Internationalisation in Higher Education - Challenges and Opportunities
Dr Costas Chryssou
May 25, 2024
tamegon Innovation and Growth Advisory Firm
*** This is an article I published in 2019 while working for Muscat University ***
I was delighted earlier this week to moderate a panel discussion on the broad subject of internationalisation in Higher Education (HE) during the "Practical Education and Internationalisation in HE" conference held on the 6th and 7th of October 2019 at Muscat University in Oman.
Latest figures (UNESCO, 2018) suggest that international student numbers keep increasing globally from 4m in 2011 to 5m in 2016 (UNESCO, 2018). Over the last 25 years internationalisation has developed from a marginal activity and minor component of HE to a mainstream pursuit; it is now part of university strategic plans, national policy statements and even strategic moves of some nations to position themselves as education hubs. Internationalisation has evolved from the exchange of students and the provision of scholarships to study abroad, to international programmes, university campuses operating abroad, student mobility, provider mobility, franchised programmes, flying-in faculty, quality assured programmes, joint and double degree programmes.
The most commonly accepted definition of internationalisation is the one provided by Jane Knight (2008, p.21) to read as
“…the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of post-secondary education…”.
Internationalisation can be
- at home (IaH) – to develop intercultural and international awareness for students studying at institutions at home or
- abroad (IA) – for the provision of education across borders including, movement of staff, students, programmes etc. or
- at a distance (IaD) – to include online education capitalising on technology to reach global markets.
Based on the above context and definitions, the discussion panel was asked to consider the path that internationalisation has followed over the last 20 years, challenges and opportunities ahead and to consider whether Oman should/could become an education hub in the Middle East. The broad points of the panel discussion are summarised below:
- We all agreed that we have witnessed a shift from a cooperation model towards a model of competition. A transition from a model based on partnership, exchange of knowledge and students to a model based more on competition for student numbers and revenue generation. Barriers to internationalisation in HE discussed included student visa restrictions, constraints on length of stay after graduation and level of tuition fees that some nations consider or have established already. Risks to internationalisation in HE mentioned by the panel included the presence of education within the General Agreement on Trades and Services (GATS) making it a tradable commodity on the global market raising concerns linked to the role and purpose of HE and the public good.
- Opportunities for further developing internationalisation in HE included the review and development of broader international curricula allowing at home and abroad students to become global citizens - a key outcome and need for internationalisation. A strong emphasis was put on the whole student journey and experience for international students that still need to be improved and streamlined.
- The panel considered the development of Oman as an education hub with the notion receiving an overwhelmingly positive response from the conference audience. The panel suggested specific steps towards the achievement of such goal to include developing a national strategy for positioning Oman as an international brand in education, building on the unique selling points of the country and concentrating initially on niche subjects, such as Islamic finance, architecture and the Arabic language. Emphasis was placed on streamlining specific administrative processes making the student journey from admissions to graduation as seamless as possible.
- When panelists were asked to give a single principle that they believed should underpin internationalisation in HE over the next 20 to 30 years, responses such as, "I hope that in the future I will continue to be able to give to all my students an international mindset" and in terms of Oman becoming an education hub, "...it is important to create an attractive environment for international students to come and thrive in our country..." were given.
The discussion panel and audience, all being "products" of internationalisation themselves, shared the view that internationalisation plays a critical role in improving student preparedness to become global citizens and to contribute to global problems and challenges; to internationalise curricula and strengthen research and knowledge production and exchange.
"More importantly, internationalisation allows bridges to be built across nations, to promote partnerships and collaborations across borders, and to contribute to reducing otherness and promoting inclusiveness and belonging".
I welcome your views and comments.
Prof. Costas Chryssou, Deputy Vice-Chancellor for Finance and Administration


Costas Chryssou
MBA, PhD
Founder and Managing Director
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