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Purpose Although faculty members are regarded as one of the main agents of internationalization in higher education (IHE), research has focused on the upper levels of analysis (e.g. country or educational institution) rather than the individual. The purpose of this paper is to draw from social exchange theory (SET) to examine how the perceptions of costs and expected rewards affect faculty members’ choices of international activities. Design/methodology/approach This qualitative study adopted as main methods a review of the literature on IHE and in-depth interviews based on a semi-structured script with an international sample. A sample of 16 researches was selected for interview using the snowball technique of sample selection. Findings The authors verified that faculty may seek internationalization in search of job opportunities, greater social approval, greater autonomy and greater security. On the other hand, temporal, monetary, psychological and physical costs discourage faculty members from seeking international insertion. Based on these tradeoffs, our findings suggest that although the basic tenets of SET do apply, the theory does not explicitly address two issues: the fact that costs and rewards are intricately related, and the apparent mismatch between (short-term) costs and (long-term) expected rewards. Originality/value This study contributes to the IHE literature by highlighting the crucial role of faculty – that is, the level of analysis of the individual – which has been under-researched and by setting out the reasoning that supports the decision of faculty members to seek (higher) international insertion. Furthermore, this study extends SET as a plausible explanation for the self-internationalization decision by scholars.

As it becomes more crucial to push the boundaries of science to develop new technologies and important global initiatives, internationalization can be instrumental in helping underdeveloped countries overcome challenges such as poverty, climate change, and educational inequalities. Higher education institutions have always faced challenges in the process of internationalization, which have occupied scholarly attention in recent decades, but little research has been conducted on the internationalization of higher education in less developed African countries. This qualitative study aims to shed light on the challenges of internationalization of higher education in low-income countries in East Africa. After reviewing the literature and interviewing academics, the obtained data were thematically analyzed. The results suggested 12 main challenges, which were classified into four major categories. The challenges include a lack of clear policies and guidelines; the inefficiency of the organizational structure of internationalization; financial, infrastructure, and equipment problems; weaknesses in scientific, skill, and language competences; cultural differences; non-reciprocal relationships; and a brain drain. Finally, strategies for responding to these challenges with regard to the internal and external environments of higher education institutions were proposed. Among the internal strategies of higher education institutions are the development of clear policies and visions, planning for the development of human resources, and sustainable budgeting for internationalization programs. External strategies emphasize the development of national policies and laws based on contextual and environmental conditions, as well as interaction and participation in international meetings to expand communication and use the scientific and economic capacities of international agencies and institutions. (HRK / Abstract übernommen).

The current study explored high-quality institutional internationalization for promoting sustainable development of higher education in China, from stakeholders’ perspectives. We assessed students’ and faculty members’ satisfaction regarding factors involved in the internationalization of higher education institutions. We recruited 498 students (undergraduate students and graduate students) and 209 faculty members (research track and administration track) and assessed their satisfaction with institutional internationalization initiatives in multiple dimensions, including international courses, research, cooperation and services. The results revealed that student satisfaction with institutional internationalization was influenced by four factors: international faculty resources, international curriculum, international services, and international campus. Of these factors, international faculty resources had the greatest influence, and international campus had the least influence. Teachers’ satisfaction was influenced by international services, international research, and international cooperation, of which international services had the greatest influence and international cooperation had the least influence. Based on the current results, we suggest that national and local government should promote institutional internationalization in the post-epidemic era, and that Chinese-foreign academic cooperation should be enhanced for both students and faculty members.

State policies regarding the internationalization of higher education (IHE) in China have undergone significant shifts between 1949 and 2019. This paper advances the proposition that these shifts in policies pertaining to IHE can be understood as part of a process of ongoing Chinese state formation in relation to national and global developments and does so by examining the history of IHE policy and policy changes between 1949 and 2019 to demonstrate this possibility. We consider three specific periods to make this case, including (1) the period of Marxist-Leninist socialist nationalism, patriotism and proletarian internationalism and the early engagements of IHE (1949–1976); (2) neoliberal globalization and opening-up: a return to the international stage and further IHE (1977–2002); and finally, (3) state developmentalism and the era of globally engaged higher education (HE) (2003–2019). In conclusion, the current implications of a neoliberal (capitalist) globalization are discussed in terms of real and potential implications for Chinese state formation, Chinese HE and society. The paper aims to investigate the historical underpinnings and formation of international HE in China and contribute to the significant gap in our current literature regarding IHE in China as a socio-historical phenomenon. It not only offers a detailed documentation of how policy on IHE has evolved and shifted in the context of significant changes in political and economic directions in China but also teases out influences of national concerns such as ideological and cultural considerations as well as neoliberal globalization.

The academic ecology of China’s elite universities has been deeply shaped by internationalization through the efforts of returnee faculty members. This study explores how to internationalize the Chinese academic ecology and create world-class universities by examining the experiences and perceptions of returnee faculty members in China’s elite universities. Using a qualitative method, 18 returnees from three top universities were interviewed to present their in-depth insights into the dynamics of the academic ecosystem in China. The study findings highlight that bringing international academic peer review and tenure track mechanisms into China’s current higher education system is necessary to meet the international academic standard pursued by world-class universities. Encouraging publications in English works to benefit the internationalization of China’s academic ecology. Returnee faculty members underwent a re-adaptation socialization process in Chinese local academic discourse and used self-mockery to describe themselves as “abandoned orphans” to express their marginalized status in their local academic networks and communities. The returnees found that their academic identities needed to match the academic context of Chinese universities, especially in social science. The discussions also highlighted the current tensions in the drive to internationalize China’s elite universities and the need to strengthen indigenous elements, international faculty practices, and local requirements, in addition to the career interests of returnees and local peers. These tensions contribute to the international awareness, engagement, and advances in the focus on Chinese characteristics to serve local and national agendas.

This qualitative study integrates key theories on epistemic decolonization from Asia, Africa, and Latin America to investigate the decolonial awareness and curriculum practices of teachers and international students in an English as a medium of instruction (EMI) program on Chinese philosophy and culture at a top-rated university in China. Content analysis of the in-depth, semi-structured interviews with 17 informants reveals that the teachers and students all demonstrated varying degrees of decolonial awareness related to the marginalized status of Chinese philosophy in Anglo–-Eurocentric disciplinary systems and adopted the following strategies to decolonialize the curriculum and foster epistemic justice in the unequal geopolitics associated with knowledge production: (1) historicizing Chinese philosophy as a modern discipline that has emerged from inter-knowledge dialogues across philosophical traditions and is still in constant tension with the complex interplay of the semi-colonial, imperial, and Cold War legacies; (2) abandoning the Anglo-Eurocentric benchmark by pluralizing the disciplinary contemporaneity, and (3) cultivating epistemic trust in Chinese through intercultural translation. Moreover, the flexible shuttling between Chinese and English in EMI classrooms and tutorial sessions helped the informants to observe the decolonial awareness that was inherent in their understanding of the discipline-specific ontology. The findings suggest the agentive potential of teachers and international students to foster epistemic justice in EMI curriculum design and implementation that counters the hegemony of English as a colonial force. Finally, implications for decoloniality-informed EMI policymaking and curriculum internationalization are discussed.

Purpose: The main purpose of this study is to analyze the differences in research productivity between doctoral degree holders from European and North American universities, and doctoral degree holders from Peru.   Theoretical framework: Internationalization of higher education has become a phenomenon of great relevance in recent years (Romani et al., 2021), allowing an increasing number of doctoral researchers to study in foreign countries. However, little evidence has been generated in Latin America.   Design/Methodology/Approach: The study uses an explanatory approach based on data mining that analyze data from 863 researchers from 24 public and private universities in Perú, according to the two categories of productivity (high and low) defined by the National Scientific Research Agency.   Findings: The results show that of all the factors analyzed, the country of doctoral study is the most important variable in predicting the scientific productivity of researchers. This situation is confirmed when analyzing the number of publications made by researchers according to their category, where a clear tendency in favor of researchers who studied abroad can be seen.   Research, Practical & Social implications: The results suggest that international academics are more likely to publish in top-tier journals. Also, the results may be applicable to other countries, but more studies are going to be necessary.   Originality/Value: The results of this investigation are relevant, because studies about the academic internationalization effects on scientific productivity are scarce and no previous studies about this topic have been conducted in Latin America.

Based on the internationalization of higher education in the current global highly competitive education market, the current study aims to explore the factors affecting students in the selection of the country to continue their higher education. Following the mixed-method approach, the researchers collected data from international students studying in Germany and the United Kingdom (UK). The qualitative phase identified six themes: academic, social, personal, financial, career, and marketing as the highly influential elements in students’ choice to study abroad. Empirical analyses indicate that students in both countries consider academic reputation as a dominant theme in the selection of country for HEI. However, noteworthy differences were identified in the subsequent themes. Moreover, international students in Germany were found more satisfied with their choice of the country as compared to the students in the UK. This study provides valuable insights to the academic policymakers in the host and home countries concerning factors that pull and push students to study abroad. It also proposes recommendations to counter the brain drain element.

International student education in China has been continuously changing in response to the rapid social transition since the People's Republic of China was established in 1949. Adopting a historical perspective, this scholarly paper begins with an analysis of characteristics of international student education in China in terms of rationales, role of government, and international students. Several challenges are then identified and this paper concludes with observations on future trends of international student education development, with a special focus on the implications of \"the Belt and Road\". This paper contributes to a better understanding of China's role as an emerging host nation of international students. (HRK / Abstract übernommen).

Purpose The purpose of this paper is to deal with the topic internationalization of higher education institutions (IHEI), in terms of the research they engage in. The main motivation for the study is to understand the role of researchers in the internationalization of the institutions in which they work through the academic activities they perform. Based on the assumption that each of the researcher’s internationalization activities leads, to some extent, to a greater internationalization of HEI in which it operates, the following question was proposed: Do researchers’ personal characteristics and academic activities affect the internationalization of their (higher education) institutions? Design/methodology/approach This qualitative study adopted as main methods a review of the literature on internationalization of higher education and in-depth interviews based on a semi-structured script with an intentional sample. A sample of 16 researchers was selected for interview using the snowball technique of sample selection. Findings The paper provides theoretical and empirical insights into the characteristics of researchers that influence the internationalization of HEIs. These include the researchers’ international academic experience; insertion in international collaboration networks; international co-authorship; and experience in international publications. These are the four main factors that emerge at the individual level (researcher) that positively impact IHEI. Originality/value The paper responds to a gap found in the literature on the underestimated role of researchers in the internationalization process of HEIs in which they work.