INTERNALIZATION

Globalization is a 'process that focuses on the worldwide flow of ideas, resources,

people, economy, values, culture, knowledge, goods, services, and technology', while
internationalization of higher education is described as 'the process of integrating an
international, intercultural and global dimension into the goals, teaching/learning, research and
service functions of a university or higher education system'. Internationalization emphasizes
the relationship between and among nations, people, cultures, institutions, systems while
globalization stresses the concept of worldwide flow of economy, ideas, culture, etc. The
difference between the concept of 'worldwide flow' and the notion of 'relationship among
nations' is both striking and profound. Thus these two concepts are very much related to each
other but at the same time different. Debate continues whether internationalization of higher
education is a catalyst, reactor or agent of globalization.
For an internationalized institution, there is no one formula or collection of metrics.
Internationalization is a transformation process that is adapted to each higher education
institution's specific needs and goals. As a result, there is no "one-size-fits-all"
internationalization paradigm. Adopting a set of 'in vogue' aims and tactics for 'branding'
purposes simply serves to undermine the idea that each program, institution, or country must
establish its own approach to internationalization based on its own clearly expressed rationales,
goals, and expected outcomes. This acknowledges that the internationalization process is
guided by an evaluation of individual requirements and priorities, and that a "formulaic" or
"current trend" approach is neither suitable, useful, nor sustainable. This fact may also be a
source of difficulty. What if, for example, an institution or country views higher education
internationalization as a weapon for gaining economic or political advantage? In this case, the
academic goals and principles of cooperation, mutual benefit, and partnership must be
highlighted.
Internationalization has risen in scope, size, and impact through several decades of
intense development. There's no denying that internationalization has changed the face of
higher education, but it has also changed the face of internationalization. The crucial question is
whether the changes were for the better or for the worse. Could anybody have predicted
twenty-five years ago that international student mobility would be big business in 2014, and
that it would be more closely associated with the recruitment of minds for national innovation
agendas than with assisting underdeveloped nations build human capacity? According to recent
national and international surveys of university internationalization aims and rationales,
building a global profile or global status is becoming more essential than meeting international
criteria of excellence. Capacity development through international cooperation projects is being
supplanted by activities aimed at gaining world-class recognition and higher rankings. Some
questionable double degree schemes advertise awarding two degrees from colleges situated in
separate countries based on the labor for one diploma. And it's all in the name of globalization,
right?
Simultaneously, there are several instances of good projects that demonstrate how
collaborative scholarship, cross-border education exchange, and campus-based
internationalization methods contribute to the growth of individuals, institutions, nations, and
the globe as a whole. Internationalization has a wide range of advantages and disadvantages, as
well as dangers and unforeseen effects.