The Internationalization Of Higher Education And Business Schools: A Critical Review (springerbriefs In Business)
by Gabriel Hawawini /
2016 / English / PDF
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This book provides a critical review of the internationalization
process among higher education institutions (HEIs), taking a
closer look at the case of business schools. The first part
offers a novel definition of this phenomenon and examines the
forces that drive international initiatives. It then examines and
explains the “internationalization paradox”: the observation that
despite evidence that many international initiatives fail to
deliver what they promise, for the heads of HEIs they
nevertheless remain at the top of the agenda. In turn, the second
part of the book develops a unifying framework that identifies
alternative models of internationalization and explains how they
relate to one another. Based on this framework, the book presents
a model of the truly global HEI, whose mission is to learn from
the world rather than teach the world what it knows.
This book provides a critical review of the internationalization
process among higher education institutions (HEIs), taking a
closer look at the case of business schools. The first part
offers a novel definition of this phenomenon and examines the
forces that drive international initiatives. It then examines and
explains the “internationalization paradox”: the observation that
despite evidence that many international initiatives fail to
deliver what they promise, for the heads of HEIs they
nevertheless remain at the top of the agenda. In turn, the second
part of the book develops a unifying framework that identifies
alternative models of internationalization and explains how they
relate to one another. Based on this framework, the book presents
a model of the truly global HEI, whose mission is to learn from
the world rather than teach the world what it knows.
The book’s central thesis is that it is unlikely that HEIs will
be able to transform themselves into truly global HEIs because of
historical and organizational barriers rather than a shortage of
resources or a lack of visionary leadership. The book concludes
that most HEIs should refrain from claiming that their aim is to
become global institutions, and should instead focus on the
successful implementation of an import-export model of
internationalization that calls for initiatives such as the
internationalization of the curriculum, the creation of student
and faculty exchange programs, and the participation in
international academic and research partnerships. Any attempt to
transform themselves into truly global institutions is unlikely
to succeed and may distract them from their fundamental mission:
to educate their home-based students and help them become
effective global citizens.
The book’s central thesis is that it is unlikely that HEIs will
be able to transform themselves into truly global HEIs because of
historical and organizational barriers rather than a shortage of
resources or a lack of visionary leadership. The book concludes
that most HEIs should refrain from claiming that their aim is to
become global institutions, and should instead focus on the
successful implementation of an import-export model of
internationalization that calls for initiatives such as the
internationalization of the curriculum, the creation of student
and faculty exchange programs, and the participation in
international academic and research partnerships. Any attempt to
transform themselves into truly global institutions is unlikely
to succeed and may distract them from their fundamental mission:
to educate their home-based students and help them become
effective global citizens.