in English, costs, student life, safety and security, university location, university reputation, and assistance from the international office. The strategic university of choice model could assist university marketing personnel to develop a focused, targeted, and cost-effective digital marketing and recruitment strategy to recruit international students.

A Methodological Literature Review on the Internationalisation of Higher Education

This chapter aims to critique the methodologies of studies conducted in the field of the internationalization of higher education. The authors of this chapter selected nine articles and presented the commonalities between them and how their tools determined the findings. The authors first evaluated three articles that implemented a qualitative approach. Then they evaluated three articles that implemented a quantitative approach. Finally, the authors examined studies investigating higher education's internationalization through a mixed-method approach. The authors provide critiques, guidance, and insights into the procedural correctness on how the selected articles could be conducted better in the future.

How Environmentally Sustainable Is the Internationalisation of Higher Education? A View from Australia

In a world of increasing awareness of the many drivers of anthropogenic climate change, all of which fall under the larger rubric of global capitalism with its emphasis on profit-making, economic growth, and a strong dependence on fossil fuels, many universities, particularly in developed societies, have proclaimed a staunch commitment to the notion of environmental sustainability. Conversely, the growing emphasis on internationalisation of higher education, particularly in Australia, entails a considerable amount of air travel on the part of university staff, particularly academics but also support staff, and overseas students and occasionally domestic students. Australia is a generally highly affluent country which is situated in the driest inhabited continent and increasingly finds itself functioning as a “canary the coal mine” with respect to the ravages of anthropogenic climate change. Ironically, climate scientists and other observers often refer to various regions, such as the Arctic, low-lying islands, the Andes, and Bangladesh, inhabited by indigenous and peasant peoples as the canaries in the coalmines when it comes to the adverse impacts of anthropogenic climate change. It is often said that those people who have contributed the least to greenhouse gas emissions are the ones suffering the most from climate change, a more than accurate observation.

Multilingual International Students From the Perspective of Faculty

This chapter explores the experiences and perceptions of 14 faculty members toward multilingual international students at River University—a large, research-focused university in Ontario. Data was collected through an online survey and analysed thematically. Responses were categorised under three broad categories with respect to faculty's (1) perceptions of multilingual international students' contributions to River's academic community, (2) challenges surrounding faculty's interactions with multilingual international students, and (3) strategies developed and implemented to support students' academic success. Overall, findings were consistent with those in the current research literature, in which language proficiency was identified by faculty as a major concern, and multilingual international students were considered important for the enhancement of cultural and intellectual diversity, and for the internationalisation of higher education.

Internationalisation and Language Policy in European Higher Education

The internationalisation of higher education has received considerable attention over the last three decades, and the phenomenon has transformed into a strategic goal in its own right. Consequently, internationalisation has caused higher education institutions to tailor their language policies to better compete in the global market and promote progressive values such as collaboration and harmony. While macro-level European initiatives have encouraged institutions to foster societal and individual multilingualism, an increasing number of institutions seem to favour English-medium instruction (EMI) over other alternatives. Taking the links between internationalisation and language into account, the present chapter examines the meso-level language policy of two European countries, Austria, and the Czech Republic, which have developed formal and comprehensive frameworks of internationalisation strategy in higher education. The chapter particularly examines the language management component of language policy in these countries by considering internationalisation, EMI, and multilingualism.

INTERNATIONALISATION OF HIGHER EDUCATION BASED ON LEAN MANAGEMENT PRINCIPLES: CASE STUDY OF JAGIELLONIAN UNIVERSITY

The paper deals with the phenomenon of lean management in higher education analyzed within the context of internationalisation process in Polish higher education as a means of ensuring inclusive global higher education space. Lean management is looked upon as one of the 21st century models of university management transplanted from the sphere of private enterprises and business companies’ management. The empirical analysis has been conducted with the use of statistical data provided by the official website of Jagiellonian University, Krakow, Republic of Poland. The data have been collected in accordance with the following internationalisation process indicators: amount of bilateral Memoranda of Understanding; Inbound Mobility: number of foreign students who have completed the full cycle bachelor's / master's degree; Inbound Mobility: number of foreign students who have completed the full cycle PhD’s degree; Inbound Mobility: participation in Quin Jadwiga Fund granting schemes; Inbound Mobility: participation in Erasmus / Erasmus+ Programme; Outbound Mobility: participation in Erasmus / Erasmus+ Programme; number of outbound mobile students in accordance with bilateral agreements; number of inbound mobile students in accordance with bilateral agreements; number of outbound mobile staff in accordance with bilateral agreements; number of inbound mobile staff in accordance with bilateral agreements. The collected data have shown gradual increase of internationalisation process indicators and allowed concluding that the introduction and support of lean management principles in higher education promotes the intensification of the internationalisation process.

On Politics in Comparative and International Higher Education

This paper draws attention to key conundrums facing researchers of comparative and international higher education in the age of post-truth and resurgent authoritarianism. The analysis focuses on three salient concerns: world class-universities and academic freedom; power brokerage in the internationalisation of higher education; and challenges of intellectual leadership – that dominated research agendas in the field. Situated at the crossroads of major arguments in the literature and observations derived from academic praxis in the three areas, the critique sets out to explain how politics have been gaining more weight in the construct of comparative and international higher education at a time when corporate elitism is on the rise and the freedoms of inquiry and communication are declining. The study warns about the failures of integrity in this context, and manifests imperatives for safeguarding academic freedom and critical research in the field.

From profiling to pioneering

The first decade-and-a-half of the new millennium was a time of dramatic change for European universities. In response to the high level of competition on the international higher education market following the introduction of the Bologna process and the surging popularity of international rankings, universities are now looking for ways to differentiate themselves and their programmes. New English-taught programmes are increasingly seen as an opportunity to launch innovative curricula. This paper presents the results of a two-stage analysis of policy documents and expert interviews, revealing the drivers behind the decision to introduce English-medium education in the context of the ongoing internationalisation of higher education. The present study identified a shift in internationalisation efforts at WU Vienna University of Economics and Business, one of Europe’s largest business universities. While in the past decade the drivers behind the implementation of English-medium programmes were primarily connected to the university’s profile and reputation, the latest data show they are now characterised by the university’s aim to be perceived as an innovator and a pioneer.

English-medium education revisited

Connected to the growing internationalisation of higher education in the world, the English language is increasingly being used as medium of teaching and learning, thereby contributing to the roles of English for transnational mobility, career development, access to new information and research, and the facilitation of global communication. While the label English-medium instruction (EMI) has been widely used in the last two decades to capture this phenomenon, we consider it an unfortunate choice in that it falls short in conceptualising the complexity of English in twenty-first-century higher education. First, EMI solely focuses on English, ignoring the increasing multilingual realities of higher education institutions (HEIs) worldwide; secondly, EMI does not explicitly include reference to higher education, even though learning and teaching at the tertiary level is in crucial ways different to lower levels of education. Thirdly, EMI talks about “instruction” and thus views education as a non-relational process where teachers teach and learners learn. From this unilateral perspective, the co-construction of knowledge as a key feature of higher education remains unacknowledged. Against this backdrop, our paper sets out to argue for the conceptual need for an alternative label, known as English-medium education in multilingual university settings (or EMEMUS). This label, we argue, portrays more accurately and specifically the growing multilingual reality of current internationalised HEIs, the complex and highly situated roles that English plays in relation to other national and local languages, and the importance of interpreting education as a social-constructivist process. Moreover, EMEMUS will enable HEIs to re-examine comprehensively the range of activities that respond locally to global phenomena, from policy issues (e.g. regulations, implementation and management) to university practices (e.g. teaching, research, administration and teacher professional development) in an inclusive and multifaceted manner. Ultimately, this comprehensive conceptualisation aims to redefine English and internationalisation in a much more nuanced light.