Universities in many parts of the world have been ‘internationalising’ for a number of decades, the emphasis being on encouraging the mobility of students and collaborative research.While altruistic aims have been articulated, economic considerations have been to the forefront.The emphasis placed on these components will reflect how the institution, the discipline and the teaching staff conceptualise internationalisation.
Internationalization of higher education has been criticized to be the process of international competition for recruitment of more foreign students from privileged countries in order to generate revenue, secure national profile, and build international reputation.
One of the most commonly used definitions of internationalisation of higher education was initially elaborated and subsequently adapted by Jane Knight and Hans de Wit and in its most recent iteration (Knight 2005) reads as follows: “”.
A global citizen is someone who: Maidenhead: Open University Press.
Internationalization of higher education in theory is "the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education." Internationalization of higher education in practice is "the process of commercializing research and postsecondary education, and international competition for the recruitment of foreign students from wealthy and privileged countries in order to generate revenue, secure national profile, and build international reputation." The main components of internationalization of higher education are global competition for talents, recruitment of international students, development of international branch campuses, students, staff and scholars exchange programs, internationalization of the curriculum, and research and education partnerships between institutions regionally and internationally.
From a critical point of view, the story of internationalization in the real world of higher education institutions may differ from what is literally expressed in official policy documents like strategic plans of internationalization.
The central criticism is that within the Anglo-American tradition of higher education internationalization is increasingly associated with commodification and commercialization of postsecondary education.
Banks (1999) argues that Io C entails teachers and students making paradigm shifts and understanding the perspectives of different, racial, culture and gender groups.
Students and educators can then develop multicultural awareness and skills so as to be responsible, understanding, creative and effective national and global citizens.
Educating students for global citizenship requires not only a knowledge of the world but also a concern and a willingness to act. Engaging the gate keepers: Faculty perspectives on developing curriculum for globally responsible citizenship.