This course offers an engaging and accessible introduction to the internationalisation of higher education. Students will explore global trends and theories shaping internationalisation and reflect on their own experiences as learners in transnational contexts. Through interactive sessions, group discussions, and small-scale research, participants will gain insight into how internationalisation operates at global, institutional, and individual levels, while contributing their own perspectives and examples from real-life contexts.
The course aims to provide an introductory-level yet conceptually rich overview of the key trends and developments in the internationalisation of higher education. It is designed for students interested in understanding this dynamic field, including those with prior international academic experience.
Participants will examine the dominant theoretical frameworks underpinning internationalisation, including foundational theories as well as comprehensive, critical, and intelligent internationalisation approaches. The course seeks to develop a nuanced understanding of the complex dynamics shaping internationalisation initiatives — including Transnational Online Learning, in which participants themselves will take an active role. Moreover, students are encouraged to act as co-creators of knowledge by sharing their experiences, good practices, and illustrative examples that bring the theoretical content to life.
The course provides a structured exploration of internationalisation processes at multiple levels:
â—Ź Macro level: global and regional trends influencing higher education internationalisation, with particular attention to the European Higher Education Area;
â—Ź Meso level: institutional processes and approaches such as internationalisation abroad, at home, and at a distance;
â—Ź Micro level: individual and stakeholder experiences, including those of academic staff, administrative professionals, and students, along with related learning outcomes.
The introductory session will clarify key concepts and form student groups for a semester-long assignment. Each group will choose a shared topic for a small research project, combining a short literature review with one or two pilot interviews per member. Except for the first and last meetings, sessions will follow a flipped classroom format: students prepare by reading in advance and engaging in discussions. The final session will feature group presentations and reflection on the learning process.
At the end of the course, the learner will be able to:
Knowledge
â—Ź Understand key theories and models of higher education internationalisation, including comprehensive, critical, and intelligent internationalisation.
â—Ź Identify and describe macro-, meso-, and micro-level trends shaping internationalisation processes.
â—Ź Recognise the role of diverse stakeholders (students, staff, institutions, policymakers) in shaping internationalisation outcomes.
Skills
â—Ź Analyse internationalisation processes from comparative and transnational perspectives.
â—Ź Engage critically with academic literature and link theory to real-world examples.
â—Ź Conduct small-scale research combining literature review and pilot interviews.
â—Ź Present findings clearly and effectively in both written and oral formats.
â—Ź Collaborate effectively in international and intercultural group settings.
Attitudes
â—Ź Demonstrate openness, curiosity, and respect towards diverse perspectives and educational contexts.
â—Ź Reflect critically on personal and collective learning experiences.
â—Ź Take an active role as a co-creator of international learning environments.
â—Ź Value ethical awareness, inclusivity, and mutual learning in international higher education.
– Beelen, J., & Jones, E. (2015). Redefining Internationalization at Home. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, Ă©s P. Scott (szerk.): The European Higher Education Area (59–72.). Springer International Publishing. https://doi.org/10.1007/978-3-319-20877-0_5
– Choudaha, R. (2017). Three waves of international student mobility (1999–2020). Studies in Higher Education, 42(5), 825–832. https://doi.org/10.1080/03075079.2017.1293872
– de Wit, H., Hunter, F., Howard, L., Egron-Polak, E. (2015). Internationalisation of Higher Education. https://doi.org/10.2861/6854
– de Wit, H. & Altbach, P. G. (2020). Internationalization in higher education: global trends and recommendations for its future. Policy Reviews in Higher Education, 5(1), 28–46. https://doi.org/10.1080/23322969.2020.1820898
– Hudzik, J. K. (2011). Comprehensive Internationalization: From Concept to Action. NAFSA: Association of International Educators. https://shop.nafsa.org/detail.aspx?id=116E
– Knight, J. (2012). Concepts, Rationales, and Interpretive Frameworks in the Internationalization of Higher Education. In The SAGE Handbook of International Higher Education (27–42). SAGE Publications, Inc. https://doi.org/10.4135/9781452218397.n2
– Leask, B. (2015). Internationalizing the curriculum. Internationalizing the Curriculum, 1–198. https://doi.org/10.4324/9781315716954/internationalizing-curriculum-betty-leask
– Mittelmeier, J., Rienties, B., Gunter, A., Raghuram, P. (2021). Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization. Journal of Studies in International Education, 25(3), 266–282. https://doi.org/10.1177/1028315320906176
– OECD. (2022). Trends Shaping Education 2022. OECD. https://doi.org/10.1787/6AE8771A-EN
– Yemini, M., Ă©s Sagie, N. (2015). Research on internationalisation in higher education – exploratory analysis. Perspectives: Policy and Practice in Higher Education, 20(2–3), 90–98. https://doi.org/10.1080/13603108.2015.1062057
Individual, pair, and group work, using various student-centred learning methods
Transcript of records