Mapping Undesired Consequences of Internationalization of Higher Education

Gaalen, Adinda van

doi:10.4324/9780367855130-3

Cited by 3 publications

(4 citation statements)

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“…Scholars have also discussed organisational sustainability initiatives and climate friendly actions of HEIs and explored available solutions (Glover et al, 2018;McCowan, 2019;van Gaalen & Nikula, 2022). Van Gaalen (2020) proposes a framework for HEIs to use when considering the sustainability and ethics of their international operations highlighting the distinct dimensions of people, planet (including climate change), and prosperity. She discusses various dilemmas in relation to internationalisation of HEIs and sustainability interests such as policy inconsistency when committing to develop global citizenship yet approaching this aim through a carbon-intensive activity abroad.…”

Section: Literature Reviewmentioning

confidence: 99%

“…At the same time, international collaboration in higher education can and must play an active role in addressing this planetary crisis" (p. 32). These types of tensions between sustainability and other organisational objectives seem to be pertinent to the work of all types of organisations (c.f., Byl & Slawinski, 2015;Hahn et al, 2014Hahn et al, , 2018Nikula, 2022;Siltaloppi et al, 2020), including those in the higher education sector, which must balance economic and social sustainability considerations alongside environmental objectives ( van Gaalen, 2020).…”

Section: Cognitive Dissonance As a Framework For Understanding Climat...mentioning

confidence: 99%

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Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

Nikula

Fusek

Gaalen

2022

Journal of Studies in International Education

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This article applies cognitive dissonance theory to the internationalisation of higher education sector to comment on tensions experienced by practitioners associated with their work's climate impact. The existing literature and relevant climate action drivers and challenges within the sector are reviewed. A case study of a global grassroot initiative, the Climate Action Network for International Educators, is considered to discuss possible solutions for how stakeholders can increase or decrease tensions at work in the relationship between international higher education and climate change. This article posits that cognitive dissonance theory can contribute to a better understanding of how dilemmas emerge at the intersection between international higher education and climate change to promote climate action within the sector. Avenues for future research are recommended.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Cognitive Dissonance As a Framework For Understanding Climat...mentioning

confidence: 99%

Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

Nikula

Fusek

Gaalen

2022

Journal of Studies in International Education

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“…Meanwhile, critical internationalization studies also reveal that within the globally persisting colonial structures of oppression, Southern counterparts or their individual representatives are frequently construed as lacking capacities and needing the adoption of the “more advanced” Western practices (Stein, 2017). Following the logic of neocolonialism, Southern countries, universities, and individuals can be exploited in the process of internationalization, whereby they receive few benefits and, at times, lose when engaging with partners from the global North (Van Gaalen, 2020). International mobility to the global North contributes to brain drain from the developing world, at least in the short-term.…”

Section: Critical Internationalization Perspectivementioning

confidence: 99%

A Critical Perspective on Short-Term International Mobility of Faculty: An Experience from Kazakhstan

Kuzhabekova

Ispambetova

Baigazina

et al. 2021

Journal of Studies in International Education

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This article looks at the relatively understudied phenomenon of short-term international mobility of faculty from the critical internationalization perspective. It uses data from interviews with academics from Kazakhstan, who participated in short-term professional development trips abroad to understand who benefits and who loses as a result of short-term faculty mobility and how the short-term international mobility may contribute to the process of reproduction of the existing social structures and inequality. Critical internationalization perspective in general, as well as mobility paradigm more specifically, helps to reveal some important insights about short-term international mobility from a non-Western country to predominantly Western institutions. The main conclusion from the study is that host university’s engagement in hosting mobile faculty coming on short visits seems to be driven predominantly by the neoliberal profit-seeking motives rather than by a more humanistic desire to serve the larger global society by sharing its expertise or to engage in equal and mutually beneficial partnership relationships.

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“…decades, ISM remains a highly exclusive practice. Van Gaalen et al (2020) draw attention to the dominance of Western states and the English language within ISM as resulting in a potential re-colonisation of education. Financial barriers and the standardisation of educational programmes conceivably therefore reduces diversity within ISM rather than fosters it (Ilieva et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Internationalisation, sustainability and the contested environmental impacts of international student mobility

McCollum

Nicholson

2023

IJSHE

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Purpose This paper aims to stimulate the nascent research agenda on the environmental sustainability of the ongoing mushrooming of international student mobility (ISM). The higher education (HE) system in the UK and elsewhere is increasingly predicated upon the hosting of international students. Whilst this drive towards internationalisation undoubtably has multiple benefits, little attention thus far has been paid to its potentially very considerable environmental impact. The drive for internationalisation within HE thus potentially sits at odds with ambitions and strategies to promote sustainability within the sector and beyond. Design/methodology/approach In-depth interviews with 21 students and representatives of 14 university international offices offer insights into how the environment features in the decisions that young people and HE institutions make with regards to partaking in and promoting education-related mobility. Findings The results find that students take environmental considerations into account when undertaking education-related mobility, but these aspirations are often secondary to logistical issues concerning the financial cost and longer travel times associated with greener travel options. At the institutional scale, vociferously championed university sustainability agendas have yet to be reconciled with the financial imperative to recruit evermore international students. Originality/value This paper identifies a thus far neglected contradiction within HE whereby the sustainability agenda that it so rightly espouses is potentially undermined by the drive towards internationalisation. The paper uses the anthropause concept to consider the future environmental sustainability of ISM.

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Mapping Undesired Consequences of Internationalization of Higher Education

Cited by 3 publications

References 1 publication

Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

Internationalisation of Higher Education and Climate Change: A Cognitive Dissonance Perspective

A Critical Perspective on Short-Term International Mobility of Faculty: An Experience from Kazakhstan

Internationalisation, sustainability and the contested environmental impacts of international student mobility

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