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The study explores diverse and critical understandings of “international” in a higher education curriculum context, situated in a curriculum review of a postgraduate taught programme entitled “International Education” at a university located in England. Our study problematises and decentres some dominant, normalised notions of “international”, exploring critical possibilities of engaging with the term for higher education internationalisation.

We examined a set of programme curriculum documents and conducted a survey exploring teaching staff’s uses and interpretations of “international” in their design and delivery of course units. Through a thematic analysis of the dataset, we identify what “international” might mean or how it may be missing across the curriculum.

Our findings suggest a locally-developed conceptualisation of “international” beyond the normalised interpretation of “international” as the inclusion or comparison of multiple nations, and different, other countries around the global world. More diverse, critical understandings of the term have been considered, including international as intercultural, competences, ethics, languages and methods. The study provides an example approach to reflective scholarship that programmes can undergo in order to develop clarity, depth and purposefulness into internationalisation as enacted in a local curriculum context.

The study provides a first step towards establishing clearer guidelines on internationalising the curriculum by higher education institutions and individual programmes in order to challenge a superficial engagement of “international” within internationalisation. It exemplifies a starting point for making purposeful steps away from normalised notions and assumptions of international education and facilitates development towards its critical, ethically-grounded opportunities.

The immersion of global higher education in a competitive, economy-oriented paradigm calls for perspectives on internationalisation that are explicitly aimed at shaping cooperative, sustainable and alternative/decolonial futures. The authors of this chapter recognise the relevance of research perspectives that – epistemologically aligned with critical internationalisation studies – emphasise the dilemmas and contradictions of internationalisation of higher education (IHE). In this chapter, the authors therefore present reflections that confront the hegemonic discourse that portrays the phenomenon of IHE as an unconditional good. The authors dialogue with the idea of promoting a perspective of IHE from and for the Global South – that is, one that instead of suppressing, recognises the epistemic plurality of the world. To do so, the authors assume that any critical efforts to address internationalisation in the context of the Global South can be enriched when explicitly situated within colonial history. The authors argue that looking towards the future of IHE requires a look towards its past. Specifically, the authors bring together four interrelated lines of argument: (i) recognising the university as a historical producer and reproducer of colonial hierarchies; (ii) conceiving the Global South as a field of epistemic challenges; (iii) having a non-myopic view of South–South cooperation; and (iv) spreading the epistemological horizon of internationalisation. Such reflections might contribute to envisioning new horizons for IHE in the Global South and its relation with those who have been relegated to a status of invisibility.

This study aims to examine the degree to which a selection of home country factors affects the proclivity of firms to internationalise. The study also proposes and tests a conceptual model that fuses institutional and resource-based theories to improve our understanding of firm internationalisation.

The study uses cross-sectional, national-level secondary data from the 2018 Global Entrepreneurship Development Institute and World Economic Forum data sets on global entrepreneurship and competitiveness indices for 137 countries. The data is analysed using correlation and hierarchical regression analysis to test the hypotheses.

The results indicate that national income, institutions, trade openness and availability of risk capital positively influenced firm internationalisation, while home-country networking had an inverse effect. However, home country infrastructure had no statistically significant effect on firm internationalisation.

The findings highlight the importance of considering home country attributes in understanding the internationalisation of firms.

This study contributes to the body of knowledge by providing empirical evidence of the role of local factors on the internationalisation of entrepreneurial ventures. It also tests a novel conceptual model that integrates institutional and resource-based theories to explain the nuances of the internationalisation of business ventures globally.

This chapter uses two recent Canadian policies to frame and discuss emerging topics in Canadian comparative and international education. The first policy is the Accord on the Internationalization of Education (AIE) (ACDE, 2014) prepared by the Association of Canadian Deans of Education. The second policy is the Canadian government policy on higher education: Canada’s International Education Strategy: Harnessing our knowledge advantage to drive innovation and prosperity (CIES) (Government of Canada, 2014). Given Canada’s traditionally decentralized education system with universities working autonomously, a joint Deans’ Association policy, a federal government policy on education, and the substantially enhanced role of the corporate sector in setting education goals provide a very different and contested context for conducting comparative and international education research. This chapter provides some insight into how Canadian comparative and international education researchers are approaching this context.

Ethical Entrepreneurship; Internationalization of small and medium enterprises (SMEs).

Bachelor and Master courses in International Management and Entrepreneurship.

A German medical scientist developed a product which was able to absorb alcohol in blood and consequently reduced the alcohol-level. He tested it with the participation of 170 volunteers at a private party. The product was consumed after alcohol consumption and the result was an alcohol reduction by 20-70 per cent. In addition, the volunteers had either no or only small symptoms of a hangover. The students shall discuss the different business models the medical scientist could implement by taking into account ethical issues. To give them necessary working data, the case includes European environmental data (including information about the European food industry and the functional drink market), an insight into the European legal issues of starting a business in the food segment (including definitions of “food”, “food supplement” and “health claim regulation” and how these factors impact entrepreneurial decisions), current events in the European food branch and examples of possible competitors. The case is built on a real product development and on current information and facts.

To become involved with entrepreneurial thinking and entrepreneurial decision-making. To debate ethical issues in the entrepreneurial process. To become aware of the complexity of internationalization in the field of SME as well as to reflect upon and sketch appropriate strategies.

Teaching note.

This paper contributes to knowledge on the internationalization of higher education (HE) through presenting a “lived” experience on how to optimize internationalization outcomes through national internationalization policy development.

This paper uses a case study of Zimbabwe to qualitatively chart a strategic focus to internationalization through incorporating the theory of change (ToC) approach to national (government) policy development.

The paper details the context, challenges, rationales, approaches, priorities and processes that guided IHE policy development in Zimbabwe. It underscores the importance of baseline research and benchmarking in propelling an evidence-based and participatory approach to IHE policy development.

The methodology and framework used here makes it possible to draw comparisons in similar settings in a way that enables a more holistic understanding of the complexities and practicalities of national internationalization policy development.

The study can assist nations to take a strategic approach to guide institutional internationalization responses. In doing so, researchers and HE stakeholders in similar national contexts can learn valuable lessons from the study.

Internationalization is increasingly becoming a policy imperative for HE in pursuit of quality as well as fostering sustainable national development (Craciun, 2018). Higher education institutions (HEIs) are recognized as key drivers of sustainable national and international development through the production of quality graduates with “global competencies.”

The study contributes to the growing research interest on strategic approaches to internationalization targeting specific national experiences.

Increasing awareness around the world of the environmental impact of greenhouse gas (GHG) emissions resulting from human activities such as air travel warrants consideration of the effects of research and activities within the field of Comparative and International Education (CIE). The authors hypothesize that consideration of CIE research’s environmental impact is seldom, if ever, discussed in the literature. To test this hypothesis, the authors conduct a content analysis of articles published in selected major CIE journals to analyze how researchers account for their environmental impact. In addition to presenting the findings of this analysis, the authors provide a selection of queries for examining one’s own practices as a CIE researcher in relation to environmental sustainability. The authors provide preliminary suggestions for ways to reduce GHG production and the environmental impact of continued CIE research and call for acknowledgement of these impacts in publications. Ultimately, the authors suggest that more needs be done to examine CIE scholars’ ecological impact in conducting research and use this chapter as a starting point for conversations in this vein.

The purpose of this paper is to develop a model of ethical decision-making that applies to accountants and the accounting profession.

This model is an integration of five factors that influence ethical decision-making by accountants: professional codes of conduct; philosophical orientation; religious orientation; culturally derived values; and moral maturity.

This model is a synthesis of previous identified factors that influence ethical decision-making and incorporates them into a model that is specific to professional accountants.

The authors develop a set of propositions and explain how this model can be tested and its implications for both the accounting profession and the teaching of business ethics.

This model presents a new way of viewing ethical decision-making by accountants that is predicated on the importance of professional codes of conduct that influence both behaviour and decision-making. The external certification of professional accountants provides a layer of accountability not previously incorporated into ethical decision-making models.

Higher education institutions (HEIs) around the world are engaged in internationalisation efforts. Yet internationalisation per se is associated with significant pressures on the environment and environmental resources, which need to be addressed. This study aims to assess the opportunities, benefits and challenges associated with the internationalisation of universities at a global level.

A total of 27 relevant case studies were extracted from the literature to illustrate how HEIs worldwide are ensuring sustainability in their internationalisation efforts.

Through case studies of international HEIs, the study lists the opportunities, benefits and challenges associated with the internationalisation of universities at a global level and some of the measures that may be deployed to reduce the environmental impacts of their international activities.

This study provides a welcome contribution to the literature because it outlines some of the works taking place at universities, where matters related to sustainable development are considered against a background of internationalisation efforts.

Undertaking responsibility is basic to moral behaviour. However, the explicit act of undertaking responsibility may be derived from various motives. The purpose here is to investigate to what extent organisations tend to bound the level of responsibility and to disclose some of the different motives of undertaking responsibility. This is done by employing four different theories of behaviour which relate to conformity, compliance, needs and moral development. Although none of these theories directly treats the question of responsibility, an attempt is made to apply each to it. By way of a summary, six generalised types of responsibility are suggested: responsibility based on anxiety, shame, guilt, arrangement, ethics and freedom. Furthermore, an organisational boundary line of responsibility is suggested.