The interconnected and globalized world at the moment requires the internationalization of higher education as no longer a choice but a necessity. According to UNESCO, the number of international students worldwide reached 6.6 million in 2017, showcasing the importance of global interaction.

Institutions of higher learning recognize the need to embrace internationalization as a response to the ever-changing demands of the 21st-century workforce. It’s a strategy that is about staying competitive and relevant in an increasingly diverse and interconnected world. UNESCO’s efforts in internationalization often align with the United Nations Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 17 (Partnerships for the Goals).

Beyond Student Exchange: A Comprehensive Approach

At present, among the 235 million students across the globe, 6 million are pursuing education in foreign countries, a significant increase from the 2 million who did so in the year 2000. In addition, a majority of these 6 million students are attending universities or schools outside their own geographical region.

It has been highlighted time and again that internationalization in higher education isn’t just about exchange programs welcoming international students or sending students abroad. It’s a comprehensive approach that covers a wide array of activities and strategies, all aimed at preparing students for a globalized world. These initiatives include study abroad programs, international research collaborations, faculty and student exchange programs, and the recruitment of international students and faculty. At its heart, internationalization enriches the academic experience, promotes cultural diversity, and equips students to excel in a global context. 

Globalization of higher education depends on areas such as quality strategy, faculty empowerment strategy, financial management, and resource mobilization strategy. These are some facets that are a necessary part of a quality improvement strategy. The quality policy is important when quality strategy comes into the picture, considering facts such as leadership vision, student progression, expectations of society, and welfare of the employees. The Faculty empowerment strategy is made in cases of problem identification, training, retraining, and motivation. Financial management and resource mobilization strategies are adopted through budgeting and internal & external audits.

Quality Strategy, Faculty Empowerment, and Financial Management

An essential component of the success of Globalization is the institution’s robust quality policy. The policy is an embodiment of the institution’s dedication to providing World-class quality professional education. It takes into account the aspirations of students, societal expectations, and employee welfare. The commitment to quality should not be merely words on paper; it should be a working reality within the organization. This pledge must be communicated to all stakeholders through various channels, including college publications and teaching materials, and prominently displayed on the institute’s premises and website.

Internationalization as an Educational Imperative

The dedication to quality must extend to all aspects of its operations, from library and information services to computer labs, infrastructure, administration, examinations, student information systems, and placement services. Meticulous reviews and feedback mechanisms should be in place to continuously uphold and enhance the quality policy, ensuring that Nims consistently delivers excellence.

To effectively advance internationalization, institutions must strategically deploy their assets. These assets cover a broad spectrum of resources, both tangible and intangible, which can be used to create a globalized learning environment. Faculty expertise and research collaborations, global partnerships, study abroad programs, international student recruitment, technology and e-learning, and global perspectives in the curriculum are all assets that can be effectively harnessed to internationalize higher education. 

While the strategic deployment of institutional assets is a powerful strategy, it has challenges. Institutions must navigate issues such as funding, bureaucratic obstacles, and cultural differences. Additionally, a commitment to diversity, equity, and inclusion must underpin all globalization efforts to ensure that all students have equal access to these opportunities.

Conclusion

The internationalization of higher education is not just a strategic choice; it is an essential part of a well-rounded education. It prepares individuals for the challenges and opportunities of a globalized world. It should serve the power of strategic asset deployment and the profound impact it can have. As institutions continue to embrace this strategy, they will undoubtedly play a pivotal role in shaping the leaders and thinkers of tomorrow in an interconnected, globalized society.

The Global Convention of UNESCO, after its implementation in 2019, has been ratified for the 20th time in 2022 and entered force in March 2023. By May 2023, it has been ratified by 22 States. It is clear evidence that the world is acknowledging the global extension of higher education.

As I stand in my capacity to serve as the Chair of NIMS University, I exemplify the successful execution of these strategies and share a shred of evidence of the power of leveraging institutional assets and resources to drive internationalization. The efforts are utilized by Nims University as it contributes through MoUs, collaborations, and Exchange programs. NIMS will full-fledgedly embrace the SDGs. We have established the Global Centre for Sustainable Development and pledged to observe the 10 SDGs closely on a monthly basis, starting in November.