The rapid socioeconomic growth of emerging countries, as well as the changing character of higher education services because of the Coronavirus epidemic, warrant rethinking the internationalization approach in higher education. In the age of inconsistency in internationalization policies, this chapter argues that dynamic systems theory (DST) can be adopted for implementing internationalization. It also explores push-pull dynamics, which can be utilized as an alternative to the classic push-pull theory to enhance the competitive advantage in this era of limited funds for higher institutions, and low turnout from international student mobility. The chapter concludes on the approach and recommendations that can assist in determining what to focus on and the future trends in higher education internationalization.
TopIntroduction
The crucial point of internationalizing higher education is that it is a gradual process of preparing society and its people to operate in an environment that is increasingly relevant globally and culturally (Olorunyomi, 2018). The advantages of internationalization in higher education could be seen in different national policies on education, which include the transferring of knowledge, relationships between universities, the cooperation of organizations and academic think-tanks in support of the advancement of global research, and enrichment of curricula with international and multi-cultural content (Wihlborg & Robson, 2018). In most countries, such as the United Kingdom, Canada, Australia, and China, the internationalization of education triggers the development of the education sector and the quality of its institutions to a world-class standard (Kreber, 2009; Jibeen & Khan, 2015). It also activates the “international characteristics” fostered in students and develops the commitment to enable them to examine their universal convictions and develop their civic commitment (Criswell and Zhu, 2015). To that end, comparative education, in other word the internationalization of higher education, can be the key (Akbaşlı, Camara, & Durnalı, 2017).
Effective reform of higher education to suit international trends and global developments requires establishing the practical theories underpinning internationalization and international student mobility (Orakcı, Durnali & Özkan, 2018; Wihlborg & Robson, 2018). The competitive nature of the international education market, scarcity of resources, national education, growth, and economic gains have all made internationalization a vital tool for higher institutions (Akbaşlı, Camara, & Durnalı, 2017; Hauptman, 2019). Dynamic Systems Theory (DST) is a way to think about how higher education systems work together, how they change over time, and how they should be restructured to meet global needs and future contexts (Zhou, 2016). Also, the significance of student mobility as a major feature of internationalization in higher education has birthed various studies on international students’ expectations (Elturki, Hjeltness & Hellmann, 2019) with a focus on “push-pull” factors that play a part in their choice of destination (Mazzarol & Soutar, 2002; Eder, Smith & Pitts, 2010; Jiani, 2017). DST and the Push-pull theory should be looked at again because of the new challenges and complexity of service in higher institutions, as well as the different practices that go into the process of internationalization in higher education. Based on that, the specific objectives of this chapter are:
- 1.
To review the importance of DST in the internationalization of higher education.
- 2.
To present DST and its variables for the implementation and improvement of internationalization policies and practices.
- 3.
To explore the significance of Push-pull dynamics in the context of student mobility.