In most cases the concept of Internationalisation of higher education is explained in terms of the context of the global north and considered by some researchers as neocolonialism, or asymmetrical partnership between center and periphery
My hope is that institutions in the global south and north be required to follow set standards of internationalization so that international students can truly be provided with an international education comparative to the high costs of their int' l education. I have had the personal experience to being subject to intellectual bondage (host-country curriculum) and cultural insensitivity in the teaching delivery which I have written about in my articles. I am sharing these, which I hope would be helpful in understanding the problems faced with internationalization of higher education.
Best regards,
Debra
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Irrespective of geography, culture, politics, society, higher education should be pursued with standards and benchmarks.
Your excellent question already contains answers. My opinion is that such discourses only confirm the fact that higher education institutions have become a currency for global interplay of resources, power and ideology. I discuss it further here:
Article Cultural artifact, ideology export or soft power? Confucius ...
Dear Colleagues thank you for your support. I have read in the answers ''standards of internationalization'';''higher education should be pursued with standards and benchmarks'' but whose standards and benchmarks fit to the respective internationalisation endeavors?
Sintayehu:
I have included links from recognised standard-setting bodies for internationalization in higher education which can answer your second question.
Best regards,
Debra
https://www.google.tt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0CCcQFjACahUKEwj0o8y6tY3JAhUBTCYKHZvHDrQ&url=http%3A%2F%2Fwww.acenet.edu%2Fthe-presidency%2Fcolumns-and-features%2FPages%2FGoing-Global.aspx&usg=AFQjCNF0zIAjnZH3eVzHXS1HjGr7gG8FGA&bvm=bv.107467506,d.eWE
https://www.google.tt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&cad=rja&uact=8&ved=0CC8QFjADahUKEwj0o8y6tY3JAhUBTCYKHZvHDrQ&url=http%3A%2F%2Fwww.bsieducation.org%2FEducation%2Fdownloads%2Fijqs%2Fteaching-materials%2Fpaper4%2FLecture-material-The-move-towards-standardisation.doc&usg=AFQjCNFyOyf3BgI4h_GVfemL4okPszYS3w&bvm=bv.107467506,d.eWE
https://www.google.tt/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CBsQFjAAahUKEwj0o8y6tY3JAhUBTCYKHZvHDrQ&url=http%3A%2F%2Fwww.unesco.org%2Feducation%2Feducprog%2Fwche%2Fdeclaration_eng.htm&usg=AFQjCNFkTuSHWYhdpSO3cj_noLt6OpGpjw&bvm=bv.107467506,d.eWE
I have addressed some of the issues in my two articles on MBA education which are uploaded to this site so please refer.
I strongly believe that whether it is higher, undergraduate, high school etc. education, it is critical to have internal champions who understand the history, culture and needs of their local and global region they are in. Certainly international standards/benchmarks can help to ensure that the graduates can compete in a global market. However, ministries of education, health, labor, etc should support and encourage internal champions in the local and "global"/surrounding region. The curriculum at all levels should be culturally sensitive and does not reflect a colonial approach. There is so much to be gained from all global regions of the world and education should be multi-directional and not monopolized by one system or another.
Nasser, I agree that is why I did a comparison of the MBA offered by the local University of the West Indies, Graduate School of Business with the Franchise Schools which offer a totally imported product.
Maybe a divergent comment....
.... but as someone from the geographic global south (Australia) I resent the terms "global north" and "global south". I find these binary labels to be offensive and over-simplifying - .and I wish folks in this important field would please stop propogating them. Make a case for something else.
This is not a propagation. Australia and New Zealand could be considered exception in the global South, but consider them from the point of view of the aboriginals point of view as well. Anyway, try to understand the question in a way that there is asymmetrical internationalisation between the countries of the matured economy and developing countries. In this sense how do these regions conceptualize internationalisation
Juha: thanks very much for your articles. Check my articles on MBA education
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