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While many studies on institutional environment have primarily focused on the influence of the host country environment, limited insights have been offered on how the different dimensions of home institutions affect firm internationalization. This paper aims to fill this gap by investigating the effects of regulatory institutions at home.

Using country governance quality to proxy quality of regulatory institutions, this study attempts to reveal how regulatory institutions at home facilitate a multinational enterprise's (MNE's) international expansion and why the influence differs in different country clusters. Using hierarchical linear modeling and cluster analysis, proposed hypotheses were tested with a three‐year panel of 511 firms from 38 countries.

The results provide substantial support for the authors' hypotheses that MNEs with high governance quality at home are more engaged in internationalization than those with low governance quality at home. Moreover, differences in institutional effect do exist between country clusters.

This study provides evidence that while country differences exist, governance quality at home can facilitate MNEs' expansion into foreign markets. This finding will help managers of any MNEs to consider country‐level factors and evaluate the governance quality at home before committing resources into foreign operations.

Building on the institutional environment literature, this theory and results make original contributions by underscoring how the consideration of regulatory institutions at home can significantly improve understanding of institutional influence on MNEs. The findings have important implications for both international business researchers and managers of MNEs.

This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the field: internationalisation at home (IaH), internationalisation abroad (IA), and internationalisation at a distance (IaD). This framework – while rooted in knowledge, systems, and scholarship from researchers and institutions in the Global North – is a constructive tool for categorising and understanding internationalisation at Brazil’s higher education institutions (HEIs) when coupled with an exploration of the history, context, policy, and dynamics of internationalisation efforts. The chapter then summarises and underscores recent and important scholarship by Brazilian researchers and others in the Global South that describes the history of the nation’s internationalisation efforts. It also critiques the powerful influence that Global North-centred objectives and priorities for internationalisation have on the process at Brazilian HEIs. Following a discussion of the theoretical framework and relevant literature, the chapter provides a case study of internationalisation efforts and initiatives of an elite public university, the Universidade Federal de Minas Gerais (UFMG). Content analysis of UFMG’s website and publicly available reports and data demonstrates a high level of institutional internationalisation that has unfolded in recent years, stimulated by federal funding and guided by a strategic framework developed within the Ministry of Education. An analysis of UFMG’s mission, partnerships and programmes finds that the institution serves as an example of internationalisation in Brazil’s public higher education context, as its programmes and initiatives exemplify the overarching objectives of internationalisation in Brazilian higher education.

Higher education has become a more active sector in most of countries recently. Facing a more globalized society and a more competitive scenario, institutions all over the world are transforming and improving diverse strategies of internationalization to provide innovative experiences to students and professors. Therefore, the main objective of this chapter is to describe the strategies of internationalization at Universidad de Monterrey (UDEM) Mexico such as mobility of students and professor, institutional culture, curriculum, strategic alliances but the most important, international collaboration at classrooms. UDEM is a private higher institution with more international experiences in student mobility in Mexico, and the first with more collaborative online international learning (COIL) projects in Latin America. Using a qualitative research method, this chapter demonstrates that UDEM’s strategies of internationalization both, abroad and at home, transformed actions, functions, and processes at UDEM impacting the quality and experience of education. These strategies have impacted students positively. Besides, these strategies of internationalization have the potential to be replicated in other higher education institutions (HEIs).

The research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.

This study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.

Vietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.

Written for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.

Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs.

A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact.

The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17.

First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.

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.

The authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.

The authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.

The results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.

This study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.

Based on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.

This paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

The purpose of this ontologically qualitative research study was to (a) explore student narratives regarding their educational experiences in at-home internationalization programs; (b) provide an in-depth narrative analysis of student learning challenges and achievements; and (c) add valuable research-based knowledge of student-described experiences for use by program administrators.

Participants were selected with a form of four-stage non-proportional stratified sampling. 29 participants were interviewed using a basic demographic questionnaire and an episodic interview protocol. Data were analyzed in QSR NVivo software through open, axial, and selective coding stages under the framework of grounded theory.

The findings focus on student-identified links between the challenges they encountered and their achievements. In addition, student performance level and gender were associated with the challenges and achievements reported by students. In understanding the results, the student-learning concepts found in the learned optimism, growth mindset, grit and expectancy theory approaches provide potentially fruitful insights.

The findings of this research have instructive implications for program administrators regarding how student challenges can be strategically chosen and shaped to generate specific, positive student achievements.

The main reason for writing this paper was the systematic determination of the state of internationalization of public higher education for the first time in Bosnia and Herzegovina (B&H). This paper aims to compare the state of internationalization with the results of comparative European and world research in higher education in order to determine the direction of public universities in B&H following globalization and connection with the European Higher Education Area (EHEA), as well as to determine future steps for mandatory inclusion into global higher education flows. Furthermore, the aim was to determine the treatment of mobility and student exchange programs and the ways of recognizing acquired qualifications abroad.

The paper opted for a research study by conducting questionnaires that were divided into questions of elimination, questions of qualification and questions of the main survey. A total of 2,822 final year students were surveyed, as well as 386 representatives of the management of public universities. Within the paper, 25 different SWOT analyses of internationalization were performed by public universities, ministries and state/regional agencies, which was the basis for the SWOT analysis of the internationalization of B&H public higher education. The data were supplemented with a qualitative analysis of the obtained results compared with the International Association of Universities (IAU) and European Association for International Education (EAIE) research, as well as an overview of the most significant achievements in the field of internationalization of higher education.

The paper provides empirical results on the barriers of students to study abroad, the existence of strategies and indicators for internationalization, the benefits of internationalization, internal and external drivers of internationalization and the potential risks of internationalization. These empirical results for B&H were compared with complementary IAUs and EAIE research and provided the basis for SWOT analysis of internationalization, development of institutional internationalization strategies and indicators, B&H recognition model, new criteria for accreditation with emphasis on internationalization and criteria for assessing internationalization. The paper suggests that virtual mobility and internationalization at home are future logical trends of development internationalization in B&H.

Suggestions for future research related to the examination of identified potential risks to the management of the internationalization of individual institutions, as well as to future comparisons of the new state of internationalization of higher education in B&H with current similar research in Europe and the world. Regarding the limitations in the research, it was possible that a larger number of participants participated in the survey with questionnaires, although the target set at the beginning of the survey was achieved.

Most of the research results are the basis for improving the practical situation in the internationalization of public higher education in B&H. The paper presents a special chapter (undertaken improvement activities) dedicated to the practical implications based on the conducted research and comparison of results. Considering that this is a preliminary work related to the internationalization of higher education, based on the researched results, the context of the internationalization of public higher education in B&H was changed by the activities described in the mentioned chapter. The contribution to these activities was given by the approved project of the European Commission (EC) “strengthening of internationalization in B&H higher education” - STINT. Also, the research results of this paper offered a comparison with the research results of research conducted by IAUs and EAIE.

Different research groups participated in this research study: students, teachers, administration, representatives of ministries and state/regional agencies. All target groups supported the implementation of the questionnaire, the development of SWOT analyses and various reports, as well as the undertaking of various practical activities. In accordance with the research results, all these target groups were subsequently educated on issues of internationalization and recognition of qualifications. Stronger and better internationalization certainly increases the social impact on future students, higher education funders, as well as other interested stakeholders.

This is a preliminary study whose main goal was to review the state of internationalization and to identify the most important undertaken activities in B&H. For the higher education area in B&H, the research study is new and has undertaken internationalization activities, but on the other side, in other developed European countries, similar studies and activities are not new. For the field of higher education in B&H, this work and research results are important because they will be the basis for future internationalization activities and will also serve as a basis for future activities to be undertaken in this field. The value of this paper is significant for both internal and external stakeholders of higher education.

This paper aims to identify the extent to which hospitality management degree programmes are internationalised to develop graduates capable of working within the global hospitality industry.

A qualitative multiple case study approach was adopted for a UK study of undergraduate international hospitality management degrees. Interviews and document analysis were used as the data collection techniques.

The findings reveal the importance of the development of graduates' cross‐cultural competencies within international hospitality management programmes and the methods used to develop these. The study also reveals further opportunities to enhance the internationalisation of degree programmes.

The findings are based on a case study research strategy set within the context of the UK and as such, the generalisability of the findings may be limited. In addition, the study sample contained only undergraduate international hospitality management degree programmes.

This paper reveals a number of opportunities to enhance the internationalisation of hospitality management programmes and the challenges currently faced by academics and students.

The paper provides a framework comprising internationalisation at home (IaH) and internationalisation abroad (IA) dimensions for academics to assess the internationalisation of degree programmes and the extent to which cross‐cultural competencies are developed among graduates. The framework can also be used by graduate recruiters seeking candidates with the requisite cross‐cultural understanding, attitudes and skills to work within the international hospitality industry.