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This is a practical guide to learning-outcomes assessment in international education for practitioners who are starting to engage with the process, as well as for those who want to improve the quality and effectiveness of existing assessment practices.

\"This volume brings together selected articles focused on higher education internationalization published in 'University World News' (UWN) and 'International Higher Education' (IHE) between 2011 and 2016. Researchers, policy makers, and practitioners alike further the development of higher education internationalization as a field of study through public and ongoing conversations. It is news, analysis, and commentary publications like UWN and IHE that facilitate this dialogue and keep pace with the most up-to-date developments in the field. Together, the articles included in this volume - alongside the section introductions - offer a rich and relevant picture of the dynamic state of higher education internationalization globally. While both publications are freely available online, this book provides a thematically coherent selection of articles, offering an accessible and analytic perspective on the pressing concerns of contemporary higher education internationalization\"--Back cover.

This Handbook covers a wide range of historical perspectives, realities, research and practice of internationalization of higher education (IHE) in the global south and makes comparisons to IHE issues in the global north. Drawing on the expertise of 32 academics and policy makers based in and originating from four key regions of focus: Sub-Saharan Africa; North Africa and the Middle East; Asia Pacific; Latin America and the Caribbean. Across 24 chapters the editors and contributors provide a diverse and unparalleled expose of the status and future aspirations of institutions and nations in relation to IHE. This is the first comprehensive analysis of this growing field and expands the scope of research in the field of comparative and international education in terms of theory and policy development. Includes 36 chapters written by: Hadiza Kere Abdulrahman, Salem Abodher, Giovanni Anzola-Pardo, Aref Al Attari, Norzaini Azman, Teklu Abate Bekele, Abdellah Benahnia, Andrés Bernasconi, Daniela Craciun, Hans de Wit, Futao Huang, Jocelyne Gacel-Ávila, Evelyn Chiyevo Garwe, Javier González, Gifty Oforiwaa Gyamera, Xiao HAN, Mohamed Salah Harzallah, Bola Ibrahim, Annette Insanally, Sunwoong Kim, Aliya Kuzhabekov, Kamel Mansi, Simon McGrath, Francisco Marmolejo, Georgiana Mihut, Sabelo J. Ndlovu-Gatsheni, Ibrahim Ogachi Oanda, Bandele Olusola Oyewole, Rakgadi Phatlane, Francisca Puyol, Laura E. Rumbley, Chika T Sehoole, Wenqin SHEN, Luz Inmaculada Madera Soriano, Wondwosen Tamrat, Juliet Thondhlana, Julie Vardhan, Chang Da Wan, Anthony Welch, Ayenachew A. Woldegiyorgis, Renée Zicman.

\"Offering a range of perspectives on internationalization in higher education from a globally dispersed group of authors, this book reflects the many facets of the theme. It reminds us that, while internationalization is strongly connected to the globalization of society, at the same time it is deeply embedded in local political, economic and social structures, systems and cultures. The increasing attention given to internationalization by institutions all around the world is leading to diversification and broadening of practice. This in turn deepens our understanding of what is needed to enhance the educational experiences of students, and how the outcomes of internationalization contribute to the skills needed in a globalized and multicultural society. Yet inevitably the impact is becoming more noticeable locally and the six sections of the book focus on these dimensions: Internationalization in Local and Global Contexts, Local and Global Drivers for Change, Global and Local Dimensions of Curriculum Internationalization, The Outcomes of Local and Global International Education, Internationalization for Local and Global Employability, Regional and National Cases of Local and Global Internationalization. How can we define more precise learning outcomes that underpin learning and teaching? How do we avoid the societal risks of internationalization and ensure that internationalization opportunities and benefits are shared equally? How do we prevent brain drain and commercialization? What are the values that underlie our actions? These are just some of the questions that will occupy our minds, locally and globally, in the years to come and which this book seeks to highlight\"--Page 4 of cover.

For many in international education, assessment can seem daunting and overwhelming, especially given that such efforts need to involve much more than a pre/post survey. This book is a practical guide to learning-outcomes assessment in international education for practitioners who are starting to engage with the process, as well as for those who want to improve the quality and effectiveness of their assessment efforts. Assuming no prior knowledge, the book offers an accessible and clear road map to the application of assessment. Recognizing that a \"one size fits all\" approach cannot capture the diversity of goals and settings of international education, or the rich variety of programs and organizations involved in delivering it, author Darla Deardorff provides the reader with foundational principles and knowledge to develop appropriate assessment approaches for evaluating and improving student learning outcomes, which are the drivers of higher education internationalizationShe provides the background for assessment, highlights how the characteristics of international education pose unique challenges for assessment, considers the contexts to which assessment may be applied - whether in cross-border or \"at home\" institutional experiences, such as in curricular, co-curricular or extracurricular settings - and distills a seemingly convoluted process into a manageable approach. From the basics of getting started in assessment to highlighting pitfalls to avoid, this book offers a holistic and practical approach to assessment that moves beyond seeing assessment as a discrete activity to on-going process that is integrated into student learning. There is also a unique chapter for education leaders on assessment essentials from a leadership-perspective. The appendices include worksheets for implementing assessment, creating an assessment team, and getting buy-in from stakeholders. Other appendices include a list of standards adapted to international education outcomes assessment, guidance on assessing intercultural competence, and resources. This book reflects the author's experience of over a decade of work with international education programs and higher education institutions around the world, and synthesizes what she has learned into an easy-to-use resource for anyone who wants to understand and utilize effective assessment in the field of international education.

Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies. Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation. Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.     In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension. In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28) Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.   Some of the main trends in internationalization in the past 30 years have been: More focused on internationalization abroad than on internationalization at home More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations Increasingly driven by national, regional, and global rankings Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments Less important in emerging and developing economies, and more of a particular strategic concern among developed economies In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019). Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding. Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other. These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic  scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows: The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015) This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society. Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.

International Education as we have known it has evolved from a fragmented approach on study abroad and international students into a strategic and comprehensive internationalization concept that affects all aspects of higher education. The SAGE Handbook of International Higher Education serves as a guide to internationalization of higher education and offers new strategies for its further development and expansion in the years to come. With a decidedly global approach, this groundbreaking volume brings together leading experts from around the world to illustrate the increasing importance of internationalization. It also encompasses the diversity and breadth of internationalization of higher education in all its thematic facets and regional impacts. The Handbook comprises five sections, covering key areas: internationalization of higher education in a conceptual and historic context; different thematic approaches to internationalization; internationalization of the curriculum, teaching, and learning process; intercultural competencies; the abroad dimension of internationalization and the mobility of students, scholars, institutions, and projects; and a concluding section on regional trends in international education and direction for the future of internationalization in the 21st century. (HRK / Abstract übernommen).

This 50th volume examines current global trends in higher education, which include the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education's international dimensions.

Co-published with AIEAInternational higher education has evolved, in some respects dramatically, in the decade since publication of the first edition of this handbook. The new issues, trends, practices and priorities of research that evolved over this time have in some instances been transformed by one of the most dynamic and tumultuous periods in the history of international higher education, brought on by the pandemic, a re-emergence of nationalism, and the recognition of the power imbalances between the developed economies and the global south, and racial inequities within and across borders. This new edition addresses the myriad changes across all aspects of international education, each chapter addressing to the extent possible the reality of the present in which they were written and offering some insights for the future. While updating a number of chapters from the first edition, it also includes a preponderance of new chapters written by contributors representing wider and more diverse backgrounds. In keeping with the first edition, the overall message is that the internationalization of higher education has a vital role to play in a world that is more interconnected than ever before. Recognizing changing economic, geopolitical, climatic, and public health issues, as well as the importance of international and cross-cultural collaboration to address global problems, this handbook offers a comprehensive range of models, data and ideas to stimulate new directions in the conception and practice of international education.This edition reflects today's concerns around inclusion, diversity and equity, and how international education is being changed by issues such as decolonization, the focus on learning outcomes, the impact of digital tools to enhance access and learning and collaboration such a virtual exchange, competition for resources, risk, new patterns of mobility, and new models such as joint programs and qualifications.As with the first edition, the cha