Focusing on the concept of Responsible Internationalisation (RI) in national policy on Swedish higher education (HE) between 2017 and 2024, this study applies Bacchi's (2009, 2016) What's the Problem Represented to Be? (WPR) framework to analyse discursive change. The findings reveal a shift from solidaristic framings of internationalisation as a common good towards increasingly strategic rationales centred on competitiveness, security, and institutional protection. This shift reconfigures the ideological and epistemological foundations of internationalisation, moving from ethical and reciprocal orientations towards technocratic and risk-oriented governance logics. While articulated through normative language, RI functions primarily as a governance device that reorganises responsibility around control and risk management. Situating the Swedish case within wider international debates, the study contributes to critical understandings of internationalisation policy and its implications for equity, academic values, and global collaboration.
This study explores the strategies, engagement, challenges, and perceived effectiveness associated with AI-supported IaH practices in Chinese universities. Data were collected through qualitative interviews with students, lecturers, and international office staff ( N = 40), and a quantitative survey involving 438 respondents. Thematic analysis revealed three AI-enhanced strategies: virtual exchange initiatives, adaptive multilingual platforms, and data-driven curriculum reform. Engagement during the IaH programs was found to be multidimensional (behavioral, cognitive, and social), while challenges included technological limitations, pedagogical integration issues, and cultural-linguistic mismatches. Structural equation modeling showed that institutional strategies (β = 0.33, p < .001) and engagement (β = 0.57, p < .001) were positively associated with perceived IaH effectiveness, while perceived challenges were negatively associated with perceived effectiveness (β = -0.48, p < .001). Findings highlight the potential of AI technologies for inclusive internationalization and underscore the need for strategic planning, faculty development, and culturally responsive AI integration.
In this paper we address the gap in understanding how rationales for internationalization at the individual micro-level align or not with the strategies adopted at the organizational macro-level. By capturing the ‘why's’ inherent in existing macro-level and micro-level rationales for internationalization, we offer insights into gaps, mismatches, and commonalities from different perspectives. Hence, we re-envision internationalization rationales by aligning narratives that capture the involvement of all contributors. We present a resultant holistic rationales framework that bridges existing disconnect between policy and practice, and underpins recommendations for achieving inclusive and transformational internationalization for institutions and individuals.
Turkish higher education increasingly focuses on internationalization, driven by the Erasmus Program, the Bologna Process, and rising international student numbers. Student mobility, particularly Erasmus, remains the most impactful initiative, though implementation varies among institutions. Despite this progress, curriculum internationalization and inclusivity-critical to global education-get limited attention in both research and practice in T & uuml;rkiye. This study, stemming from a project, explores how various Turkish institutions approach these two areas. Given T & uuml;rkiye's strategic location, growing international student body, and active role in European initiatives, it's essential to examine its position globally and regionally. Findings from this qualitative study show that awareness and implementation of inclusive, international curriculum practices are limited and non-strategic across Turkish higher education.
