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Relationship between globalization and
internationalization of higher education
Wadim Strielkowski1*, Veronica Grebennikova2,3, Elena Razinkina4, and Ekaterina Rudenko2
1University of California, 303 Giannini Hall, CA 94720, Berkeley, United States
2Kuban State University, 149 Stavropolskaya str., Krasnodar, 350040, Russian Federation
3Griboyedov Institute of International Law and Economics (IMPE named after A. S. Griboyedov), 21
Entuziastov highway, Moscow, 111024, Russian Federation
4Peter the Great St.Petersburg Polytechnic University, 29 Polytechnicheskaya st., St.Petersburg,
195251, Russian Federation
Abstract. Our paper examines the relationship and differences between
internationalization and globalization in contemporary development of
higher education. Internationalization and globalisation are perceived as
central realities of the influence of the 21st century on higher education.
Moreover, internationalisation and globalisation work together to transform
the self-image and organisational activities of research universities and adult
education centres. Some even go as far as to claim that the globalization
process has produced a new grand model of global universities. We argue
that globalization and internationalization of higher education help to bring
talents, increase the balanced economic and scientific potential of a given
country and shape up the human capital leading to the sustainable economic
growth. However, the recent situation with the COVID-19 pandemic puts all
these favourable outcomes under threat. More than 1.1 million international
students were enrolled in United States colleges in the 2019-2020 school
year. After decades of steady growth, that means a decline of nearly 20 000
international students per year. Our study examines against this background
the differences between internationalization and globalization in the
contemporary development of higher education.
We discus the current and
future developments of the globalization and internationalization of higher
education and make predictions on their impacts on the universities in the
United States and other countries.
Keywords: higher education, internationalization, globalization,
concentration points.
1 Introduction
Globalization is part of the twenty-first century reality in the context of economic and
academic trends.
However, one has to realize that
globalization and internationalisation of
higher education (HE) proceed hand in hand as a result of these trends [1].
One can start with the explanation of globalization, arguing that internationalization is
both a response to globalization and a factor that helps to facilitate it. Many of the activities
* Corresponding author: strielkowski@berkeley.edu
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© The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative
Commons Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/).
now carried out towards the internationalisation of higher education do not address the
possible negative consequences of this process [2]. Internationalisation takes place at
universities while globalization takes place outside of them [3]. Scientists claim that the
globalization process is a force as powerful as industrialization, urbanization and
secularization grouped together. The higher education system and individual higher
education institutions are now being called upon to strike a delicate balance between
respecting national priorities and local needs while adapting to operate in an international
environment [4, 5].
When we discuss best practices for teaching globalization and how to communicate them
best to students who are experiencing it, it goes without saying that university students should
take advantage of study abroad and international internship and research opportunities [6].
Faculty should create a sustainable network of foreign universities for education and research
to offer their students the options available. Another good practice is the possibility for
students who speak at least one foreign language (in Europe it is common to speak more than
one language, but this is not common in the United States where only Spanish is gaining
some popularity due to the increasing number of migrants from Latin America
) and graduate
programs for students to benefit by enrolled at a foreign university and seeking a dual degree
that matches the university you are attending. Such differentiation is vital given the trends
and challenges in the higher education sector [7]. The core jobs of colleges and universities
are teaching, research, and services. Higher education institutions want to offer pleasant
experiences, courses and student services that are indispensable and closely linked to physical
and mental health. The increase in young people enrolling in secondary, postsecondary and
postgraduate education, the increasing urbanization of developing countries and the rise of
new middle-income countries seeking to improve their economic competitiveness require a
comprehensive and holistic strategy focused on the effective implementation of the entire
system [8, 9]. These challenges must be solved through the collection and exchange of
knowledge between disciplines, institutions and other institutions at global level. Achieving
these objectives requires defining governance, management and strategic leadership in higher
education and other areas of public management. Tertiary education is crucial to the
improvement of primary and secondary education, as tertiary institutions prepare teachers,
administrators, executives and other education professionals to create policies and structures
for young children [10, 11].
The sudden shock of COVID-19 pandemic has forced tertiary education systems with
different experiences around the world to adapt to new areas of technology, local provision,
teaching and research. By exploring these new trends, new facets of higher education and
research gain additional importance in the 21st century globalised world [12, 13]. This
COVID-19 impact coupled with an ongoing globalization had
a profound impact on higher
education and research.
The strength of today's economy is built on the use of knowledge and expertise, and the
role of the higher education system has become crucial for international competition [14].
International mobility in higher education has led to a new form of competition in higher
education research: economic competition plays a key role in this sector, while competition
between academic and research institutions is hampered by their concentration,
diversification and modernisation [15]. Furthermore, it is likely that globalization and the
fourth industrial revolution in technology will
further
affect higher education for the
foreseeable future. Higher education institutions must respond to this pressure by working
towards globalisation and internationalisation [16].
In addition, it can be noted that in the recent years, globalisation has led to unprecedented
changes in all areas of economy and environment, from how we do business to how we
interact with media [17]. By linking technology, travel and new industries, the world has
become a smaller place. The internationalisation of higher education is a response to and
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result of this globalisation and the internationalisation of higher education. For universities
to be able to better prepare students for developing careers, universities must be aware of
globalization and internationalisation's trends, opportunities and experiences. Colleges and
universities today have the opportunity to think differently and help students build skills and
networks for success. It is impossible to look into a crystal ball and predict the future, but if
the experience of the past decade is a harbinger of the future, competition for the brightest
students and scientists is likely to increase, with benefits for some countries and higher
education
institutions and losses for others
[18]. Several countries are already investing in
important marketing campaigns to attract the best and brightest talent to study and work at
their institutions, to provide the brainpower for innovation and research initiatives and to not
underestimate the complexity and challenges associated with the mobility of academics and
professionals [19].
Technology and social networks will provide new opportunities for brain sharing and
mitigate the overall effects of winners and losers as the current obsession with global rankings
and economic competitiveness agendas suggests. Some authors argue that higher skills in
soft skills and hard skills are not enough, and that higher education must go further to change
attitudes and behaviours that are at the heart of a globalized knowledge economy [20]. With
regard to this, Hess [21] distinguishes between two types of educational reformers: status
reformers who do not challenge state education control with common sense and reformers
who prefer a non-bureaucratic education system governed by market competition and subject
to accountability as comparable to that of ordinary business. Having this in mind, it can be
stated that the American
education system prepares s
tudents for the job market and the social
roles that must be fulfilled. In practice, this theory is applied in Finland, which has
transformed the education system with degrees considered the best in the world [22, 23].
There is little scope to raise tuition without jeopardizing other sources of revenue, such as
sports and research funding, so education policymakers must ask themselves whether to
reassess education spending and redistribute existing resources (for example tackling the
questionable systems of renumerations for publications [24]). Colleges and universities need
to rethink their business models and consider new ways to operate independently or in
partnerships to achieve the same goals at a lower cost. There is also the possibility and need
to rethink the funding of higher education so that students do not sink into debt [25]. The
estimated increase of 120 million higher education students represents a possible change of
51% in terms of the growing number of international students [26]. The rise of anti-immigrant
policies in many developed Western economies, combined with the need to increase
enrolment, mean that institutions need to find new ways to attract international students.
Based on global demographic trends, one can predict that
more
people would be moving
to larger conurbations, creating a greater need to balance education and employment. The
role of universities and colleges in local economic development will become more important
through partnerships between industry and institutions as cities continue to grow as job and
career centres. It is also apparent that higher education will have to adapt to regional needs.
2 Internalization of higher education
Addressing global challenges requires cooperation that goes beyond governments, and
universities must mobilize innovative intellectual resources to develop solutions and
strategies. Internationalisation and globalisation are working towards creating global
interdependence in business, politics and culture based on the revolutions in transport and
communication technology [27].
Today, universities are gaining the ability to change self-image and organizational
activity through research at university and adult education centres. While globalization is a
process focusing on the worldwide flow of ideas, resources, people, economies, values,
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cultures, knowledge, goods, services and technologies, internationalization in higher
education describes the process of integrating the international, intercultural and global
dimensions and goals of the educational, learning, research and service functions of the
university and the higher education system. The differences between the concept of global
flow and the concept of the relationship between nations are striking and deep.
Internationalization emphasizes the relation between nations, peoples, cultures, institutions
and systems, while globalization emphasises concepts of global flows of economies, ideas
and cultures. This can be shown on the growing numbers of international student mobility
(Figure 1) that originates mostly from the countries like China or India.
Fig. 1. International student mobility.
Source: [28]
Globalisation has led to unprecedented changes in all aspects of the economy and the
environment in recent years, from business to media interactions. Higher education
institutions (both public and private) are becoming global actors, following trends found in
many other sectors. A study by Nielsen suggests that internationalization should be viewed
as a leading variable that encourages and facilitates globalization, not as a response variable
that describes how institutions respond to globalization in economic, political, cultural and
social interaction [29]. Internationalisation has increased in scope, scope and significance in
the course of several decades of intensive development. The challenges and the complex
interplay between globalization and internationalisation as well as the diverse ways in which
higher education institutions are involved and represented in the study of higher education
systems and the position of national and national borders are becoming increasingly clearer.
Analysis of the recent trends shows that the flow of international students has become more
unstructured and centralized. F
or example, four decades ago, there were barely any foreign
students in United States colleges and universities. However, international student flows have
significantly increased and exceeded the 3 million marks in 2009 [30]. Extensive data on
mobility provide unique insights into the global education process. At advanced levels, brain
increases are particularly high: 24% of doctoral students come from international OECD
countries and an average of 9% from abroad. Most of the doctoral training is offered by a
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few institutions in the United States and the United Kingdom, which together account for
more than 50% of international doctoral students [31]. Competition focuses on STEM
(science, technology, engineering and mathematics) as these areas are considered crucial to
innovation, technological progress, industrial performance and economic growth. The United
States has almost half of all its international Ph.D. candidates in STEM, international students
make up more than 40% of all doctoral applications in the UK and Switzerland, and the
Netherlands has a particularly strong concentration in these areas [32]. Regardless of the
motives behind internationalisation policy of higher education, shift in economic orientation
and results, internationalisation activities will continue to have a broad impact and generate
cosmopolitan roots in higher education. The type of internationalization activities that nations
and institutions can pursue will determine their position in the global high education
landscape.
3 Economic globalization is the basis of HE internationalization
One of the excellent examples of the economic globalization being the basis of HE
internationalization is European Union. According to the European Universities Initiative
[33], the links between European universities should be strengthened improving the
possibility of confessional diplomas for educated people and encouraging free movement of
students and scientists. Globalisation, integration and the internationalization of education
have been fundamental global trends in the last decade [34]. A new objective is training of
professionals able to work with the changing conditions of the global market by receiving
higher education in the process of globalisation and internationalisation of the economy and
economy. The internationalization of education in a vast number of countries has become the
target of the policy on the part of the state, which determines some national political and
economic problems. Higher education institutions, both public and private, are becoming
global actors following trends seen in many other sectors [35]. As a result, the influence of
globalisation and internationalisation on the character and behaviour of universities has
become a central theme of many recent
studies [3
6].
In broader terms, internationalization is a both a response to globalization and a factor
contributing to facilitating it. The same conflict arises with regard to the impact of
globalization on the appropriate response of academic institutions to globalisation. The only
obvious consensus among contemporary researchers is that globalization affects universities
because they are involved in promoting globalization. Growing unease, stemming on the one
hand from a strong commitment to the ideal of internationalization to improve academic
quality and international understanding and benefiting from a variety of perspectives and
cultural traditions, and on the other hand from vocal criticism of the internationalization
process which leads to commodification, increased brain drain and reduced diversity in
higher education often pose serious questions and issues for internationalization. Thence, one
needs to examine the evolving process of internationalization, its many benefits and potential
negative impacts and outline how institutions can refocus the process on academic
foundations. Internationalisation of higher education is a dynamic process shaped by the
international context in which it takes place. Internationalization is the same as globalization,
but globalization is only the second approach to globalization. Corresponding international
standards include, for example, foreign work carried out by foreign partners. National
excellence programs increase differentiation in higher education by paying more attention to
a small number of international and world-class universities, while national, regional and
flagship institutions compete with other institutions for talent, ranking in global rankings,
access to influential journals and funding costs [37]. It may be said that globalization is
globalizing, but it is different from globalization. In today's global knowledge society, the
concept of internationalization of higher education as it becomes increasingly globalized
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requires further consideration of its impact on policy and practice, as more countries and
types of institutions around the world participate in this process. Internationalization is no
longer seen in the sense of a Westernized, Anglo-Saxon, English-speaking paradigm [38].
4 The role of higher education in bringing talents
In publications since the 1970s, the use of internationalisation in relation to higher education
has been observed. One can assume that the awareness of result awareness in higher
education in general has increased in recent decades and has shaped discourses on the value
of internationalization. The concept of comprehensive internationalisation was also
developed [39].
A growing competition in higher education and commercialisation and an increase in
cross-border providing of higher education call into question the value attached to
cooperation in the form of exchange programmes and partnerships. At the same time, the
internationalisation of curricula, teaching and learning processes, often referred to as
internationalization at home, is losing relevance as the traditional focus on mobility of
qualifications and mobility within the framework of home qualifications. Post-secondary
schools should promote interaction between international and domestic students in
order to
develop their cultural skills in preparation for a globalised future. Although cross-border
knowledge transfer is often taken for granted in higher education as a key element of
internationalization, it has been highlighted in recent public debates, particularly since
student mobility became a prominent issue in this area in the 1980s and 1990s. For example,
the success story of the Erasmus+ programme that supports temporary student mobility
throughout Europe and the emphasis on student mobility as the main objective of the Bologna
reform process highlight the key role of student mobility in Internationalisation policies and
activities in Europe [40]. The rise of international students in post-secondary institutions will
result in teachers adapting their teaching styles and content delivery to the different needs of
students and language deficits in the classroom. Tertiary education is crucial to improve
primary and secondary education as it prepares teachers, administrators, executives and other
education experts to develop policies and personnel schools for young children. Achieving
these objectives requires defining governance, management and strategic leadership in higher
education and other areas of public management.
It appears that the internationalization of higher education lies in the theory and process
of integrating the international, intercultural and global dimensions of the purpose, function
and provision of postsecondary education. Recent (and still ongoing) COVID-19 pandemic
forced segments of tertiary education systems around the world with different experiences to
adapt to new areas of technology and local provision of education and research. It is now
important to assess these challenges and outline how institutions can refocus higher education
toward internationalization as an academic foundation.
One can acknowledge the significant
benefits of internationalisation in higher education but also draw attention to the negative and
unintended consequences of such a view and warns higher education institutions of the need
to ensure that internationalisation results have positive reciprocal benefits for them and the
countries concerned. The ideal rationale for internationalisation of higher education is to
create a more democratic, just and equal world in terms of international cooperation. In this
phase, the goal of recruiting international students is to strengthen academic, cultural and
educational exchanges with foreign countries and to improve the international
competitiveness of local universities [41
]
. For that, universities worldwide should establish
budgets to encourage international communication and cooperation and improve the
international environment. An increasing number of future Asian international students
continue to value quality of education and tithe career support, reputation of universities and
employers when they select universities to which they wish to apply. In addition, innovations
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in the high school reform, research, analysis, operationalization of education reform, and
promotion of best practices and evidence-based decision-making supported by international
perspectives and comparative studies should be supported without disruptions. In order to
address these issues, we must shift the boundaries of our own thinking and thinking of the
others, focus on people and ensure that they develop and demonstrate institutions that
represent human values, which require new quantitative and qualitative measures.
5
Conclusions
The recent changes in the internationalization of higher education are subjected to issues such
as COVID-19 restrictions. Many universities have lifted quotas limiting the number of
foreign students. On the other hand, a significant number of other countries have encouraged
their universities to increase their number of foreign students and exchange students not only
to increase university revenues but also to cultivate soft power and to increase international
trade with other countries. By building and maintaining strong international partnerships,
higher education institutions can offer their students more affordable study opportunities that
meet their academic needs. International partnerships can also help colleges and universities
build global campuses and prepare students for working in different countries, cultures and
languages. Study partnership opportunities also open the door to a wider international
exchange of research ideas and best practices between institutions. International partnerships
between partner universities can strengthen higher education and scientific research in
developing countries and work to prevent the brain-drying phenomenon that is often
accompanied by the exchange programmes. L
inks
can be established between higher
education institutions and spurring the exchange of ideas and information around the world.
International understanding and development should be promoted to improve higher
education in low-income countries.
The goal of the successful internationalization of HE is fulfilled when international
students have a positive experience in the country they are visiting. Full-time international
exchange students become natural
ambassadors in this case when they stay in the host country
and return to their home country. Furthermore, the experiences of students participating in
exchange programmes with universities in developing countries have long-term implications
for political institutions and influence the political behaviour of their home countries in a
positive direction. With regard to the above, it is good to examine the traditional
understanding of government-funded student exchange programs, programs such as
Fulbright in the United States, academic exchanges and labour relations between universities
and think tanks tha
t flourished in recent years, and
technical education programs like Global
Ties, which have helped build capacity and the rule of law in Mexico with government
support. These student-oriented programs are only a component of an approach to
international exchange deeply rooted in our hemisphere. The contacts and language skills of
American students studying in these regions have helped the United State economy and
opened new opportunities for United States investment in the region. This is one of the best
and most cost-
effective ways to build educational exchanges. This is happening while other
countries are pursuing policies aimed at expanding their own exchange programs in the field
of education. Universities in Switzerland, Hong Kong, Singapore and the United Kingdom
host communities of students and scientists from around the world and they solve some of
the most pressing problems in the world through research. All of the four countries above
have the world's most international universities. These international universities have the
highest proportion of international students and staff working with scientists around the world
and a strong global reputation to match.
A
lthough
HE economic contributions tend to take centre stage in the country, they also
bring cultural, political and historical perspectives with them that contribute to building a
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vibrant and diverse campus community. The international student body at the colleges and
universities worldwide is subject to the same legal and regulatory restrictions. Despite the
huge diversity of student population, there are significant differences in language proficiency,
family income and educational goals.
Many studies have examined the challenges and barriers faced by international students
at colleges and universities in other countries. These challenges include language difficulties,
difficulties in adapting to academic cult
ure, misunderstandings, complications in
communicating with teachers and peers, stress, anxiety, feelings of isolation from social
experiences, culture shock, financial hardship, lack of adequate housing, isolation and
loneliness and the adjustment to their daily lives. For most international students attending a
university or college in a foreign country, there can be an overwhelming change in life and
culture. Nevertheless, we can state that the gains from this international experience surpass
any difficulties and negative externalities for they provide new insights and novel ideas that
are very important for the sustainable economic growth and development of the societies
worldwide.
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