Page 39 - AEI Insights 2020 - Vol. 6, Issue 1

Munusamy and Hashim, 2020

• The programme approach

The programme approach involves budget and money to organise activities, forums,
conferences and programmes at the international level. This approach also underlines the
importance of exchanges of students and staff and networking in internationalisation for
teaching, curriculum development and research cooperation (Knight, 2008a). This approach
can be materialised at both national and institutional level and a well-coordinated team is
necessary to execute the programme approach (Qiang, 2003).

• The rationale approach
The second approach, the “rationale” approach, is most imperative for national-level higher
education internationalisation (Knight, 2008a). Initially, Knight (2008) mentioned that
effective rationale approaches are competitiveness, human resources development, strategic
alliances, income generation, commercial trade, nation- building, and community
development. However, recently scholars adopted four imperative rationales at national and
institutional level, which are socio-cultural, political, economic and academic (de Wit, 2002,
2011 & Farina et al., 2015).
• The ad hoc approach

The third approach, the ad hoc approach, refers to quick reactions to the internationally
available chances in higher education (Knight, 1999). This is a loose approach as there is no
right or wrong direction in choosing the opportunities that are available. Therefore, the national
government and institutions participate individually in numerous programmes, projects and
activities internationally when obtainable and applicable (Knight 2008a).
• The policy Approach

The policy approach defines the importance of policies which emphasise the significance of
the international dimension in higher education (Knight, 2008a). The policies may be
established or introduced by various stakeholders such as higher education departments,
qualifications agencies, foreign affairs, immigration departments, international trade ministries
and other relevant ministries, departments and agencies involve directly and indirectly in higher
education development.

• The strategic approach
Lastly, the strategic approach involves tangible actions and plans carried out by national
governments, agencies and higher education institutions to execute effectively the process of
internationalisation of the higher education. This approach inevitably assists all parties
involved in higher education internationalisation to achieve the goal and objectives of
internationalisation (Knight, 2008a).

Although these five approaches are applicable at both national and institutional level, Knight
(2008a) agreed that institutions may have different guiding principles on internationalisation.
Therefore, she recommends five tolerable additional approaches, namely, activity, outcomes,
process, cross border and ethos. The important point noted in applying various approaches in
higher education internationalisation is the linkages or connection between stakeholders
involve in internationalisation activities. Strong networking or inter-connection is considerably
required to sustain and maintain the approaches in internationalisation as it brings together all
the interested parties to internationalise higher education at national and institutional level
(Knight, 2004a).

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