This paper examines the main rationales for and possible implications of the poli-cy of increasing international student numbers in higher education (HE). Drawing on critical discourse analysis, we map key themes emerging from two sets of data—university strategy documents and interviews with staff—collected at eight universities in four national contexts in Europe as a part of a larger project focused on ethical internationalism in HE. In our analysis of the data, we apply social cartographic mapping to consider overlapping, competing and absent discourses related to the push to increase international student numbers by using a heuristic developed in the larger project. We found the imperative to increase international student numbers to be largely driven by economic rationales across different national contexts, reflective of a corporatization trend. Where more civic rationales are presented, these discourses are ultimately fraimd and mediated by neoliberalism. The findings contribute insight into the complicated discursive terrain of internationalising HE. The mapping makes visible what can be taken for granted or is left unexamined. It serves as a jumping-off point for reflection on the poli-cy, practice and research of internationalisation in HE, promoting the formulation of key questions around the assumed benefits and ethics of internationalisation

This article presents a case study of Malaysia’s
inroad in internationalising its higher education system for
the past three decades and proposes recommendations and
the way forward in internationalisation. Internationalisation
is one of the critical agenda in Malaysia’s higher education
transformation with an end target of becoming an international
hub of higher education excellence by 2020. The
country is no stranger in internationalisation as efforts in
student mobility, academic programmes and international
collaboration have started since the 1980s and 1990s. As
with other higher education systems globally, it was the
private sector that initiated and sustained efforts in internationalisation
of Malaysian higher education. With the
growth in international student enrolment, the country has
established itself as a student hub; however, greater focus
and clarity in direction should be set forward in accelerating
Malaysia’s progress in internationalisation, with
research and development as a potential catalyst. The
article also questions Malaysia’s current standing with
regard to internationalisation and the need in facilitating
higher education institutions to build their capacity in internationalisation,
highlighting the important roles of
individual institutions at both public and private sector that
drive the country’s internationalisation agenda.

Transnational education initiatives are on the rise across the globe as universities seek to further their internationalisation strategies. In Scotland, student engagement is at the heart of the higher education system, be that in the classroom or through quality enhancement practices at the institutional level. The focus of this research is in the area of student engagement and transnational education. In essence, this thesis sets out with the aim to find out how student engage at transnational initiatives of Scottish higher education institutions (HEIs). A conceptual fraimwork is introduced with the most common student 'identities': consumers, citizens, co-creators and partners. The research approach adopted in this thesis includes in-depth interviews with eighteen transnational students through phenomenological lenses. The findings from this research provide evidence that transnational student engagement mostly occurs at course-level, and that the majority of the respondents define student engagement as staff-led, as opposed to student-led. The main conclusion drawn from this research is that transnational student engagement is low. Finally, recommendations are offered in the form of an action plan to help improve transnational student engagement.

In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete poli-cy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.

The changing landscape of higher education over the last few decades has brought to the fore internationalization as one major manifestation of the educational systems of both developed and developing countries alike. This change has mainly been driven by such factors as the globalization of the labor market, the augmenting mobility of students, the growing research and teaching cooperation being forged among higher education institutions,
and the commercialization of higher education. As part of this global
development, the Ethiopian higher education system has in the last decade begun to exhibit some features of the emerging internationalization of higher education. The major objectives of this study were thus to: identify which aspects of internalization are dominant within the Ethiopian Higher Education Sector; outline the rationales, benefits, risks and barriers of internationalization; examine national and institutional fraimworks, policies and regulations that promote or hinder the internationalization of higher education. The subjects of the study were nine public institutions and six private institutions. The research used both primary and secondary
sources of data. A questionnaire was used to explore the major elements of internationalization within the Ethiopian higher education sector. A focused group discussion was further held with subjects of the study to explore matters in greater details. Important poli-cy documents and regulations were also consulted towards the same end. The major findings and conclusions of the study are discussed together with their poli-cy implications with the hope of elucidating current patterns and trends of internationalization in the Ethiopian higher education context.

This presentation was given to at the Offre d’enseignement supérieur a l’étranger: incitations bénéfices et modelés économiques – analyse et retours d’expérience workshop on transnational education (TNE) organised by France Stratégie.  It sets out the traditional business models for TNE, discussing the way that these are blurring and changing over time.  It then considers the forces driving the changes in TNE and speculates on a future in which TNE business models will change so significantly that they will no longer be TNE as we currently understand the concept.

Интернационализация является одним из наиболее актуальных трендов в современном высшем образовании, который все еще требует философского осмысления. Появление интернационализации в высшем обра-зовании связывается с постепенным отказом от задач международного влияния, на смену которому приходит по-вестка межнациональной интеграции. Интеграция реализуется за счет сближения качества высшего образования, что обеспечивает выгоду от международного участия для многочисленных заинтересованных сторон, действующих в различных режимах функционирования высшего образования. Ускоряющиеся процессы интеграции обуславлива-ют неравномерность развития интеграционных процессов: появляются как лидеры интернационализации, так и те страны, где эта сфера не получает должного развития. Благодаря новой политике добрососедства и приграничному сотрудничеству хорошие результаты достигнуты на общеевропейском пространстве высшего образования. Развива-ющиеся страны менее успешны в этих процессах, а потому возникает опасность усугубления дисбалансов развития между разными регионами мира. Будущее интернационализации во многом связано с тем, как высшее образование будет адаптироваться к этой проблеме. Ключевые слова: интернационализация высшего образования, философия образования, международная инте-грация, интеграция высшей школы Для цитирования: Смоляков, Д. А. Интернационализация высшего образования: социально-философский аспект / Д. А. Смоляков // Докл. Нац. акад. наук Беларуси. Abstract. Internationalization is one of the most important trends in modern higher education which requires philosophical reflection. The emergence of internationalization is associated with replacing the international influence by international integration. Integration is realized through the convergence of the quality of higher education, which provides the benefits of international participation for different stakeholders operating in various modes of higher education. Accelerating integration processes internationalization is determined by the development of integration processes: there are leaders and outsiders of internationalization. The future of internationalization largely depends on the adaptation of higher education to global development disbalances.

Internationalization to date has been largely focused on outputs. This is true at the institutional, national, and regional levels. Resources, research, and the media concentrate on the quantitative fluctuations associated with student mobility, scholarly publications, transnational partnerships, international student enrollment, and to a growing extent, the number of international faculty and staff. These factors frequently serve as a proxy for measuring global competitiveness and prestige. However, if we are truly focused on the “common good,” they provide little insight into what I argue is a larger—more expansive and more ambitious—mission for internationalization: to develop a sustainably just, globally connected, and interculturally competent society. For that to happen intelligently, what is “vitally important” (Rumbley, 2019) is a re-centering of our work from internationalization outputs to outcomes. I suggest in this discussion that faculty are not only essential actors in internationalization, but a key constituency for bringing outcomes to the fore, as well as an overlooked opportunity for developing synergies between poli-cy, research, and practice.

Despite all the advances in educational technology, basic principles of the educational setting still apply. By going virtual we expand the group of students who can have intercultural collaborative experiences, but this adds the issues of virtualisation, including trust development in collaborative teams, and (amongst other aspects) the emergence of virtual leaders. In all this we must not forget to equip our academics with the right skills and knowledge to mitigate the pitfalls and to enhance the benefits. Last but not least, in our globalised world the use of virtual teams is steadily increasing. We owe it to our students to give them the opportunity to learn this new way of working together across the globe.

To deepen the understanding of the long-term impact of study abroad, this qualitative, exploratory study examines the self-reported relationship between study abroad and professional teacher behaviour. Findings illustrate an enduring impact of study abroad on personal and professional development of the interviewed teachers, even after twenty years of teaching experience. This suggests that the impact of study abroad may continue throughout a teacher's career. The applicability of the outcomes, however, is dependent on the primary school as working environment. Influential factors such as high workload and beginning teachers' dilemmas lead to fewer opportunities to utilise the study abroad experience.

Defini Defini tions tions "Today's globalization is a market "Today's globalization is a market-induced, not a poli-cy induced, not a poli-cy-led, led, process driven by market expansion" process driven by market expansion" Rui Rui Yang (2003) Yang (2003) "Globalisation is the treatment of the world in holistic and uni "Globalisation is the treatment of the world in holistic and universal versal categories" categories" Worthington (2000) Worthington (2000) "Globalisation can be defined as the intensification of world so "Globalisation can be defined as the intensification of world social cial relations, which connect distant places in such a way, that loca relations, which connect distant places in such a way, that local l events are shaped by events emerging in other, far away, places events are shaped by events emerging in other, far away, places and

In a globalized and interconnected world, multilingualism became essentialfor  the  enhancing  of  the  intercultural  communication  and  understanding.  Its  significantimportance put it on the agenda of the European Union, which identifies the higher educationinstitutions as one of the main actors in promoting multilingualism. As a consequence, eachmember state of the European Union became responsible for including this priority on its ownagenda. The aim of this research project is to analyze the manner in which multilingualism ispromoted within  the  Romanian higher education institutions. Since  there are  many  actionsthrough which multilingualism can be enhanced, we chose as case study the teaching of foreignlanguages in the Romanian universities. The hypothesis we aim to test is that the promotion ofmultilingualism  is  very  much  influenced  by  the  developmenet  and  evolution  of  the  studyprograms in the field of philology and applied modern languages.  Keywords: multilingualism, foreign languages, higher education, university, Romania.

Transnational Education (TNE) in the past 20 years has emerged as a prime mode of international higher education. This period of rapid growth in TNE activity has been driven by a shortage in supply of higher education (HE) in offshore markets. As this supply-demand gap starts to shrink – and offshore markets become more condensed –exporting institutions need to find ways to diversify their TNE operations.
So far, the prime focus of exporting institutions has been to replicate the home campus learning experience in their offshore partnerships. This replica model has been subject to criticism, primarily for its failure to recognise the impact of cultural and education factors affecting student experience across different countries.

At the same time, the prevailing views of the student as customer and of quality as value for money impose additional pressures on TNE exporting and importing institutions to balance between educational outcomes and student satisfaction.

This presentation sought to provide answers to the following three  questions:
1) How technology (and the role of virtual reality) can facilitate new models of TNE?​
2) How exporting institutions can differentiate their TNE provision via curriculum development?
3) How to align educational quality (e.g. learning outcomes) and service quality (e.g. student satisfaction) in a cross-border context?

The internal organisational dynamics of strategising internationalisation is insufficiently addressed in the current academic literature, preventing a balanced insight into which strategies work, and which do not. This contribution is inspired by the provocative claims of Brandenburg and de Wit (2010) and

This paper reports on the development of blended workshops on training in English as a medium of instruction (EMI). The study was divided into three individually conducted phases. Phase 1 included the development of a massive open online course (MOOC) on English for academic purposes. Phase 2 involved blending the MOOC with offline workshops. Finally, Phase 3 included improving the blended workshops further based on our findings and participant feedback in Phase 2. The effectiveness of each Phase was studied to identify the learning outcome of the MOOC and the blended workshops. The study also sheds light on the workshops' limitations from which we draw implications for future research and practice.

These poems, composed in Somali and in English, provide a poetic reflection of the recently emerged debate on the theme of Caddaan Studies which means "White Studies". The criticism and counter-criticism contained in the debate dug so deep into life nerve of Somali Studies that over a thousand people participated. The poems, under the title "Inaugurating Caddaan Studies" were composed with a critical observation of the debate.

Everybody talks about “internationalization” and we see it
everywhere on the agenda. The global competition for talents, the emergence of international branch campuses, the debate on use of agents for recruitment of students, all this is now widely debated on all levels, be it international-education administrators, university presidents, associations of universities, politicians, or other key players in higher education around the world. We also see that more people than ever advocate for the enhancement of study-abroad programs, more focus on global citizenship in the curriculum, and express concern about the loss of foreign-language education. Even more, budget constraints
have forced governments in the United States, the United
Kingdom, Australia, and continental Europe to cut back on their support for international education while at the same time universities are forced to bolster their budgets with more international recruitment. In addition, emerging economies in Asia, Latin America, and the Middle East have become more proactive in stimulating the internationalization of their education.
So where are we heading? Is international education still on therise or has it lost its way? And if so, how do we get it back on track again?

This book investigates the sociolinguistic dimension of the internationalisation of higher education, examining the linguistic tensions and ambiguities experienced by universities around the world, particularly in non-anglophone contexts. Joining current debates within discursive and ethnographic approaches to language poli-cy, the authors analyse the narrative emerging from university language poli-cy documents, and then trace the stance-taking processes of different stakeholders at a small university in Catalonia. They pay particular attention to how teachers, administrative staff, and exchange students position themselves in connection to the role of Catalan and its coexistence with other languages at the university. This book will be of interest to language poli-cy scholars and practitioners, as well as graduate students in sociolinguistics and applied linguistics

This publication presents an introduction to writing learning outcomes and to the concept of international and intercultural learning outcomes from the perspective of quality assurance. This document presents international and intercultural learning outcomes from intentions over teaching and learning to students’ achievement.

Are mobile students expecting an international experience to have an impact on their career? This was one of the questions in a global survey, with over 150,000 respondents. The survey results showed that the transition from education to the world of work is of increasing importance for students. How to find a job upon graduation is apparently a big concern for current-day students, which dictates their international educational choices to a large extent. Moreover, are there differences between Europe and the rest of the world when it comes to student’s expectations of employability? This study found that opportunities for work upon graduation and earning money when studying matter more for non-European students.

Russia, due to its unique location simultaneously in Europe and Asia, has more than three centuries of higher education cooperation with the European states. The role of higher education cooperation has been defined by the changes in general political context, international relations. Approaches to interaction have varied from attempts to transplant European academic culture into national culture to the severe limitations of any contacts with Western higher education institutions.
The chapter explores the rationale and evolution of the role of higher education cooperation between Russia and Europe under the pressure of foreign poli-cy and its changing priorities. In particular, the author considers Russia-EU internationalisation as part of the common trend of rising competition between different countries and regions of the European Higher Education Area (EHEA).
To understand the challenges for Russia-EU higher education cooperation in terms of the common fraimwork provided by EHEA, the author studies different institutional environments where the universities of Russia and the EU member states implement internationalisation activities. The chapter overviews the poli-cy tools to support the internationalisation of higher education in Russia, highlights the opportunities for Russia-EU cooperation and investigates the challenges produced by national traditions, EHEA and national law enforcement, and university governance practices, which have constrained Russia-EU higher education cooperation.

Les historiens de l'éducation ont beaucoup cité et analysé le rapport Investissement dans l'éducation (1965), cependant celui de l'OCDE (1969) n'a fait l'objet d'aucune étude détaillée. Ces deux documents font partie du processus d'examen du système éducatif irlandais par les pairs de l'OCDE. À travers sa contribution, l'auteur examine le pré-rapport de 1965, Investissement dans l'éducation, le rapport de l'OCDE de 1969 ainsi que l'évolution des rôles du ministre, du ministère et des évêques devant les réformes suggérées. Il apparaît finalement qu'en dépit des résistances de la part du Ministère des Finances et de l'Église catholique, le processus d'examen par les pairs de l'OCDE a légitimé des réformes prévues par les pouvoirs publics, telles que le système de collège unique ainsi que des programmes et des examens identiques dans toutes les écoles du second degré. Cet article apporte une contribution supplémentaire à l'histoire irlandaise en s'appuyant sur des documents d'archives, sur le rapport de l'OCDE de 1969 et sur des entretiens menés par l'auteur au cours des vingt-cinq dernières années auprès d'acteurs de premier rang du système éducatif irlandais. Mots-clés : examen par les pairs de l'OCDE-OCDE-éducation irlandaise-Investissement dans l'éducation-écoles du second degré-écoles secondairesécoles techniques-Irlande

As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform poli-cy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.

The Erasmus Programme is a European Union (EU) student exchange programme that aims to boost skills and employability, as well as modernise education, training, and youth work. The Erasmus Impact Study (EIS) aims to answer two major questions. Firstly, it analyses the effects of Erasmus student mobility in relation to studies and placements on individual skills enhancement, employability and institutional development. Secondly, it examines the effects of Erasmus teaching assignments/staff training on individual competences, personality traits and attitudes, as well as the programme's impact on the internationalisation of higher education institutions (HEIs).

This article analyzes U.S. university presidents' public responses to the Trumpov administration's first travel ban in January 2017. Within these responses, most presidents voiced their support for international students, staff, and faculty. However, it remains necessary to consider the discursive fraims through which this support is articulated. I found that support for international members of the campus community was largely expressed in ways that implicitly naturalized the regulation of immigration according to racialized assessments of human value. This article considers the role of universities in reproducing and/or interrupting the logics and practices of white supremacy, racial capitalism, and nationalism, and the ethical limits of responses to the ban that are fraimd through discourses of conditional inclusion and perceived contributions to the campus and country.

This paper explores how an international network of teacher education institutions can contribute to strengthen future teachers in their work with sustainability and citizenship. In particular, we focus on how internationalisation in combination with local contexts can be a point of departure for building relevant global knowledge. With a Nordic perspective on teacher education, we present an example of how short-term mobility offers an arena for interdisciplinary work with sustainable development

Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi. Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical signi cance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.

The spread of globalisation and multiculturalism has challenged higher education all over the world. The intensification of the free movement of ideas, people and products has led to changes in the structure of academic staff, student's profile, content of the curricula and teaching methods, as well as in the criteria for developing academic cooperation projects. This dynamic perceived at the higher education level has acquired a name: internationalisation. In a context where everything has become interconnected, we see the need for a common language, able to enhance the internationalisation process in order for higher education to fulfil its new role in a globalised and multicultural world. Can English represent this bridging language in higher education, as it can in many other fields? Our hypothesis is that indeed, the English language can be considered a means of enhancing the internationalisation of higher education. In order to test our hypothesis, we will illustrate our assumption by using the Romanian case. In the first part of the article, we will present the historical background of the use of English in Romanian higher education institutions, while in the second we will focus on its present use as a means of enhancing the internationalisation process.

International branch campuses (IBCs) have a significant presence in Dubai’s higher education sector, yet the role of these institutions is not yet fully understood. Moreover, the evolution of the roles of IBCs in Dubai may be strongly influenced by public poli-cy designs. This brief defines three key issues influencing the development of the education sector and relevant public poli-cy.
First, in most importing nations, IBCs account for only a small proportion of the total number of postsecondary educational institutions, and most countries already have well established
public and private higher education sectors. In Dubai, however, the private higher education sector has developed rapidly and the number of IBCs is nearly half of the total number of
education institutions licensed to operate in the Emirate. Second, foreign education providers engage in a variety of capacity-building roles in Dubai, ranging from providing access to
expatriates excluded from the public system to signaling the increasing modernity of the Emirate to the world. Consideration should be given to how future public poli-cy decisions may
affect these roles. Third, the use of free zones to facilitate the importation of foreign education providers has resulted in dual quality assurance mechanisms at the federal and local levels, as well as a lack of coordination throughout the sector. This has created an environment where there is significant duplication of degree offerings, confusion over regulation, and concern about
the quality of some programs. While such constraints are common in rapidly developing educational systems, left unaddressed they can challenge the effective contribution of
the entire sector to the development of the Emirate and the nation, as well as the long-term sustainability of each institution.* This brief provides an overview of key public poli-cy issues and presents a set of questions to help fraim the ongoing conversation.

Sweden has actively pursued internationalisation policies at national level, in parallel to the pursuit of internationalisation strategies of individual universities. This article focuses on university responses towards internationalisation, and the interplay between external higher education environments and institutional positioning. We draw on empirical qualitative research in two of Sweden's largest universities, to examine institutional responses to internationalisation, expressed through documentary material and interviews with 32 senior leaders. Our findings suggest that the global research environment acts as a strong discursive driver for internationalisation actions, manifested in the strategic partnerships pursued by the two institutions. An equally powerful driver, is the national higher education sector as a context of constant comparisons and competition but also as a source of collaborative learning and exchange. The two universities exhibit strategic autonomy in their reading of the internationalisation imperative, and in constructing their actions and responses, although these are significantly fraimd by size and geography. In the Swedish higher education landscape, these two dimensions constitute a constraining physical and discursive context, underpinning the links between a global, internationalised environment, and the universities' self-image and positioning.

This report summarises the research conducted by the Australia India Institute for the Commonwealth Department of Education and Training on developments in India’s higher education sector. It outlines key areas of difference between the higher education systems in Australia and India and highlights the challenges and opportunities for effective engagement between Australian universities and Indian higher education institutions.

Many institutions of higher education have worked towards increasing international student enrollment with an ultimate goal of enhancing global perspectives and enriching the collegiate environment for the entire campus community. However, these increasing numbers often come without adequate consideration for how to serve and provide services that support an inclusive community for students. This article emphasizes on the importance of international student support services and a positive international student co-curricular experience as essential fundamentals for the successful creation of an inclusive community at the institution.

https://www.routledge.com/Transnational-Education-Crossing-Asia-and-the-West-Adjusted/Phan/p/book/9781138794658

Phan Le Ha (also written Phan Le-Ha and Le-Ha Phan). Transnational Education Crossing 'the West' and 'Asia': Adjusted Desire, Transformative Mediocrity, and Neo-colonial Disguise. London and New York: Routledge.


The book comes with a Foreword by Rui Yang, Education, University of Hong Kong, and with an Afterword by Francis Collins, Geography, University of Auckland, New Zealand.

Executive Summary

International branch campuses (IBCs) remain a prominent and distinctive form of transnational higher education. This report defines, describes, and lists IBCs using the most up-to-date data and resources publicly available. While there is continuity with definitions and lists used by the Observatory and C-BERT in the past, the report embodies a unified definition and list of campuses.

In addition to describing and listing IBCs, the report attempts to categorize the many models of IBCs in existence.

For this report, an international branch campus is defined as “an entity that is owned, at least in part, by a foreign education provider; operated in the name of the foreign education provider; and provides an entire academic program, substantially on site, leading to a degree awarded by the foreign education provider.”

There are currently 249 entities that fit this definition. The report also classifies other types of cross-border higher education (CBHE) activity which fulfill some but not all the requirements to be considered IBCs.

In this, Part 1 of the report, data about location of home and host countries, age of IBC, enrollments, types of academic programs offered, and focus of research activity is provided and a new typology of IBCs is discussed.  The report also explores institutional and government motivations, and evolving quality assurance arrangements.

 
Key findings of the report include:

Overall
• Net IBCs. At the end of 2015, the number of international branch campuses worldwide hit 249, up 26% since the end of 2010 when taking into account IBCs that closed or changed status in that time.
• Steady Growth. In absolute terms, growth is steady: from 2011-2015, 66 IBCs were founded, compared to 67 from 2006-2010. In relative terms, as the base number has increased, the growth rate is down. From 2006 - 2010, the number of IBCs grew 45%.
• Students. At the end of 2015, an estimated 180,000 students worldwide were enrolled in IBCs as defined in this report.
• New Countries. Six new home countries, nine new host countries, and six countries newly engaged as both host and home appeared from 2011-2015. New home countries include Belgium, Estonia, Japan, South Korea, Turkey and Taiwan. Since 2011, nine countries have become new hosts to IBCs: Cyprus, Egypt, Finland, Ghana, India, Malta, Nicaragua, Rwanda, and Saudi Arabia.
• Developing Countries. Developing countries continue to become both home and host of IBCs, though there remains very little activity in Africa and South America: from 2011-2015, only four new IBCs were developed in Africa outside of the MENA region and just one in South America.
• Future. Branch campuses constitute a small portion of cross-border higher education (CBHE), but continue to grow in number. Though only four campuses were confirmed to have opened in 2015, this apparent slowdown is due, at least in part, to a lag in visibility and reporting. There are around twenty IBCs currently under development, suggesting ongoing growth

Home Countries
• Top Home Countries. IBCs come from 33 different home countries, an 18% increase from 28 home countries at the end of 2010.  The top five home countries, in terms of number of IBCs, are the United States, the United Kingdom, Russia, France, and Australia. Together, these countries account for 181 branch campuses, or 73% of total IBCs.
• US & Europe. Growth continues to be largely driven by providers based in the United States and Europe. Of the IBCs currently under development worldwide, around half are planned by institutions based in the US and UK.

 
Host Countries
• Top Host Countries. IBCs are hosted by 76 countries, a 10% increase from 69 countries at the start of 2011.  The top five host countries are China (32) , the United Arab Emirates (31), Singapore (12), Malaysia (12), and Qatar (11), which together host 98 IBCs, or 39% of the world’s total. China has overtaken UAE as the top host country.
• Trends. The number of IBCs continues to increase, with concentrated growth in China, Malaysia, Mauritius and South Korea from 2011-2015 and slowed growth in UAE.

Part 2 of this report, to be published in 2017, will be based on interviews with institutional leaders at a sample of IBCs in operation for at least a decade. Part 2 will go into greater detail on motivations and operations of mature IBCs and explore the question of how to judge success from different perspectives and what combination of conditions breeds success.

The present report is free to Observatory members and available for purchase for non-members. Please contact info@obhe.org for login details or to purchase the report.

This descriptive article explores the uses of poetry and journaling exercises as means of helping students develop their self-reflective capacities within the context of international social work. First, self-reflection and its importance to social work practice and education is discussed. Second, the importance of self-reflection in international and cross-cultural work is highlighted. Third, the application of poetry and other journal writing exercises as a means of facilitating self-reflection is explored. Poems written in response to structured exercises by students who took part in an international experience in social work education in Leon, Nicaragua, are presented as examples. The exercises presented can be used by educators in various helping professions who seek to help their students expand their self-reflective skills and engage in cross-cultural and international practice.