Over the past decade, universities have played a dual role, acting as both agents and products of the globalization process. The implications of the internationalization of higher education are intrinsically linked not only to the phenomenon of globalization but also to how universities confront the challenges that arise. This reflection aims to foster discussion on the potentialities of globalization and internationalization in higher education, which has emerged as a pathway for improving the quality of education and research for the benefit of society. Some proposals for implementing internationalization are highlighted, and paths are indicated to deepen the understanding of concepts, revealing other possibilities beyond the conventional view of internationalization as a destination for the commodification of higher education. Some crucial influencing factors in interpreting this growing paradigm of internationalization and globalization of higher education are explored.
TopIntroduction
The internationalization of higher education emerges as one of the most pressing challenges of the 21st century and has been a prominent focus in research related to higher education. This theme becomes particularly evident in universities situated in developing contexts, which embrace the ethos of human and social development in globalization (Morosini, De Nez & Woicolesco, 2020). In this sense, internationalization is primarily grounded in perspectives centered on academic collaboration, where processes of globalization manifest recurrently and shape patterns of excellence (Abba & Streck, 2021).
Since the 1990s, the internationalization of higher education has been presented as an academic concept and has undergone a series of adjustments and reinterpretations over these decades. It is crucial to maintain constant vigilance over the term, as the internationalization of higher education should be a reflection of the reality experienced by society (Knight, 2012). This process not only exerts influence but also imparts meaning to the development and implementation of internationalization policies and initiatives in higher education institutions (HEI).
Thus, the domain of higher education is faced with increasing pressure to adapt to rapid social and technological changes, as well as immediate economic and political influences that shape the landscape of expansion, complexity, and competition in the global economy. We are thus entering the era of globalization (Sousa & Santos, 2023).
In this way, globalization can be interpreted as international pressure to establish free markets, promote knowledge industries, reduce barriers to the movement of financial capital and individuals, and foster the acceptance of interdependence in a process of convergence and integration (Altbach & Knight, 2007).
In this era of globalization, substantial resources have been allocated to the emerging global knowledge industry, encompassing higher education and professional training. This investment reflects the advent of the knowledge society, the growth of service sectors, and the reliance of numerous societies on knowledge products and professionals with higher education to achieve their economic growth objectives (Tauchen, Briceño, & Borges, 2023).
The repercussions of globalization encompass the integration of research, the adoption of English as a lingua franca for scientific communication, the expansion of employment opportunities for students and researchers, the flourishing of information and communication technology companies, and the implementation of effective technologies and means of publication for international access, dissemination, and accumulation of knowledge (Fox & Hundley, 2011).
Thus, globalization profoundly transforms the culture of higher education, even though the intrinsic nature of higher education is traditionally cooperative, not competitive (De Wit, 2010). As a result, higher education responds to globalization by embracing internationalization through the incorporation of an international, intercultural, or global dimension into its mission, intentionally used as a triad (Knight, 2012). In this way, internationalization represents the response of HEI to globalization, but it is not a one-way street; it is simultaneously a catalyzing force of globalization as much as it propels internationalization (Lang, Foskett & Maringe, 2010). Globalization and internationalization are two sides of the same coin: while internationalization values differences, hierarchies, and hegemonies, globalization celebrates what is common, subverting hierarchies and hegemonies (Scott, 2000). The internationalization of higher education also corresponds to the diversity of cultures existing in countries, communities, and institutions, and interculturality addresses this dimension. Currently, although globalization is considered controversial and value-laden, it is integrated into discussions about internationalization (Knight, 2016).