Embracing the Global: The Role of Ranking, Research Mandate, and Sector in the Internationalisation of Higher Education

Autor/in	Buckner, Elizabeth
Titel	Embracing the Global: The Role of Ranking, Research Mandate, and Sector in the Internationalisation of Higher Education
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 2, S.232-249 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buckner, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1753499
Schlagwörter	International Education; Higher Education; International Cooperation; Research; Reputation; Institutional Characteristics; Private Colleges; Institutional Evaluation; Educational Quality; State Universities; Global Approach; Comparative Analysis; Cross Cultural Studies; Foreign Countries; Comparative Education; Administrator Surveys; Administrator Attitudes; Developing Nations; Developed Nations; North America; Europe; Asia; Middle East; Australia; New Zealand; Africa; Latin America + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Forschung; Privathochschule; Quality of education; Bildungsqualität; Staatliche Universität; Globales Denken; Cultural comparison; Kulturvergleich; Ausland; Vergleichende Erziehungswissenschaft; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Nordamerika; Europa; Asien; Vorderasien; Australien; Neuseeland; Afrika; Lateinamerika
Abstract	Universities around the world are increasingly orienting themselves towards global engagement in the form of internationalisation. This article examines how the importance of internationalisation and international research collaborations varies across institutions. Using data from the Fourth Global Survey of Internationalisation, it finds that research orientation, sector, and ranking influence the prioritisation of internationalisation in nuanced ways. Globally ranked institutions express a high level of commitment to both internationalisation and international research collaborations. In contrast, unranked public institutions prioritise internationalisation less overall than unranked private institutions, but international research collaborations more. I argue that even in the contemporary era of globalisation, public colleges and universities continue to be more explicitly nation-serving and research-oriented than private ones. In contrast, among globally ranked institutions, public and private universities use internationalisation to signal their standing as global research universities. The article deepens our understanding of how internationalisation is differentially affecting higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01