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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.

This chapter presents a comparative perspective on international education in Canada and Australia in the light of recent federal proposals for improving international education programs. The study provides an account of the multiple benefits of international education and introduces the concept of public sector entrepreneurship (PSE) as a necessity for creating and administering comprehensive programs, aimed at increasing Canada’s share of the international education market. The chapter compares Canadian and Australian international education policies with a special emphasis on the entrepreneurial approach applied in Australia. Moreover, the chapter discusses potential contributions to Canadian human capital through attractive immigration policies for international graduates. The findings reveal that Canada needs centralized management of international education programs. Following the Australian model, the establishment of a specialized agency to administer programs at federal level and to coordinate activities at provincial level is essential for success. PSE is represented by applying a market approach and revising residency and immigration strategies. Further research is required for a more detailed analysis of the costs and benefits of necessary capital investments and implications of changing the policy framework governing skilled migration.

In the international graduate job market, education–job mismatches are affecting recruitment, and consequently efficiency. The purpose of this paper is to identify a widening gap in “global operating skills”, then put forward a structure for addressing the education–job mismatch, based on data gathered from higher education teachers and graduate recruiters. Framed as a case examining the contemporary context in Russia, the objective is to identify a cross-cultural management (CCM) skills set for graduates who are pursuing a career in an international environment. The study therefore has implications for managers and educators who work in this sector.

The study identifies a number of factors that need to be taken into account for developing CCM competence among graduate job seekers. Set in the specific case of a Russian higher education institutions and one of its international partners, stakeholder theory is used for theoretical underpinning and data collection. A qualitative-oriented mixed-methods approach was designed to: explore the education–job mismatch by using documentary sources and direct observations; collect data in a three-step sequence (focus groups, interviews and interactive seminar).

The key findings revealed the extent of the education–job mismatch. Specifically: a lack of transferable CCM skills, mismatch between the provision of CCM skills development in higher education and the needs of recruiters, and curriculum shortfall in terms of CCM skills. Furthermore, areas such as cross-cultural communication and cross-cultural awareness require urgent attention; new approaches are needed to enhance the knowledge transfer of CCM skills to students, in order to better equip them to work in an increasingly international workplace.

The enquiry provides a snapshot of knowledge transfer regarding CCM skills based on a particular case, from the perspective of teachers and recruiters. While care was taken to respect the language and cultural norms, the interview guide captured only a narrow dimension of the subject area. The modest size of the sample does not allow any generalisations when interpreting the data. The findings should not be applied to other national contexts, disciplines or sectors.

The authors put forward actions for enhancing the implementation of an international education programme (IEP), emphasising the importance of co-creating with stakeholders. The distinguishing features of an IEP are identified and a framework for explaining the opportunities generated by such a programme is developed. Failing to address the “skills gap” may trigger long-term ramifications for both business and society.

Academics and students claim to be dissatisfied with the current delivery of CCM skills. The identification of an education–job mismatch implies that CCM skills are not being effectively transmitted within higher education. This study sets out to identify and explain the current situation of CCM skills development in contemporary society. The genesis of this study stems from the topical debate surrounding reconceptualising higher education to reflect a more international-oriented approach.

Research into CCM is frequently undertaken from an Anglo-centric perspective, or sets out to compare an “Anglo” environment with a non-Anglo setting. Few CCM studies are set in the context of a contemporary Post-Soviet society.

Policies regarding international student enrollment represents diversified responses and attitudes on internationalization of higher education, which is associated not only to the internal reforms of the higher education system but also to the adjustment of government-institution relationships in larger contexts of economic development, and cultural and diplomatic strategies. The purpose of this paper is therefore to analyze the trend of the mainland China’s inbound international student mobility during the past decades in the broader context of the country’s diplomatic and domestic political circumstances.

By using a historical and holistic approach, this paper identifies four stages of the development of international education for inbound international students, and examines the underpinning ideologies or motives of the trend.

Findings of this research suggestthat different from the triumph of other Asian countries in international education, neo-liberalism has inserted a very limited impact to the development of international education of the mainland China, mainly at the micro level; the main motive of international education in China is to serve its domestic politics and diplomacy. A type of new nationalism is emerging in China’s recent global strategy.

This paper responds to the broader discussion of natioanlism vs internationalism by looking at the complex relationship between the state, international relations, and higher education institutions.

In response to COVID-19 global outbreaks, Canada, and Australia, two favored destinations by international students, as the contexts of this essay, have enacted different international education policies, which will be investigated through the narratives. The authors discuss transnationality and mobility as key terms in the internationalization of higher education (HE) studies through their experiences as three Vietnamese doctoral students in Canada and Australia. Transnationality is attended through a narrative of a Vietnamese returnee struggling with bringing unfamiliar knowledge of gender and sex education from the West into a Vietnamese HE context. Mobility is unpacked through stories of a Vietnamese doctoral student in Canada stuck in Vietnam due to the COVID-19 despite inviting policies from the Canadian government to international students. This experience is connected to another Vietnamese student’s experience in Australia about a controversial act to discourage international students from staying in Australia if they cannot support themselves during the pandemic. The authors’ stories are created and retold personally for introspective and contemplative reflections on what the authors have experienced and offer considerations for how transnationality and mobility in international and comparative education could be understood through education, equity, and inclusion.

The purpose of this research is to examine the extent to which UK universities' achal international achievements match their strategic intent on internationalization.

Both factor analysis and cluster analysis were applied on data collected from HESA (2001), and on the data collected from the mission statements of 117 universities by the use of the content analysis technique.

The study shows that 74 per cent of UK universities' mission statements include international dimensions. In addition, 48 per cent of these universities are internationally active. Four groups of (international action – international mission) matrixes have been reached. These groups are “international winners group, international actors group, international speakers group, and international losers group”.

This analysis is limited to only four variables taken in a single year 2001. Therefore, future research in this area is encouraged to employ more variables related to internationalization and to apply the analysis on longitudinal bases in order to get results that cover larger range of international aspects and allow observing the matrix development overtime.

The study finishes with a location model which can be used as an important tool by university managers in conducting their international business. This model can also be employed in various sectors other than the higher education sector.

The paper is the first classification carried out amongst UK universities in terms of internationalization. It is also the first of its kind in the higher education management literature in terms of both; the comprehensiveness in dealing with all the three phases of the strategy of internationalization and the nature of data it uses for this purpose.

The purpose of this paper is to analyze the dynamics facing transnational education (TNE) in Australia through literature review in three major areas: policy changes in Australia and major importing countries of Australian TNE, and recent development in online learning and the impact of the prevailing TNE models. The paper concludes by shedding some light on how these changes could affect the sustainability of the growth of Australian TNE in the future.

The paper is based on review of literature and use of secondary data on TNE in Australia. The paper analyzes the external quality audit reports with focus on TNE. It finally analyzes the future sustainability of Australian TNE based on growth of higher education in Asia and emergence of online learning.

TNE is experiencing growth in Australia. Based on the current model such as setting overseas campus and partnerships, the growth may not be sustainable. The emergence of online learning and developments in Asian higher education may pose increased risk and competition. TNE has been subject to external scrutiny through the external quality agency in past. The current compliance-driven quality assessment may put the transnational quality assessment at risk with increased focus on assessing the quality based on review of documentation.

The paper is original and it is based on Australian TNE.

The main aim of the current study is to explore and model the major obstacles that UK universities encounter when developing international partnerships with overseas universities.

Focusing on the obstacles to developing international partnerships, the study results are developed from 24 interviews with senior and very senior university managers from four leading UK universities.

The results indicate that the obstacles to international partnerships for each of the four universities in this study can be grouped into two main categories: the obstacles that are relevant to the process of partner selection, and the obstacles that are relevant to the process of partnership arrangements. The study ends up with a model of obstacles of international partnerships in universities. In terms of strategy evaluation, obstacles related to the partner (whether they are focused or diversified), and obstacles related to the partnership arrangements (whether they are also focused or diversified) identify four quadrants of strategy evaluation: Realistic strategy, Partner‐reevaluation, Arrangement‐reevaluation, and Unrealistic strategy.

The study brings up the difficulties that come from the drivers of international partnerships and the associated problems. Accordingly, it points out from the data a classification of the obstacles confronting international partnerships and further models this classification. The study however does not tackle some related issues such as the positive side of international partnerships. In this regard, a study exploring the outcomes of international partnerships would be of great importance for researchers and for practitioners in the field.

Given the necessity of revising the process of establishing international partnerships by university managers, the model resulting from this study would be of vast importance to university international office directors and other university policy makers.

This study provides a new classification for obstacles confronting UK universities' international partnerships and develops an original model of these obstacles. This model is expected to be useful for both policy makers and researchers. The study is sustaining the series of studies of international partnership strategy for a group of four UK universities implemented by Ayoubi and followed by a paper in ICERI.

Given the need to reflect the global nature of business and the need for a Pacific‐Asia focus on management education, a region‐wide PAMI (Pacific Asian Management Institute) consortium can be seen as vital. The consortium would pool scarce international management education resources within the Pacific Basin, and would facilitate transfer of appropriate management knowledge by linking segmented institutions of higher learning. A Pacific partnership of mutual interest would steer the cause of international business to the ideal of humanity, peace and prosperity in this region.

This paper aims to focus on enhancing the learning experience for both expatriate academics and students in international higher education institutions (HEIs) through understanding students’ cultural perspectives, analyzing student feedback and evaluating faculty placement strategies. The analysis can be used to aid international educational programs in understanding student values and increasing the quality of instructor–student interaction.

This research surveyed over 1,300 undergraduate students enrolled in a US and Chinese dual-degree program located in China. A voluntary survey with open and closed questions assessed the cultural values of students, and the cultural values and behavior they believe are important for their instructors to observe in the classroom.

The results of this case study suggest that students’ perceived importance of Western cultural values demonstrated only one significant change during their time of enrollment in a US degree program. However, the research indicates that the importance of Chinese cultural values decreased from the students’ first year to their fourth year. Some notable propositions include the importance of culturally competent and experienced faculty in the students’ early US courses and data-driven recommendations for placement, training and development of new foreign faculty to increase the likelihood of a satisfactory experience for both the faculty and students in the cross-border classroom.

Ultimately, this research can aid international HEI’s by enabling enhanced student and instructor experiences and superior HR practices in the less observed area of faculty placement. These improved practices can contribute to the quality and sustainability of such international programs. In addition, this research provides perspective on the impact of international education on student cultural values and presents student feedback to increase understanding of student expectations and desires in the international classroom.