Internationalisation Models and Strategies in Higher Education: A Conceptual Model for Internationalising the Curriculum

Abstract

This chapter provides a critical and comprehensive review of internationalisation models and strategies in higher education and offers a conceptual model for internationalising the curriculum, taking educational administration and leadership as an example of its implementation. The chapter starts with an introduction and overview of globalisation and how higher education institutions respond to its increasing effects by adopting different internationalisation strategies. This is followed by a discussion on the different forces and rationales involved and the various models and strategies adopted by higher education institutions as well as the many challenges and obstacles they encounter when implementing these strategies. The third section focuses on ways of internationising the curriculum and how it is a complex, dynamic and developmental process that requires the implementation of most internationalisation strategies. The chapter concludes with a discussion of the IHEC model which is created for internationalising the higher education curriculum, focusing on educational administration and leadership as an example. The IHEC model aims to provide students with a universal and holistic learning experience that prepares them for the increasingly competitive and diversified working environment. It also attempts to overcome the Westernisation indigenisation debate by adopting a holistic approach to knowledge and cultural practices that appreciates and integrates different perspectives, knowledge traditions and work practices into the curriculum.

Citation

ElKaleh, E.S. (2021), "Internationalisation Models and Strategies in Higher Education: A Conceptual Model for Internationalising the Curriculum", Samier, E.A., Elkaleh, E.S. and Hammad, W. (Ed.) Internationalisation of Educational Administration and Leadership Curriculum (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 69-88. https://doi.org/10.1108/978-1-83909-864-220211006