Adapting to Transformative Global Contexts: A New Era for Internationalization in Higher Education and Research

Introduction

The landscape of international higher education and research is undergoing significant transformation due to new global contexts. The changing geopolitics, the COVID-19 pandemic, and the Russia-Ukraine conflict have reshaped the way higher education institutions operate and collaborate across borders. These developments necessitate a re-evaluation of the internationalization strategies that have long underpinned global academic and research collaborations (Huang & Welch, 2021). This Special Issue, guest-edited by Futao Huang from Hiroshima University and Lilan Chen from Osaka University, discusses these changing dynamics and their implications for higher education and research.

Redefining internationalization

Internationalization of higher education has traditionally involved student mobility, faculty exchanges, collaborative research, and the internationalization of curricula. However, recent global events have prompted a reconsideration of these aspects. Scholars like De Wit and Jones (2022) and Knight (2022) have reviewed the shifts in internationalization over the past two decades and speculated on its future in the post-pandemic era. Despite differing views, there is a consensus that significant changes have occurred and will continue to shape internationalization efforts in the coming years (Huang et al., 2022).

A critical observation is that much of the existing research on internationalization focuses on Western countries and is conducted by researchers in English-speaking regions. This Special Issue aims to provide a broader perspective by incorporating studies from diverse cultural and linguistic backgrounds, highlighting the unique challenges and opportunities faced by non-Western institutions and scholars.

Examining new contexts and factors

The articles in this Special Issue attempt to analyze and discuss changes in various aspects of internationalization of higher education and research, ranging from the international mobility of students, academics, and scientists to the changing understanding of the concept of internationalization of higher education and research. This discussion is not limited to a Western point of view but also includes an East Asian perspective. The impacts of the pandemic, changing geopolitics, the Russia-Ukraine conflict, and other factors like neo-nationalism are thoroughly examined. Furthermore, the Special Issue explores changes, issues, and prospects of internationalization at multiple levels—global, regional, national, institutional, programmatic, and individual.

Faculty dynamics in Japan

The article by Huang and Chen (2024) provides a comparative study of Chinese/Korean and British/American faculty at Japanese universities. The study reveals stark differences in job satisfaction and integration within Japanese academic institutions. Chinese/Korean faculty, with their higher scientific achievements and Japanese language proficiency, tend to secure senior positions and exhibit higher job satisfaction. In contrast, British/American faculty, despite their higher evaluation of working conditions, face challenges due to lower Japanese proficiency and perceived recognition.

These findings underscore the importance of language proficiency and cultural integration in enhancing job satisfaction and professional engagement for international faculty in Japan's higher education landscape. The study also highlights the need for tailored support systems to better integrate diverse faculty members into the academic fabric of Japanese universities.

Experiences of international researchers in Japanese companies

Li and Huang (2024) explore the motivations, contributions, and challenges of international researchers in Japanese companies through the lens of Tomlinson's Graduate Capital Model. Their research indicates that professional advancement, research environment, academic opportunities, economic factors, and cultural elements drive these researchers to work in Japan. Language proficiency in both Japanese and English plays a crucial role in their career mobility.

The study highlights the significant impact of the COVID-19 pandemic on researchers’ mobility and underscores the need for holistic support systems within Japanese companies to foster a more inclusive and competitive environment. These insights are vital for policymakers and corporate leaders aiming to attract and retain international talent in a rapidly globalizing market.

Compatibility issues in host environments

Kotake's (2023) case study of a local national university in Japan addresses the compatibility issues faced by international faculty. The study identifies six key areas where compatibility issues arise: organizational goals, systems for hiring and evaluating faculty, division of roles, organizational support, organizational culture, and societal values. These issues are exacerbated by recent national university reforms and highlight the peripheral status of international faculty despite their increasing numbers.

This research underscores the importance of aligning institutional goals and practices with the needs and expectations of international faculty. Providing adequate support and fostering an inclusive organizational culture are essential for maximizing the contributions of international faculty and enhancing their professional experiences.

International mobility and knowledge exchange

Shen (2024) examines the impact of international academic mobility on knowledge exchange between China and the West in the humanities and social sciences. The study reveals that Chinese scholars benefit significantly from international mobility through activities like international visits, conferences, and research collaborations. However, it also highlights the risk of exacerbating global knowledge asymmetries, with some scholars uncritically adopting Western paradigms.

Shen's research calls for a more reflexive approach to international academic mobility, promoting two-way knowledge exchange and cultural understanding. This is crucial for fostering equitable and inclusive academic collaborations that benefit both Western and non-Western societies.

Tokenization of international faculty in Korea

Song and Kim (2024) investigate the tokenization of international faculty in Korean universities. Their study reveals that international faculty often face low expectations and role encapsulation, limiting their contributions to the universities’ internationalization efforts. Despite the competitive drive to hire international faculty, inadequate post-hire support and negative perceptions from domestic faculty and staff pose significant challenges.

This research highlights the need for comprehensive support mechanisms and a shift in institutional culture to better integrate and leverage the potential of international faculty. Addressing these issues is crucial for advancing the internationalization objectives of Korean universities and enhancing their global competitiveness.

Impacts of internationalization modes on student competence

Yang and Li (2024) explore the impacts of different internationalization modes on the global competence of Chinese university students. Their study finds that studying abroad significantly enhances students’ global competence, while internationalization at home through international curricula and engagement with foreigners also has positive effects.

These findings demonstrate the value of both internationalization abroad and at home in fostering global competence among students. In the post-pandemic era, institutions should prioritize diverse internationalization strategies to equip students with the skills and perspectives needed to navigate an increasingly interconnected world.

New findings and implications

The new findings presented in this Special Issue provide valuable insights into the evolving dynamics of internationalization in higher education and research at multiple levels from a broader perspective involving researchers from diverse cultural and linguistic backgrounds affiliated in non-Western academic contexts:

First, the comparative study of faculty dynamics in Japan highlights the crucial role of language proficiency and cultural integration in enhancing job satisfaction and professional engagement. Tailored support systems for diverse faculty are essential for their successful integration into academic institutions. Second, the study on international researchers in Japanese companies underscores the need for comprehensive support systems to attract and retain international talent. The impact of the COVID-19 pandemic on researchers’ mobility necessitates adaptable and inclusive policies. Third, the research on compatibility issues in host environments emphasizes the importance of aligning institutional goals and practices with the needs of international faculty. Addressing compatibility issues through adequate support and an inclusive culture is vital for maximizing their contributions. Fourth, the study on international academic mobility between China and the West highlights the benefits and risks of mobility. Promoting two-way knowledge exchange and cultural understanding is essential for equitable and inclusive collaborations. Fifth, the investigation into the tokenization of international faculty in Korea reveals the challenges of low expectations and role encapsulation. Shifting institutional culture and providing comprehensive support are necessary for leveraging the potential of international faculty. Finally, the research on the impacts of internationalization modes on student competence demonstrates the value of both internationalization abroad and at home. Institutions should prioritize diverse strategies to enhance students’ global competence. In addition, the findings from Enkhtur et al.'s (2024) study provide critical insights into the evolving dynamics of international partnerships through VSM programs. The study highlights that while trust, commitment, and communication are crucial for successful partnerships, the quality of online support and the ability to maintain continuous, effective communication between universities are key to the success of VSM programs. The renewed partnership model they propose underscores the importance of these factors in the post-pandemic era, where hybrid and online modes of international collaboration are likely to become increasingly prevalent.

Limitations

Despite the valuable insights provided, this Special Issue has certain limitations:

First, while the Special Issue aims to provide a broader perspective, the majority of studies focus on East Asia. Future research should include more diverse regional perspectives to capture the global dynamics of internationalization. Second, some studies, particularly those involving qualitative interviews, have relatively small sample sizes. Larger and more diverse samples would enhance the generalizability of the findings. Third, the studies primarily provide cross-sectional data. Longitudinal studies would offer deeper insights into the evolving dynamics of internationalization over time. Finally, the findings are context-specific and may not be applicable to all the higher education institutions or regions. Comparative studies across different contexts would provide a more comprehensive understanding.

Future research directions

To build on the findings of this Special Issue, future research should consider the following directions:

First, expanding the scope of research to include more diverse regional perspectives from Africa, Latin America, and other underrepresented regions would provide a more comprehensive understanding of global internationalization dynamics. Second, conducting longitudinal studies would offer valuable insights into the long-term impacts of global events like the COVID-19 pandemic and geopolitical shifts on internationalization. Third, comparative studies across different regions, institutions, and academic disciplines would help identify commonalities and differences in internationalization practices and their outcomes. Fourth, examining the impact of national and institutional policies on internationalization efforts would provide practical recommendations for policymakers and higher education leaders. Fifth, including the perspectives of students, particularly those from underrepresented regions, would enrich the understanding of the impacts of internationalization on student experiences and their learning outcomes. Sixth, a more nuanced exploration of the dynamics by which global forces, such as COVID-19 and geopolitical tensions, influence the internationalization of higher education and research in each region and country, warrants further scholarly attention. Finally, exploring the role of technology in facilitating internationalization, particularly in the context of remote learning and virtual exchanges, would be highly relevant in the post-pandemic era.

Conclusion

This Special Issue provides a comprehensive examination of the internationalization of higher education and research in new global contexts. The articles collectively highlight the complex dynamics and diverse experiences of students, international faculty, and researchers across different cultural and institutional settings. As higher education institutions and policymakers navigate these evolving landscapes, it is crucial to adopt inclusive and reflexive approaches that promote equitable and meaningful international collaborations. By addressing the unique challenges and leveraging the opportunities presented by these new contexts, we can advance the internationalization of higher education and research in ways that benefit all stakeholders.

The findings from the articles in this Special Issue underscore the need for a multifaceted approach to internationalization that considers the diverse perspectives and experiences of all participants. The importance of language proficiency, cultural integration, and institutional support is evident across various studies. Additionally, the role of international academic mobility in fostering knowledge exchange and the challenges of tokenization, integration into local culture and societies, and compatibility in host environments highlight the complexities of internationalization despite the varied academic contexts.

As the world continues to grapple with the effects of the pandemic, geopolitical shifts, and other global changes, higher education institutions must remain adaptable and forward-thinking to navigate these turbulent times successfully. This Special Issue aims to contribute to the ongoing discourse on internationalization by providing valuable insights and practical recommendations for policymakers, educators, and researchers both within the targeted regions and countries, as well as in other contexts worldwide.