Internationalization or globalization of higher education

Abstract

INTRODUCTION:Studies about globalization and internationalization demonstrate different attitudes in explaining these concepts. Since there is no consensus among Iranian specialists about these concepts, the purpose of this study is to explain the concepts of internationalization and globalization in Iran.MATERIALS AND METHODS:This study is a systematic review done in the first half of 2016. To explain the concept of globalization and internationalization, articles in Scientific Information D atabase, Magiran database, and Google Scholar were searched with the keywords such as globalization, scientific exchange, international cooperation, curriculum exchange, student exchange, faculty exchange, multinational cooperation, transnational cooperation, and collaborative research. Articles, used in this study, were in Persian and were devoted to internationalization and globalization between 2001 and 2016. The criterion of discarding the articles was duplicity.RESULTS:As many as 180 Persian articles were found on this topic. After discarding repetitive articles, 64 remained. Among those, 39 articles mentioned the differences between globalization and internationalization. Definitions of globalization were categorized in four categories, including globalization, globalizing, globalization of higher education, and globalizing of higher education. Definitions about internationalization were categorized in five categories such as internationalization, internationalization of higher education, internationalization of the curriculum, internationalization of curriculum studies, and internationalization of curriculum profession.CONCLUSION:The spectrum of the globalization of higher education moves from dissonance and multipolarization to unification and single polarization of the world. One end of the spectrum, which is unification and single polarization of the world, is interpreted as globalization. The other side of the spectrum, which is dissonance and multipolarization, is interpreted as globalizing. The definition of internalization is the same as that of globalizing. In other words, it is possible to say that internalization is similar to globalizing but different from globalization.

Menstrual characteristics, disorders and associated risk factors among female international students in Zhejiang Province, China: a cross-sectional survey

“…China has become one of the popular study hubs for international students as a result of the recent call for the internationalization and globalization of our world [1]. In 2015 alone, China’s Ministry of Education reported a total of 397,635 overseas students enrolled in various institutions.…”

Industrialisation and internationalisation of education in the context of Economy 4.0: A case study of Penang

“…However, social science studies of globalisation have shown economic, cultural and political factors to be closely connected in the globalisation processes (see, for instance, Giddens, 1999; Robertson, 1992). Rezaei et al (2018) include another factor in the definitions of globalisation: the scientific dimension.…”

“…There are two approaches to globalisation. The first approach is related to colonialism, where a dominant economy shapes the economy and culture of other countries (Rezaei et al, 2018). Hence, internationalisation aligns the patterns of the dominant culture to that of the other countries.…”

“…In the context of education, this would mean that knowledge production is for reproducing and adapting the products of a country to the country’s needs. In the second approach, a more collaborative nature is expressed where communication networks and technology in all aspects are expanded (Rezaei et al, 2018). Hence, globalisation strengthens the interactions between societies and cultures for interdependence between facts, opinions, and concepts (Rezaei et al, 2018).…”

Sustainable Higher Education Reform Quality Assessment Using SWOT Analysis with Integration of AHP and Entropy Models: A Case Study of Morocco

“…If CR < 0.1, it has passed the consistency test. All quality factors which are shown in Figure 7 are selected from different studies [66][67][68][69][70][71][72][73][74][75][76][77][78] with each factor is highlighted against its study. Otherwise, it has failed.…”