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The advance in higher education in Asian countries is of major interest because it reveals increasing global political and cultural influence in recent years. The review explores the characteristics of publications from 2013–2018 concerned with the internationalisation of higher education in Asia. The study aims to analyse the current trajectory, including the size, growth trends, and regional networking of this domain, with a goal of identifying the influential journals, authors, and documents, as well exploring the thematic structure and topical issues and trends of this domain.

241 Scopus-indexed documents were selected and reviewed using a quantitative descriptive way. These documents were analysed by VOS viewer software.

The results show the most topical issues and trends concern about “Asian immigration and mobility”, “transnational education”, “international students and acculturation”, and “international branch campuses”. Seven main schools of thought were identified and are clearly explained herein, which provides a baseline for future research for new scholars.

The present study suggests that trans-regional cooperation is the future of internationalisation in higher education. Asian scholars are recommended to increase cooperation and exchanges with each other, expand channels of contact, further understand and optimise their own advantages, achieve win-win cooperation and make Asia's voice heard in the world in higher education field.

This bibliometric review can predict the main trends in higher education internationalisation in the future and encourage implication of interdisciplinary research in higher education internationalisation.

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.

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.

The purpose of this paper is to analyze the policy trends for the internationalization of higher education in Korea, and suggest a future direction toward the pursuit of Sustainable Development Goals (SDGs).

This paper presents a case study of Korea focusing on its internationalization in higher education. In order to analyze the government policy trends and institutional strategies for internationalization, the relevant literature and documents were analyzed.

The government policy for the internationalization of higher education in Korea has consisted of three stages: first, controlled outbound mobility; second, a major shift and focus on inbound mobility, recently along with intraregional cooperation for both directions of mobility in Asia and third, the beginning of efforts toward the pursuit of the SDGs, which needs to be expanded and systematized further.

This paper shows presents the comprehensive review of internationalization policies in Korean higher education, including the recent programs and changes at both the governmental and institutional levels. There has been a notable lack of discussion on the SDGs in relation to the internationalization of Korean higher education, which is addressed in this paper.

The purpose of this paper is to examine the policies and practices of internationalisation of higher education in Malaysia, and to specifically explore how Sustainable Development Goals are translated into policies and practices.

This paper takes a chronological and historical approach to examine policies and practices on internationalisation of higher education in Malaysia. This includes identifying patterns, trends and shifts on internationalisation at the system and institutional levels.

At the system level, Malaysia has transformed from a sending to receiving country, from being an aid recipient to an equal partner, and from a host to a provider. At the institutional level, internationalisation transforms from a fad to a norm, and from having unilateral collaboration to setting up multinational collaborations with international partners. Equally important, the paper discusses the role of internationalisation to address the global Sustainable Development Goals, and identify policy gaps at the national level and the de facto practices of Sustainable Development Goals at the institutional level.

This paper charts the changes of internationalisation of higher education in Malaysia, and importantly, shows gaps to incorporate the global Sustainable Development Goals and to relate this global agenda to the internationalisation of higher education.

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.

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 study describes and elucidates higher education internationalisation with an in-depth case study of China and its Tsinghua University using international entrepreneurship concepts. The study examines internationalisation as a dynamic reciprocal interplay between opening-up policy and higher education policy, especially world-class university policy.

This is a qualitative mixed-method single case study. In desktop research, the study reviewed China's national policy documents on educational opening-up, Tsinghua's institutional strategy papers and research literature concerning internationalisation, entrepreneurship, Chinese higher education and Tsinghua University. In fieldwork research, the present researcher engaged in action, participatory and collaborative research about university internationalisation in her capacity as both a faculty and an international office administrator at Tsinghua.

Entrepreneurial internationalisation in Chinese higher education has served multiple purposes simultaneously: (1) a pillar to support domestic confidence in educational opening-up for modernisation while also contributing to global development; (2) a cost-effective way to cultivate Chinese talent by accessing the international education market; (3) a quality imperative to stimulate domestic reform and innovation through Sino-foreign exchange and collaboration; (4) a public diplomacy measure building a global network of educational engagement; and (5) a differentiation strategy to stretch the capacity of the nation's top universities by benchmarking their global competitiveness.

Conceptualising opening-up as entrepreneurial internationalisation is key to understand China's higher education development. This study expounds this special term by connecting it with basic concepts in international entrepreneurship research. The analyses at system and institutional levels reinforce one another to forge a synthetic view by integrating policy and practice.

This paper sought to understand at one time point what was known and not known about the status and use of indicators of internationalization of higher education in Asia–Pacific. More specifically, we identified and mapped publicly available indicators of international of higher education in the region. We examined the ways by which internationalization has been measured and the indicators used, setting up discussion of what may be missing from internationalization efforts.

The primary questions were: (1) What are the current available sources of data in the Asia–Pacific region? (2) How is internationalization measured in publicly available databases and academic materials in Asia–Pacific? To answer these questions, we carried out a structured search of academic and agency literatures. Review of these literatures led us to develop definitions and a classification system by which indicators were classified and examined.

Indicators clustered almost exclusively around measures of student mobility, neglecting a wide range of other possible measures. The authors discuss the implications for internationalization of higher education in the region and draw on existing critical literature to speculate why this might be the case, and what dimensions of internationalization are likely overlooked with such a limited focus.

Internationalization of higher education has gained considerable momentum worldwide in recent years, and higher education in the Asia–Pacific region is arguably the world's most dynamic. Despite such dynamism, no research to our knowledge has mapped the way in which internationalization is measured by actors in the region.

As globalization increasingly affects the university sector around the world, there is a great advantage being placed on those universities that can respond timely and flexibly with appropriate innovation and internationalization strategies. The purpose of this paper is to review the literature of strategic aspects of innovation and internationalization in higher education. Based upon the premises of the Salford Prime Minister's Initiative 2 (PMI2) project, this paper aims to develop a theoretical framework which demonstrates how various objectives of innovation and internationalization can be translated and achieved in a learning organization context.

Theoretical analysis supported by empirical experiences. The paper explores the ideas and links between globalization and innovation/internationalization in higher education. The main concern of the paper is the implementation strategy of innovation and internationalization rather than the concepts and process of innovation and internationalization in higher education.

With examination of the impact of globalization upon higher education and strategic aspects of innovation and internationalization, this paper focuses on the implementation of innovation and internationalization and how to translate the overall institutional strategy into managed objectives. Organizational learning not only asserts and promotes organizational outcome and improved performance but also plays a significant role in achieving innovation and internationalization, e.g. staff engagement, staff motivation, empowerment, leadership and configuration. Furthermore, the paper identifies a number of strategic elements which are crucial to the successful implementation strategy of innovation and internationalization. The paper is based on the Salford PMI2 project and how various objectives were implemented which demonstrates the significance of collaboration in higher education between China and the UK.

Based on a comprehensive examination of the theoretical elements on innovation and internationalization and critical analysis of the Salford PMI2 project, adapting a typology of learning organizational framework, this study emphasizes the significance of incorporating both cultural and organizational learning factors. The paper develops a theoretical framework which enables policy makers and decision makers to make appropriate arrangements in designing international development strategy. Furthermore, the paper addresses the appropriateness and effectiveness of knowledge transfer, individual and organizational learning during the implementation of the internationalization strategy.