Purpose This paper aims to identify any relation between the strategies defined in Chilean higher education institutions strategic planning and the compliance with both national accreditation criteria and the dimensions of an integrated internationalization approach, allowing to determine if standards and funding policies shape internationalization processes. Design/methodology/approach Strategic plans of 29 universities were analyzed using a nonexperimental qualitative–quantitative methodology. The institutions were categorized according to the scores obtained through the revision of objectives, aims and goals of their strategic plans. Key elements of integrated internationalization were used to identify the assimilation of such dimensions and the actions executed. Data were collected through documentary revision and scrutinized through content analysis using two dichotomous instruments. Results were examined using principal component and cluster analysis. Findings Chilean universities’ internationalization processes aim to fulfill national accreditation criteria but do not follow a comprehensive internationalization model, as shown by a 53.2% of compliance with the number of elements relating to internationalization accreditation criteria and a 27% of adherence with an integrated internationalization approach. Institutions are slowly evolving, blending isolated internationalization strategic elements and focusing on external guidelines. Research limitations/implications This study was performed through documentary analysis. The derived conclusions could further be complemented through interviews or the inclusion of institutional self-assessment reports for institutional accreditation purposes. Originality/value This paper demonstrates why Chilean universities need to take a qualitative step toward implementing an integrated internationalization approach, to make an even more tangible contribution to their internal and external communities.

This paper considers the changing nature of internationalisation in higher education in response to the COVID-19 pandemic and how this change has required institutions to strengthen the case for internationalisation by linking it more explicitly to institutional purpose. It argues that this development requires institutions to formulate approaches to internationalisation that are explicitly linked to vision and mission statements, that often directly cite the support and development of society in general and local communities specifically, as strategic institutional priorities. In turn, this requires an examination of how internationalisation is addressed in strategic statements and the implications for practical delivery. The paper is underpinned by the authors' understanding of the nature and operation of institutions of higher education which is exemplified by the MARS model.It briefly describes this model and argues that within it, internationalisation activities should be seen as a transversal theme, which affects all operations of the institution in a coordinated matter, rather than an isolated or "exceptional" activity which can be allocated exclusively to specialised units such as the International Office-termed "exceptionalism". Exploring this theme further, the paper sets out how internationalisation should be embedded into all aspects of institutional operations in a way that is consistent with the hierarchy of priorities set out in the MARS model. A case study from Latin America in which this approach was adopted is presented in which some of the practical implications are considered. The paper concludes by exploring