Page 40 - AEI Insights 2020 - Vol. 6, Issue 1

AEI Insights, Vol 6, Issue 1, 2020

Strategies for internationalisation

Elements related to internationalisation of higher education are described as mechanisms,
facilitators, activities, challenges, factors and strategies (Knight, 1997, 1999; Qiang, 2003;
Zolfaghari et al., 2009).The strategies for internationalisation of higher education at national
and institutional level are varied and implemented according to needs and objectives (Knight
1997; 1999; Qiang, 2003). At institutional level, operational strategies are used for international
integration of research, teaching, services for international students and policies for
administration (Zolfaghari et al. 2009). The strategies for internationalisation are generally
adopted as a living document or policy statements to encourage active participation of all
relevant parties in higher education internationalisation (de Wit, 2013). Consequently, Knight
(2015) supports that internationalisation itself can be a robust strategy to enrich international,
intercultural and global dimension in teaching and research, knowledge transfer and
community services around and within the higher education environment.

Fundamentally, internationalisation strategies are mainly dedicated to inter-institutional
agreements, networking in terms of research and teaching, recruitment of international students
and establishment of branch campuses and other international activities (Harman, 2005;
Knight, 2008a; Shahijan, Rezaei, & Preece, 2016). For instance, Asian countries such as
Singapore emphasise internationalisation strategies to improve domestic higher education
(Nguyen, Vickers, Ly, & Tran, 2016). In China, the strategy is to export Chinese knowledge
and in Hong Kong, the establishment of international networks and attracting mainland Chinese
students become the main internationalisation strategy (Pretor Fok, 2007).

Rationale for internationalisation
Various motivations and rationales influence the field of higher education and
internationalisation of higher education (Kireçci et al., 2016; Knight, 1997; Rahim & Nizam,
2013). Jiang (2010) has identified that the rationale for internationalisation referred to
motivations for assimilating an international dimension into higher education. Knight (2004,
2007) states that a clear set of rationales delivers benefits and estimated outcome from the
internationalisation efforts. Knight (1997; 2004) and (de Wit, 2013) put forward four vital
rationales for internationalisation of higher education process. These are socio-cultural,
political, academic, and economic. There are various other rationales such as international
security, economic competitiveness and financial improvement which have been emphasised
by scholars, however Qiang (2003) supported that the four rationales as identified by Knight
(1997; 2004) and (De Wit, 2013) have major effects for internationalisation of higher
education at national and institutional level (Wadhwa & Jha, 2014).
• The political rationale
Firstly, the issues relate to stability, security, harmony, philosophical influence and sovereignty
are major parts of the political rationale (Jiang, 2010; Qiang, 2003). De Wit (1998) and Qiang
(2003) suggested the involvement of national government, higher education institutions,
private sector and inter-governmental organisations should be highly considered to sustain and
maintain the political interest of a nation.

• The economic rationale

Secondly, the economic rationale refers to the contribution of skilled graduates for the local
and international market by internationalised higher education and income benefit from trade
relations and international students (Qiang 2003). For instance, in the United Kingdom higher

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