"Higher education is facing unprecedented change as today’s graduates need particular skills, awareness, and knowledge to successfully navigate a complex and interconnected world. Higher education institutions and practitioners are under pressure to be attentive to internationalization initiatives that support increasingly diverse student populations and foster the development of global citizenship competencies which include, “problem-defining and solving perspectives that cross disciplinary and cultural boundaries” (Hudzik, 2004, p. 1 as cited in Leask & Bridge, 2013). Internationalizing Higher Education: Critical Collaborations across the Curriculum is for current and future faculty, student affairs staff, and administrators from diverse disciplinary, institutional, and geographic contexts. This edited volume invites readers to investigate, better understand, and inform intercultural pedagogy that supports the development of mindful global citizenship. This edited volume features reflective practitioners exploring the dynamic and evolving nature of intercultural learning as well as the tensions and complexities. Contributors include institutional researchers, directors and key implementers of EU/Bologna process in Poland (one of the newest members and one that is facing unprecedented change in the diversity of its students), international partners in learning abroad programs, and scholars and instructors across a range of humanities, STEM, and social sciences."

The SAGE Handbook of International Higher Education examines the internationalization of higher education from a marginal to a core dimension of higher education worldwide. This mainstreaming of internationalization is a fascinating phenomenon: new concepts, programs, providers, and methods of delivery are emerging; impressive national and regional scholarship programs have been established; radical reforms have been undertaken to make higher education globally competitive; and mobility of students and scholars has increased around the world. This groundbreaking handbook serves as a guide to internationalization of higher education and offers new strategies for its further development and expansion in the years to come. With a decidedly global approach, this volume brings together leading experts from around the world to illustrate the increasing importance of internationalization. The text encompasses the diversity and breadth of internationalization of higher education in all its thematic facets and regional impacts.

The drive to internationalize higher education has seen the focus shift in recent years towards its defining element, the curriculum. As the point of connection between broader institutional strategies and the student experience, the curriculum plays a key role in the success or failure of the internationalization agenda. Yet despite much debate, the role and power of curriculum internationalization is often unappreciated. This has meant that critical questions, including what it means and how it can be achieved in different disciplines, have not been consistently or strategically addressed. This volume breaks new ground in connecting theory and practice in internationalizing the curriculum in different disciplinary and institutional contexts. An extensive literature review, case studies and action research projects provide valuable insights into the concept of internationalization of the curriculum. Best practice in curriculum design, teaching and learning in higher education are applied specifically to the process of internationalizing the curriculum. Examples from different disciplines and a range of practical resources and ideas are provided. Topics covered include: why internationalize the curriculum?; designing internationalized learning outcomes; using student diversity to internationalize the curriculum; blockers and enablers to internationalization of the curriculum; assessment in an internationalized curriculum; connecting internationalization of the curriculum with institutional goals and student learning. Internationalizing the Curriculum provides invaluable guidance to university managers, academic staff, professional development lecturers and support staff as well as students and scholars interested in advancing theory and practice in this important area.

Focusing on the work of Josef A. Mestenhauser (1925–2015) and the depth and breadth of his contribution to the area of internationalization of higher education, this book addresses the theoretical foundations of the field of international education and the implications for practice and strategy. It considers key concepts and poses questions for discussion that make Mestenhauser’s work accessible to new readers. Through a series of provocative essays, contributors to this volume examine Mestenhauser’s influence on their understanding and practice of international education, the relevance of his work today, the transferability of his ideas across contexts, and current interpretations of the field. They consider areas of agreement and disagreement that illuminate pathways for inquiry and future practice, affirming the importance of his work in a new global landscape. Mestenhauser and the Possibilities of International Education is suitable reading for all those interested in the internationalization of higher education, including higher education faculty, students, researchers, and international education and higher education policy makers.

The idea of the professional who bridges both research and practice has been largely overlooked and at times even disregarded by the academic and administrative structures that govern activity in higher education today. In international higher education, the number of students who now engage in mobility and exchange has expanded globally, along with the administrative cadre that manages all facets of internationalization, and the quickly growing scholarly attention to understanding the phenomenon. In this process, two distinct professional categories have emerged: those who ‘study it’ and those who ‘do it’ – the scholars and the practitioners. Practitioners are seen as those who manage the daily logistical flow of students and personnel around the globe, while scholars are seen as those who conduct research, collect and analyze data, and publish findings to inform, improve, and justify the activity. Yet this dichotomy is overly simplistic, outdated, and excludes the large and growing class of hybrid scholar-practitioners who now engage regularly in both kinds of activity. It is this rapidly growing population of bridge builders that are profiled and discussed in this book through critical essays on the notion of the scholar-practitioner and its implication for the further development of international higher education. The chapters include detailed analyses from university faculty, senior international officers and other high-level administrators, directors of research centers, key leaders from influential professional associations and private organizations, managers of study abroad and exchange, and graduate students. This book launches a much-needed dialogue about the perception and reality, potential and promise, of the scholar-practitioner in higher education today. It will be of relevance to a wide variety of readers, from those within universities and organizations to those who are outside observers of higher education.

Universities around the world have embraced internationalisation at the policy level, but struggle to put that policy into practice, particularly at the coalface of teaching and learning. To date, faculty voices have been largely silent in the literature on internationalising the curriculum. This book begins to address this gap. What does ‘internationalisation of the curriculum’ (IoC) mean in practice? How is it conceived, implemented and assessed within specific disciplines, locales and types of institutions? Why does it matter? These questions are addressed in this book by academics teaching in the fields of business, education and health, in a range of institutions across North America, the Middle East, Europe, East Asia and Australia. Reflecting critically on personal experience, through a scholarly engagement with current research, each chapter offers new ways of thinking about internationalising curricula in an increasingly interconnected world. The editors’ commentaries draw out the tensions between personal, disciplinary and institutional motivations, imperatives, and interests – in other words, tensions between the ideal and the do-able – which come into play in the practice of internationalising the curriculum, and offer insightful suggestions for future research and practice. Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health is essential reading for academics and administrators invested in exploring new ways to better prepare students for life and work in the 21st century.