2019/02/15 by Elizabeth Buckner, Sharon Stein · 10 citations
Social Sciences · #Global Education and Multiculturalism #Global Educational Policies and Reforms #Higher Education Governance and Development
paper · doi:10.1177/1028315319829878
openalex publication_date 2019/02/15 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This article examines how internationalization is defined by three leading higher education professional associations: NAFSA, the International Association of Universities, and the European Association of International Education. We examine key publications to understand which activities, topics, and constituencies are included in conceptualizations of internationalization and, conversely, which are absent. We find that all three rely on similar definitions that emphasize international students, student and scholarly mobility, and curricular change. We argue that current definitions are largely de-politicized and de-historicized, while internationalization is often assumed to mean more and better coverage of the globe. Little attention is given to the ethics of international engagement, particularly across unequal relations of power. We conclude with numerous questions for administrators and faculty engaged in internationalization that seek to deepen conversations about this work. In particular, we emphasize the importance of identifying enduring patterns of global inequality, recognizing ethical responsibilities, and enabling alternative possibilities.