Despite the professed commitment to making a positive global impact, discussions on the internationalisation of higher education often centre on student mobility. Many higher education institutions still gauge their international success using conventional metrics like international student enrolments and global rankings.
The global population of mobile students surged from two million in 2000 to 6.4 million in 2021. However, despite this remarkable increase, more than 97% of students engaged in higher education worldwide remain non-mobile due to various social, political and economic factors. What implications does this hold for inclusive internationalisation?
Five main themes
Through the lens of a small public university in the United Kingdom, with limited global student mobility, this article presents findings from a study delving into, firstly, the meaning, interpretation and practice of internationalisation and, secondly, its significance in framing an inclusive international strategy.
The conclusions of this study draw on published university sources and semi-structured interviews with 40 participants from diverse roles within the case university. These roles include academic staff, academic support, management, leadership, the chair of the governing council and representatives of the student union.
Five main themes – academic engagement in the wider world; personal development and employability; global engagement with local relevance; internal factors; and external factors – were identified as effectively encapsulating the meaning, interpretation and practice of internationalisation.
• Academic engagement in the wider world can be realised through curriculum internationalisation which incorporates global perspectives via case studies, collaborative projects and multilingual education.
Fostering internationalisation at home by encouraging a diverse student body, developing intercultural programmes and implementing virtual exchange programmes further enriches the educational environment.
Facilitating student mobility through avenues like study abroad programmes, international internships and immersive global excursions provides students with invaluable first-hand exposure to diverse cultures and a deeper understanding of the interconnectedness of the world. Collectively, these approaches are crucial in preparing students not only to navigate but thrive in an ever-changing world.
• Personal development and employability can be advanced by focusing on language and cultural development through intensive courses and workshops. Developing students’ confidence and emotional resilience via mentorship programmes and resilience training is essential.
Furthermore, emphasising critical thinking and global competence with courses on problem-solving and ethical decision-making, as well as modules on global challenges and the Sustainable Development Goals, is crucial.
• Global engagement with local relevance: To achieve global engagement with local relevance, institutions should strive to enhance their global profile by improving their rankings and showcasing international engagement success. Elevating global visibility by developing a strategic network of partners through collaborations with global institutions, industries and NGOs is crucial alongside a commitment to honouring local heritage.
By fostering collaborations with international partners and highlighting the diversity of local culture through festivals and heritage projects, institutions can create a dynamic ecosystem that bridges the global and the local.
Engaging the community in projects that underscore the interconnectedness of global issues and local concerns, as well as offering educational programmes that emphasise these intersections, further reinforces this holistic approach.
• Addressing internal factors such as cost management by seeking international grants and designing cost-effective programmes is vital. Ensuring institutional focus and clarity through strategic planning and transparent communication supports these initiatives.
• Navigating external factors, including government policies and regulations, requires proactive policy advocacy and adherence to educational regulations to foster a supportive environment for international education.
What is crucial for internationalisation?
The second objective of this study aimed to assess the implications of the research findings in formulating an inclusive internationalisation approach or strategy within the case university and comparable contexts.
An examination of the study’s results underscored four primary dimensions as integral to internationalisation: internationalisation of the curriculum, and internationalisation at home, mobility, and research and partnerships.
What does this mean for inclusive internationalisation? Building upon the findings from the study, an inclusive internationalisation strategy requires aligning internationalisation efforts with the institution’s overall strategy, policies and daily operations across all levels and functions.
This begins with a well-defined internationalisation strategy that includes initiatives to internationalise the curriculum, foster internationalisation within the institution, provide professional development for academic staff, and offer student services and extracurricular activities that promote and recognise cross-cultural interactions.
Effective implementation of this approach necessitates adopting a ‘whole institution initiative’ framework, underpinned by the principles of ‘intent, investment and infrastructure’ (the 3 Is), as outlined below.
Intent
A mere declaration of an international strategy or policy is insufficient on its own. Such strategies must be backed by strong leadership commitment, and engagement informed by thorough research and industry practices, and importantly, they must be grounded in the institution’s own context.
Internationalisation must hold a prominent position within the institution’s leadership structure, emphasising the necessity of appointing dedicated personnel to spearhead internationalisation efforts at both institutional and faculty levels.
The pivotal role of academic staff in understanding and implementing internationalisation within their disciplines cannot be overstated. Similarly, the contribution from staff in academic support and administrative roles is vital for embedding a culture of internationalisation across all facets of university life.
Attention to detail regarding curriculum design, pedagogical approaches, learning and teaching methodologies and assessment structures is paramount and should be executed with precision and clarity. While policy statements and objective-setting play a significant role, it is crucial to acknowledge that the essence of internationalisation is realised in the learning environment. Without active engagement and ownership of the internationalisation agenda by academics, its success is unlikely.
Investment
Allocating resources in terms of finance, infrastructure, digital tools and time is pivotal for shaping and executing a successful international strategy in practice.
While emphasising alignment with internationally recognised educational standards and effective teaching methods is essential for an internationalised curriculum, staff development initiatives should extend beyond mere curriculum design and pedagogical techniques.
This broader focus should encompass all staff members, including administrative and academic support personnel, who serve as vital conduits of institutional culture and communication with students.
Investment in support services to assist inbound and outbound mobility students in developing language proficiency, communication skills and cultural awareness are imperative and warrant adequate resourcing.
Relying solely on the enthusiasm of individual faculty members for internationalisation efforts is insufficient. While individual initiatives are commendable, they often lack cohesion and may remain fragmented. Establishing platforms for staff engagement through dialogue, celebrating achievements and sharing best practices and lessons learned can enrich the discourse on internationalisation and promote a more cohesive approach institution-wide.
Infrastructure
Infrastructure extends beyond physical infrastructure, encompassing digital infrastructure crucial for fostering collaboration, partnership development, and facilitating learning, teaching, curriculum development, collaborative online international learning (COIL), and research initiatives.
Additionally, intangible aspects of infrastructure significantly influence students’ daily experiences, spanning interactions in communal spaces, access to support services such as counselling, and overall campus engagement.
Fostering a campus-wide culture that is supportive of internationalisation necessitates investment in on-campus amenities, such as catering, multi-faith prayer spaces, cultural organisations and displays of multicultural artefacts.
Whilst some may perceive these initiatives as trivial, the promotion of holistic internationalisation mandates careful consideration and integration of all such elements into the institution’s core fabric.
Integrating these multifaceted elements into the overarching internationalisation strategy demands the establishment of policies and procedures facilitating seamless connectivity among university departments and service areas, all in alignment with the institution’s internationalisation goals.
This endeavour necessitates dedicated time, unwavering commitment and adequate resource allocation, alongside the implementation of appropriate systems and procedures – what we call ‘soft infrastructure’.
Seamless integration
To ensure internationalisation truly impacts an institution, it is imperative to weave it into every facet of its operations seamlessly.
Employing a ‘whole institution initiative’ framework, complemented by the 3Is, is essential. This approach ensures harmonious alignment with the institution’s overarching goals, policies and day-to-day functions across all levels and functions.
This transformative approach elevates internationalisation from a standalone initiative to an intrinsic element woven into the very fabric of the institution. Drawing inspiration from the art of weaving, where the functional domains of the institution represent the ‘warp’ and internationalisation serves as the ‘weft’, this metaphor encapsulates how seamlessly internationalisation should intertwine with every aspect of institutional life.
While our research is specific to a particular university, the five overarching themes and sub- themes offer valuable insights for higher education professionals, especially those involved in academic programme management and faculty administration.
Understanding the elements that constitute an appealing range of international activities is essential for curriculum delivery managers, administrators and policy-makers within universities and national education systems. This knowledge empowers them to effectively mobilise resources and design and implement successful programmes that promote global engagement while retaining local relevance.
This balance is key to fostering inclusive internationalisation, ensuring that all stakeholders benefit from and contribute to the global educational landscape. It’s about creating opportunities for students, faculty and staff to engage with diverse perspectives and experiences while also honouring the unique contexts and needs of their own communities.