Journal of Studies in International Education

This article presents an empirical study of transnational higher education in China at the institutional level. The units of analysis are the Chinese partner universities of transnational higher education programs. Through comparison of research universities and teaching universities, the study finds that transnational higher education programs are developed and perceived differently by these two categories of universities. For teaching universities, transnational higher education is mainly used to expand enrollment. It is the most active internationalization activity on campus. For research universities, especially top research universities, transnational higher education’s major function is to provide academic opportunities for those aspiring for advanced professional degrees. It is only one of the many internationalization activities on campus. Teaching universities tend to use transnational higher education more to generate revenue and reduce cost.

Internationalisation of the sport industry has resulted in a demand for integration of international perspectives into the sport management higher education curriculum, to produce graduates capable of working within this rapidly developing global industry. Internationalisation of the curriculum can occur both abroad (i.e., study tour) or at home (i.e., within institution). A collaborative internationalisation at home (IaH) sport management curriculum research project was undertaken between the University of Worcester (the United Kingdom) and La Trobe University (Australia) sport management programmes in 2010. Reflections from the student cohorts and participating academics are presented to provide a case study of a teaching and learning collaboration and to address the lack of individual voice in internationalisation discourse. The results of this study indicate that there are benefits to classroom-level intervention. However, working within the institutional environment presents challenges to the development and implementation of such projects.

Dual-degree programs are intended to prepare graduates to work in a global job market by providing more extensive international experiences, thus enhancing their employability. These programs typically take longer to complete and cost more, yet there is little documentation regarding their effectiveness. This study was designed to examine strengths and weakness of a sample of existing formalized programs at the graduate level in engineering through surveys and focus groups with four key stakeholder groups: students currently enrolled in dual- or joint-degree programs, faculty teaching in those programs, alumni who have recently graduated from those programs, and employers who have either hired alumni from these programs or are in a position to hire future graduates. Results indicate that all stakeholder groups were positive about these programs, and there is demand for them among students though gains were indicated in personal dimensions (e.g., self-reliance) rather than professional ones. In addition, employers were unclear about what dual-degree programs were and did not tend to view graduates as more marketable. Further study with more diverse groups is indicated.

This study examines the day-to-day experiences of female spouses of international students living in the United States as legal dependents of their male student spouses. Although these women are well-educated professionals, as legal dependents, they are prohibited from engaging in educational and professional endeavors during their sojourn. As a result of these limitations placed on their day-to-day activities, this study reveals that these women frequently experience social isolation, economic challenges, and emotional struggles. Given the economic, cultural, and intellectual benefits of international students and their families to campus communities, these findings suggest that it is imperative for colleges and universities to provide spouses of international students with access to programs and services that meet their educational, professional, and social needs. As universities compete to attract international students, the existence of services and programs for accompanying spouses could become a key factor in where international students choose to pursue their education.

This report outlines a method for learning about the internationalization processes at institutions of adult and higher education and then provides the analysis of data gathered from the researchers’ own institution and from site visits to three additional universities in the United States and the United Kingdom. It was found that campus internationalization requires a deep understanding and appreciation of the institutional context. In addition, although elements of internationalization may be implemented, the findings indicate there is a need to underpin these approaches with (a) a shared understanding of what internationalization is and the ways it should ultimately impact student learning within an institution and (b) a collection of assessment methods for evaluating internationalization efforts and learning outcomes. Implications and recommendations for further research are also offered.