5.3 Internationalization in Education
In the modern era of education, people are more connected globally than ever before, rendering the need to discuss internationalization.
Commonly used within economic circles, internationalization relates to the increasing involvement by a company or educational institution within international markets, akin to globalization. Educational internationalization is the ability for teaching and learning to be increasingly involved with international cultures in order to enhance globalized learning. Jonas Stier refers to three ideologies of internationalization within higher education: idealism, instrumentalism, and educationalism[8].
| Idealism | Instrumentalism | Educationalism |
|---|---|---|
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This is a broad concept in terms of the theory of educational internationalization. However, these concepts apply to international students, as can be seen in the research data that compares the experiences of international students inside Canadian higher-educational institutions.
Since 2006, the number of international students inside Canada has grown steadily, according to Immigration, Refugees and Citizenship Canada data via the CIC[9] (see below). What this reflects is the development of an internationalized educational system within Canada. What are the motives for this? For better viewing of the graph, right click on the image and “Open Image in New Tab”.
One motive could be the goals of internationalization to enhance a globalized framework of education through the methods of idealism, instrumentalism, and educationalism. A critical look may suggest that the economic benefits of higher-educational institutions are levied due to the high tuition rates of international students, compared to those of domestic students[10]. Additional questions arise about the goals pertaining to internationalization, because it may be creating an instrumental sector for university administrations. However, does all this contribute to the workforce? What about the retention of internationalized students in the workforce? One view stipulates that due to immigration policy, or language barriers, students are unable to stay in Canada with their talents, and eventually return home[11]. Another theory could be that international students obtain an education in North America, and bring it back home to their home countries, which is also initiated by Canadians travelling abroad[12]. This would initiate a sunk-cost exemplar regarding the process of internationalization with a view of protectionism.
Many questions that critique internationalization can be raised. However, for the time being, educators have an ethical responsibility to teach their students to enhance the experience of all students. This is reflected in the 2016 International Student Barometer which suggests[13]:
- Nearly 9 out of 10 students are satisfied with their learning in Canadian and US colleges and universities
- Satisfaction with teaching strategies
- Availability for work experience while a student
Some room for improvement comes in the form of retention, employment, and career advice, which reflects that some international students are willing to work in Canada. However, it depends on the process and availability of jobs.
An important factor in how internationalization works within education is the impact of teaching practices in a diverse setting. Research reflects that effective teaching practices along with preferences toward different learning styles rendered a positive effect on perceptions of learning[14] [15]. Furthermore, in a comparison between STEM and Non-STEM students, Smith et al. discovered that both cohorts experienced positive teaching experiences with no discernable adoption towards teaching practices[16].
What we can take from this research is that respondents inside of the classroom depend on the diversity of teaching practices meeting the needs of a diverse cohort, be it diversity through culture, or through academics. One can look at this to address the ethical responsibility of educators to enhance the learning atmosphere for all students in the classroom. What this works towards is an effective internationalization model for institutional policy inside schools.
Canadian Stance on Internationalization in Education
Kris Magnusson, of Simon Fraser University, in conjunction with the Association of Canadian Deans of Education, in 2016, developed an accord on internationalization within higher education in a Canadian context. The aims of this accord are to provide preparation for teachers, offer programs and research, and increase international mobility due to the rapid globalization of higher education. The accord outlines a Canadian conceptualization of educational internationalization through five processes[17]:
- International mobility experience
- International teaching partnerships
- International research partnerships
- Internationalization of the Canadian curriculum
- Preparation of educators and leaders for schools and educational systems
The accord stipulates the role of Canada within internationalization through partnerships with other countries, and expands the Canadian curriculum to meet the needs of rapid globalization. Criticism can be seen, though, as partnerships need to be multi-lateral, and the epistemological consensus is hard to come by between nations. Perhaps a more interdisciplinary approach would be needed to make internationalization feasible for the future of the educational sector.
