For Students, Look East; For Partners, Look West How Canadian Internationalization Strategies Portray Asia and Europe

• Published in: International Students from Asia in Canadian Universities Vol. 1; pp. 30 - 43
• Main Authors: Buckner, Elizabeth, Knight-Grofe, Janine, Eden, Cynthia
• Format: Book Chapter
• Language: English
• Published: Routledge 2024
• Edition: 1
• Subjects: International Student Recruitment; Critical Content Analysis; Manitoba; World Regions; Geographic Priorities; Research Partnerships; English Language Credentials; Canadian Institutions; Gateway; Globalized Higher Education Market; Canadian Higher Education Institution; College Internationalization Strategies; University's Branch Campus; International Students; Scientific Research Collaborations; Neocolonial Structure; Team Coded; Coding Protocol; Saskatchewan; Internationalization Strategies; Canadian Campuses; Global Engagement; Canadian Higher Education; Canadian Universities; Asian Higher Education Institutions
• DOI: 10.4324/b23160-4
• ISBN: 1032360062; 9781032360065; 9781032360072; 1032360070

This chapter examines how Canadian universities' internationalization strategies discuss Asian countries, and how this contrasts in particular with discussions of Europe. Drawing on a set of international strategies from 32 colleges and universities throughout Canada, this chapter finds that strategies mention Asia more than any other world region, followed by Europe and then Latin America. Strategies are particularly likely to emphasize the importance of Asia as a source of international students and many strategic activities, such as building alumni networks and branding for the purpose of recruitment. In contrast, mentions of Europe focus on European institutions as a source for potential research partnerships. It is argued that even while universities are increasingly starting to view Asian universities as potential partners for research, more needs to be done to change the current discussions that frame Asia as a source of students and Europe as a source of knowledge in ways that reinforce long-standing academic hierarchies.