Who governs the internationalization of higher education? A comparative analysis of macro-regional policies in Canada and the European Union

Abstract

The internationalization of higher education has become a politically strategic and economically promising policy area. As a result, the traditional authority and governance boundaries related to internationalization are becoming fluid. This paper focuses on the macro-regional internationalization strategies in Canada and the European Union (EU) in order to understand the changing dynamics of internationalization governance. By applying multi-level governance theory, the paper analyses and compares how internationalization is understood at the macro-regional level, revealing fundamental differences in the normative values. The findings indicate that while Canada is formulating an aggressive marketization approach to benefit from the intensified global competition, the EU is endorsing a more comprehensive student-centered approach focusing on quality and balanced partnerships. The discussion section elaborates on the strengths and weaknesses of the use of multi-level governance theory.

Dealing with disruption, rethinking recovery: Policy responses to the COVID-19 pandemic in higher education

“…On the internationalization front, our findings emphasized international students and international academic mobility, two activities that have dominated government and institutional strategies in recent years (Tamtik 2017;Trilokekar and El Masri 2020). International students in particular have become an integral part of Canadian HE (El Masri 2020) such that the COVID-19 disruption to the flow of international students has been seen as "the biggest and most immediate financial challenge facing universities and colleges" (Usher 2020).…”

Роль Інтернаціоналізації Вищої Освіти У Формуванні Конкурентоспроможності Національних Університетів

“…За М. Тамтіком, інтернаціоналізація вищої освіти в розвинених країнах ставить перед собою надто широкі завдання з глобальною спрямованістю та акцентом на макрогеографічних аспектах, що ускладнює можливість інтернаціоналізації в конкретних регіонах [5].…”

Multi-level governance framework and its applicability to education policy research - the Canadian perspective

“…Conteh (2013) argued that MLG framework contributes to the democratization of governance insofar as it allows citizens to become value creators (by engaging in forums, surveys, complaint protocols, advocacy groups, parent advisory committees, and dialogue with locally elected leaders) in the contemporary political context. Certainly, according to MLG approach, there are increased opportunities for local actors to seek out allies beyond the central authority to pursue their interests (Tamtik, 2017). In an era of increasing access to technology and to knowledge, the number of stakeholders able to wade into particular policy areas is increasing.…”