At the beginning of this decade, \u2018comprehensive internationalization\u2019 was still considered an \u201cemerging idea\u201d (cf. Hudzik 2011, 5). In the meantime, the concept has become firmly established in the discourse on internationalization. In fact, when international officers and experts in higher education talk about \u2018internationalization\u2019 these days, it is safe to assume that what they are actually talking about is \u2018comprehensive internationalization\u2019. This article explores what this concept entails.<\/p>\n
Comprehensive internationalization<\/strong><\/p>\n Defining the concept of comprehensive internationalization, Hudzik (2011, 6) says that it \u201cis a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire higher education enterprise. It is essential that it be embraced by institutional leadership, governance, faculty, students, and all academic service and support units. It is an institutional imperative, not just a desirable possibility. [\u2026] The global reconfiguration of economies, systems of trade, research, and communication, and the impact of global forces on local life, dramatically expand the need for comprehensive internationalization and the motivations and purposes driving it.\u201d He goes on to say that \u201c[i]ncreasingly, the business of universities is as much across as it is within borders, and not just in the free flow of ideas but in the global flow of students and scholars who generate them.\u201d (Hudzik 2011, 7)<\/p>\n While this shows that comprehensive internationalization rests on a holistic approach, pervading a university\u2019s operations in teaching, research and service provision, the exchange of students and staff is unarguably a central component in higher education institutions\u2019 commitment to engaging internationally. Hudzik (2011, 9), for example, states that \u201c[t]he movement of students and faculty across borders for periods of learning and discovery is by its nature the primary experience and active-learning component of internationalization.\u201d<\/p>\n The results of a 2017 online survey by NAFSA\u2019s International Education Leadership Knowledge Community, which explored topical internationalization issues, also show that a \u201cchanging landscape of higher education is prompting institutions to strategically plan, invest and grow international student enrollment and education abroad programs\u201d (Hot Trends for Senior International Officers, NAFSA 2017). Understanding student and staff mobility as a crucial tool for internationalization is therefore important. At the same time, however, there needs to be awareness of the fact that mobility should ultimately be aligned with other activities in a comprehensive institutional strategy targeting internationalization.<\/p>\n References<\/strong><\/p>\n \u2022 Comprehensive Internationalization: From Concept to Action At the beginning of this decade, \u2018comprehensive internationalization\u2019 was still considered an … <\/p>\n
\nJohn K. Hudzik
\nNAFSA, 2011
\nhttp:\/\/sustgglobaleducation.pbworks.com\/w\/file\/fetch\/59358291\/2011-Comprehensive%20Internationalization%20by%20John%20Hudzik.pdf<\/a> (accessed 02.11.2018)
\n\u2022 2017 Hot Trends for Senior International Officers NAFSA, 2017<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"