Understanding Internationalization at Home: Perspectives from the Global North and South
Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications. This paper aims to shed empirical insight into how this concept i...
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Published in | European educational research journal EERJ Vol. 18; no. 2; pp. 200 - 217 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
London, England
SAGE Publications
01.03.2019
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Abstract | Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications.
This paper aims to shed empirical insight into how this concept is understood by higher education staff. It follows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimensions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teaching and learning aspects, and (3) personal experiences of the social actors involved in internationalization processes. Within these dimensions, four baseline features should be considered for a bottom-up understanding of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH.
Implications for future research highlight the importance of furthering empirically grounded definitions of IaH via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it represents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-, meso- and micro-contextual conditions and needs. |
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AbstractList | Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications.
This paper aims to shed empirical insight into how this concept is understood by higher education staff. It follows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimensions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teaching and learning aspects, and (3) personal experiences of the social actors involved in internationalization processes. Within these dimensions, four baseline features should be considered for a bottom-up understanding of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH.
Implications for future research highlight the importance of furthering empirically grounded definitions of IaH via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it represents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-, meso- and micro-contextual conditions and needs. Internationalization at Home (IaH) has become a strategic priority in higher education research, policy and practice, although there is still a lack of conceptual clarity around its meaning and practical applications and implications. This paper aims to shed empirical insight into how this concept is understood by higher education staff. It follows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimensions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teaching and learning aspects, and (3) personal experiences of the social actors involved in internationalization processes. Within these dimensions, four baseline features should be considered for a bottom-up understanding of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH. Implications for future research highlight the importance of furthering empirically grounded definitions of IaH via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it represents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-, meso- and micro-contextual conditions and needs. |
Audience | Higher Education Postsecondary Education |
Author | Baranzeli, Caroline Robson, Sue Almeida, Joana Morosini, Marilia |
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Cites_doi | 10.1007/978-3-319-20877-0_5 10.1016/j.bushor.2016.01.003 10.4135/9781849209175 10.4236/ce.2017.81008 10.1007/978-94-6300-301-8 10.1080/14767724.2011.605320 10.1007/s10734-005-0097-4 10.25087/resur3a1 10.1177/1028315308329786 10.1097/00152192-200609000-00004 10.1177/1028315302250176 10.6017/ihe.2018.94.10521 10.1080/13603108.2014.888019 10.1057/978-1-137-50958-1_7 10.1108/02683941011089107 10.1177/160940690600500107 10.1177/1028315312473655 10.1007/978-94-6300-301-8_8 10.1016/j.nedt.2016.03.012 10.1080/13504622.2016.1201789 10.1080/14767724.2011.605323 10.1080/13540602.2011.625116 10.1080/21568235.2017.1376697 10.1080/13601440902970122 10.4135/9781452218397.n2 10.1007/978-94-6300-085-7 10.4324/9781315716954 |
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References | Morosini, Corte, Guilherme 2017 Robson, Almeida, Schartner 2018; 8 Almeida Ashley, Do Nascimento Ferreira, Reis 2006; 5 Robson 2011; 17 Leal, Barreto Moraes 2017 Wächter 2003; 7 Jones, Killick 2013; 17 Pucciarelli, Kaplan 2016; 59 Leask 2009; 13 Bolan, Da Motta 2007; 10 Morosini, Ustárroz 2016; 29 Pashby, Andreotti 2016; 22 Bird, Mendenhall, Stevens 2010; 25 Andreotti 2011; 9 Fereday, Muir-Chochrane 2006; 5 Khoo 2011; 9 Leite 2012; 7 Krueger 2006; 33 Yemini 2014; 18 Clifford 2009; 14 McCowan 2007; 53 Oliven, Baranzeli 2013 Wihlborg, Friberg 2016; 41 bibr3-1474904118807537 bibr33-1474904118807537 Bolan V (bibr8-1474904118807537) 2007; 10 Hudzik J (bibr17-1474904118807537) 2011 Morosini M (bibr30-1474904118807537) 2016; 29 bibr20-1474904118807537 bibr29-1474904118807537 bibr42-1474904118807537 bibr16-1474904118807537 bibr25-1474904118807537 bibr12-1474904118807537 Oliven AC (bibr32-1474904118807537) 2013 bibr7-1474904118807537 Santos BDS (bibr39-1474904118807537) 2014 Boyatzis R (bibr9-1474904118807537) 1998 bibr2-1474904118807537 Leal FG (bibr23-1474904118807537) 2017 bibr6-1474904118807537 Yin R (bibr44-1474904118807537) 2014 bibr24-1474904118807537 Stallivieri L (bibr40-1474904118807537) 2016 bibr41-1474904118807537 bibr15-1474904118807537 Almeida Ashley P (bibr1-1474904118807537) 2006; 5 Ryan J (bibr37-1474904118807537) 2013 bibr14-1474904118807537 bibr19-1474904118807537 Belli M (bibr5-1474904118807537) 2016 bibr22-1474904118807537 bibr35-1474904118807537 bibr36-1474904118807537 bibr31-1474904118807537 Leite IC (bibr28-1474904118807537) 2012; 7 bibr10-1474904118807537 bibr27-1474904118807537 bibr21-1474904118807537 bibr26-1474904118807537 bibr18-1474904118807537 bibr34-1474904118807537 bibr43-1474904118807537 Crowther P (bibr11-1474904118807537) 2001 bibr4-1474904118807537 Sá CM (bibr38-1474904118807537) 2015 De Wit H (bibr13-1474904118807537) 2015 |
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Title | Understanding Internationalization at Home: Perspectives from the Global North and South |
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