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The chapter examines the perspectives of campus advocates involved with the advancement of a comprehensive internationalization process at their state comprehensive university (SCU). Advocates explain their definitions of comprehensive internationalization, which are analyzed through an internationalization lens and framework of intercultural competence based on recent studies of Internationalization at Home (IaH). The study found faculty and staff perspectives of comprehensive internationalization to reflect attributes consistent with IaH, which is believed to be a vehicle for transmitting intercultural competence throughout the higher education institution. The context for this study is important as it takes place in an SCU located in a region where higher education is under significant public scrutiny.

Internationalisation has been a theme in UK higher education for a decade or more. The review of this paper, a practice-based case study, is to find how Winchester formulated two successive internationalisation strategies.

The strategies were developed using a research-oriented method: grounded in the literature and an institutional development model, the work included a comprehensive survey of the university’s existing international engagement, two rounds of structured discussions with senior staff, and a formal organisational development process.

The survey of the university’s international engagement was a most useful exercise. It revealed a substantial and diverse range of engagement which provided confidence that the aim to be a “fully internationalised university” was realistic. There was general agreement that Winchester must demonstrate strong levels of engagement through five strategic priorities related to: curriculum and student mobility; European Union/international staff and students; collaboration with international organisations; academic and social integration of students and staff; coordination of practices and processes.

This is a case study of one UK university.

The process by which the strategies were developed should be relevant to other universities.

Winchester is “Values Driven University”: “We value freedom, justice, truth, human rights and collective effort for the common good”. Internationalisation is consistent with these values, fostering an understanding of diverse cultures and an awareness of global issues.

The authors found no published work describing such a structured and participative process for developing internationalisation strategies within a university.

Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.

Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.

The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.

The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.

This paper reviews the national and institutional internationalization activities in Japan's higher education sector and considers the extent to which these efforts have attempted to incorporate and/or contribute to meeting the Sustainable Development Goals (SDGs).

This paper was developed based on a review of available demographic data on internationalization in Japan (in both English and Japanese), a survey of recent scholarly literature on this topic and conversations with numerous faculty and staff members working on internationalization issues in a wide range of higher education institutions throughout the country.

There are substantial internationalization efforts being made at both national and institutional levels, yet scholars and practitioners of higher education question the extent to which genuine internationalization is occurring. Moreover, the metrics used to track internationalization are somewhat limited and the available data, in many cases, can be complicated to interpret. A bit of tension also exists in Japanese universities between those who support the movement to internationalize and those who see it as a passing fad, an intrusion on their academic freedom and/or as a guise for Westernization – a tension that some cite, along with language barriers and system misalignment, as a challenge to internationalization.

Numerous scholars discuss the internationalization of higher education in Japan. The originality of this paper is in the comparison of Japan's higher education internationalization efforts to the movement to achieve the SDGs – both in Japan and as a global effort.

Higher education (HE) institutions continue to diversify learning spaces due to rapidly shifting student demographics and increased efforts to internationalise curriculum to ready graduates for increasingly diverse work environments and the evolving global economy. This chapter presents a strategy on internationalising college curriculum via the Global Citizenship and Equity (GCE) Education model, which has been integrated in 92% of Centennial College’s programmes across six distinct disciplines; also known as GCE integration. In 2015, the College initiated mixed-methods research to examine the impact of GCE integration. Employing a theoretical framework of transformative learning, the study invited participation from students in surveys and focus groups to elicit their perceptions of GCE integration in respect to their personal, social and professional development. Overall, the research indicates positive outcomes for students engaging with GCE integration with the majority of students reporting increased knowledge and capacity to address issues related to GCE education. Centennial College’s GCE integration model, presented in this chapter, provides an effective strategy for HE faculty to engage students with GCE through teaching innovation, reflective practice and curricular modification in the classroom.

The paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of skills creation in diverse areas of legal practice.

The framework used draws on trends identified within an international collaborative research study in which both authors participated, titled “Developing a Blueprint for Global Legal Education”. This current paper stems from the premise that these recommendations can be further developed and better utilised if explored within a specific context. The methodology designed for this research consisted of two main components: a thorough analysis of the norms that regulate the education system and the professional practice in Mexico, and an extensive literature review that provided insights into the state of global trends in legal education.

This paper reveals that in Mexico having a well-designed and comprehensive legal framework is the first step to promote the creation of high-quality educational models.

The study analyses the current situation in Mexico within four global trends: (1) regulation of legal education and access to the profession; (2) building professional practice skills; (3) internationalisation of education and (4) incorporation of technology and responsible innovation.

The reflections are intended to promote better training of law students in the skills required to face the various challenges that the legal profession currently involves. This is under an approach that analyses global challenges and identifies the best practices to connect learning processes with in-demand professional skills.

Today’s higher education paradigm places emphasis on the broader context of globalization, economics, the environment, and society. Divergent from traditional silo-based, discipline-specific models, this broad and complex challenge necessitates the continued investigation of innovative interdisciplinary approaches for higher education. The 360 Degree Model for Educating Socially Responsible Global Citizens developed by the authors (360 Global Ed model) addresses these current needs through a structured approach for developing students as global citizens through purposeful engagement (Breitkreuz & Songer, 2015; Songer & Breitkreuz, 2014).

The 360 Global Ed model includes a theoretical framework, educational environment, academic coursework, and evidence-based outcomes. At the core of the model is an international service learning (ISL) experience. The model’s ISL experience provides a collaborative, interdisciplinary classroom environment combined with an authentic international field experience (Songer & Breitkreuz, 2014).

This paper aim to argue for Cambodia to take internationalization of higher education seriously and strategically to position it for higher education development, and this starts with enhancing its buy-in among the key stakeholders, fine-tuning its conceptualization and contextualization and a government-funded comprehensive policy and investment program.

This paper explores policies and practices of internationalization in Cambodia, using Knight's (2004, 2007) conceptualization of internationalization and Wan's (2018) list of six dimensions, by which the authors track and measure internationalization.

Systematic policy implementation to position internationalization to achieve national and institutional goals is little. Given utilitarianism of internationalization, policy statement has geared more toward employing internationalization to achieve institutional building, in order of significance: mobility, research collaboration, policy formulation and quality control, and much less on networking and aligning with international instruments. Subtle differences among the four universities under investigation exist. While all focus on student and faculty mobility and exchange, some aim at research collaboration and networks; some at indigenous “international” and language programs, and some at joint degree programs. But, internationalization is not a key priority nor is it strategically positioned to achieve institutional aspirations.

Without comprehensive, strategic policy guidance and implementation from the government, internationalization has taken its own course, and such is not healthy for higher education development.

There are few studies on internationalization in Cambodia. Clayton and Yuok (1997), Clayton (2002) and Pit and Ford (2004) examine politics or its politicization and higher education development after the end of the Eastern Bloc's support (Tek and Leng, 2017). Recent studies (Leng, 2015; Leng, 2016; Yun, 2014) underline institutional case studies to illustrate status, issues and challenges in internationalization. This article attempts to provide an overarching map of internationalization to inform policies and practices toward higher education and national development.

This chapter provides a critical and comprehensive review of the internationalisation literature. It starts with a brief discussion of the main factors and features that need to be considered when internationalising the educational administration and leadership field. This is followed by a critique of the internationalisation of education and the many challenges that hinder the achievement of proper internationalisation. The third section provides an overview of the internationalisation models and practices in different disciplines such as psychology, sociology and political science, which is followed by a discussion on the internationalisation of education organisations in different countries with some examples from Arab and non-Western countries. The final section presents a critical review of literature on internationalising the curriculum and how culture competency and knowledge acquisition are key factors in achieving effective internationalisation. The chapter concludes with an overview of the book collection and the main ideas and concepts discussed in each chapter.