Internationalisation the global context
Throughout the world, there has been a long history of academics and their institutions collaborating. In Europe, home to many of the world’s oldest universities, international perspectives and collaboration are a central part of education for many centuries.
Effects of globalisation In the context of the ever-increasing globalisation in all aspects of society, internationalisation of higher education is both an existing and a relevant process for the future. Bradford states it clearly “advances in transportation and telecommunications have facilitated the process of international integration. This happens through the interchange of knowledge, technology, labour and hence processes, products and ideas. This integration represents the phenomenon of globalisation, which deeply influences different matters such as politics, economics, arts, culture, education and business.” Internationalisation is the response Interestingly, internationalisation of higher education can be seen as both an agent of, and response to globalisation. Knight and De Wit explain this theory: “Globalisation is the flow of technology, economy, knowledge, people and ideas across borders. It affects each country in a different way due to a nation’s individual history, tradition, culture and priorities. Internationalisation of higher education is one of the ways a country responds to the impact of globalisation and at the same time respects the individuality of the nation. Internationalisation and globalisation are seen as different but dynamically linked concepts. Globalisation can be thought of as a catalyst, while internationalisation is the response, albeit a response in a proactive way.
Successful global citizens
The trends of interconnectedness of the global economy, rise of globalisation, advancement of technology, and growth of the global knowledge economy, has prompted higher education to take action. They have to pay more attention to employability and intercultural skills, to help create successful global citizens, and governments and policy makers. (3) Knight also strikingly defines internationalisation as “integrating an international, intercultural, or global dimension into the purpose, functions or delivery of (postsecondary) education”. It is a process which at its core, seeks to prepare the workforce for success in an open, outwards orientated and diverse society