ABSTRACT
Whilst the concept of internationalization has recently become a key strategic element for many universities around the world (Ayoubi & Massoud, 2007; Maringe, 2009), it might be argued that universities are, by their very nature, viewed as places where universal knowledge was sought and developed. Indeed Maringe (2009) suggests that the very first university teachers (in medieval times) were known for their travels between nations to disseminate knowledge and seek new forms of understanding from other places. In addition to the international nature of universities and the international activities of staff, the activity of providing international students with the opportunity to study overseas is not a new concept. This element of inter nationalization traditionally took the form of students from Asia travelling to study at universities in western countries. Indeed it has been reported that international students, particularly those from China, but also from Hong Kong, Malaysia and Singapore have been arriving in western higher education institutions for education since the latter half of the nineteenth century (Chan, 1999). Indeed, McNair (1933) noted that by 1916, some 300 Chinese students were reported in the UK studying mainly medicine, economics and engineering. The internationalization of higher education has developed from these early occurrences and a significant number of universities in the major English-speaking destinations (MESDs) of the USA, UK, Australia, Canada and New Zealand have recognized the potential benefits of this element of internationalization, and consequently have adopted various initiatives that encourage students from overseas to study for one of their qualifications (Jiang & Carpenter, 2013). Several reasons have been identified which are seen to drive contemporary university institutions towards the concept of internationalization. Maringe and Gibbs (2008), for example, identified a range of motives and rationales including:
• generating money from high international students’ fees; • enriching the experience of students and staff through a variety of models of cross-border
educational experiences;
• incorporating an international dimension into teaching and research; • raising the status and international standing of the institution; • improving the overall quality of educational provision and experience of students; • preparing graduates for global employment careers; • exporting educational services and products; and • achieving international standards.
