Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
Vol
.
4,
N
o
.
4
,
D
ecem
b
er2
0
1
5
,
pp
.
19
6~
19
9
I
S
SN
: 225
2-8
8
2
2
1
96
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Intern
ati
o
nali
zati
on of Higher Ed
ucati
o
n: Pot
e
ntial
Benefits and Costs
Tahira Jibee
n
1
, M
a
sh
a
As
ad
Kh
an
2
1
Departm
e
nt
of
Hum
a
nities, CO
MSATS Institute of
Inform
ation
and T
echnolo
g
y
, Lahor
e 54000
,
Pakistan
2
Psy
c
holog
y
D
e
partment Forem
a
n Christ
ian Co
llege Laho
re 540
00, Pakistan
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Oct 24, 2015
Rev
i
sed
No
v
20
, 20
15
Accepted Nov 28, 2015
Interna
tiona
liz
at
ion of
higher education
is the top
stage of
intern
ation
a
lrelations am
ong universities and it
is no longer reg
a
rded as
a
goal in i
t
self, b
u
t as a m
eans to im
prove the
qualit
y of
edu
cat
ion. Th
e
knowledge trans
l
ation
and acqui
sition, m
obili
zat
ion of talen
t
in support of
global r
e
s
ear
ch
and en
chantm
en
t of th
ecurr
iculu
m
with intern
at
i
onal
conten
t
are cons
ider
ed t
o
be the benefits
of
internation
a
lization of higher education.
Though,
intern
ationalization ho
ld
s man
y
pos
itives
to high
er
education, ther
e
are grav
e risks associat
ed with
this m
u
ltifacet
ed and growing phenom
enon
including
commercial prof
it, academic co
lon
i
zation and diff
iculty in ensuring
quality
educatio
n.
The curren
t
r
e
view
has implicationsfo
reducational po
licy
m
a
kers to ensure
positive b
e
nefi
t
s
to the high
er e
ducat
ion insti
t
uti
ons and the
countries con
cer
ned.
Keyword:
Academ
ic colonization
Co
mmercial p
r
o
f
it
Dual
de
gree
K
now
ledg
e acq
u
i
sition
Th
reat t
o
cu
ltural v
a
l
u
e
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Tahi
ra Ji
bee
n
,
Hu
m
a
n
ities Dep
a
rtm
e
n
t
,
COMSATS
Institu
te o
f
In
fo
rmatio
n
and
Tech
no
log
y
,
Laho
r
e
54
00
,
Pak
i
stan
.
Em
a
il:j
ib
een
ta@yaho
o
.co
m
1.
INTRODUCTION
Globalization affects differe
n
t
sect
ors
of
soc
i
et
y
i
n
cl
udi
n
g
hi
g
h
er e
d
ucat
i
o
n
as i
t
has i
n
t
e
nsi
f
i
e
d
t
h
e
m
obility of ide
a
s and pe
ople in this
sector [1]. As t
h
e role
of
global
inte
rde
p
e
nde
nce
has bee
n
accept
e
d in
econom
i
c, political, and soc
i
al dynamics;
academ
e’s
internationalizing functi
on t
o
o has
bec
o
m
e
m
o
re
ab
so
rb
en
t of in
terd
ep
en
d
e
n
c
e. All o
v
e
r t
h
e wo
rld,
un
iv
ersities respo
n
d
to
ch
allen
g
e
s p
r
esen
ted
b
y
g
l
ob
alizatio
n
i
n
v
a
riou
s
ways. On
e respon
se is th
e in
tern
ationalization of t
h
e uni
v
ersity ca
m
puses.
In order t
o
g
e
t b
e
n
e
fit from th
e g
l
ob
al tren
d, m
a
n
y
ed
ucatio
n
a
l in
stitutio
n
s
are trying
h
a
rd
to
establish
ag
reem
en
t
s
and
co
llab
o
ration
s
with
reg
i
o
n
a
l,
in
tern
atio
n
a
l
and
ev
en in
tercon
tin
en
tal
un
iv
ersities [2
].
The international relations a
m
ong uni
versities have
expe
nde
d significa
n
tly duri
ng t
h
e past two
decade
s
[3]-[5]
. The
de
finition
of i
n
te
rnationalization
of hi
ghe
r e
d
ucation re
fe
rs t
o
the
process of i
n
tegrating
an internationa
l or interc
u
ltural aspect into the
teaching,
re
search a
n
d service fu
nctions of
inte
rnationa
lization
[6]-[7].
Worl
dwide, the
m
a
j
o
rity of educational i
n
stitutions place a
hi
gh i
m
portance
to internationalization,
with
Eu
ro
p
e
t
o
p
p
i
n
g
t
h
e list i
n
th
is reg
a
rd
,
fo
llo
wed
by North Am
erica, the Middl
e Eas
t
, the Latin America
an
d th
e Caribbean
.
Usu
a
lly, th
e larg
e Eng
lish
–
s
p
e
ak
ing
n
a
t
i
o
n
s
prov
id
e mo
st serv
ices
rel
a
ted
to
i
n
tern
atio
n
a
l
h
i
gh
er edu
catio
n
i
n
itiativ
es an
d
con
t
ro
l m
o
st p
r
o
g
ram
s
whereas
Asia
n,
Latin Am
erican m
i
ddle-income,and
po
o
r
nat
i
o
n
s
of
t
h
e
de
vel
o
pi
n
g
wo
rl
d
are
t
h
e “b
uy
i
n
g” c
o
u
n
t
r
i
e
s as
t
h
ey
a
r
e
una
bl
e t
o
m
eet
gr
o
w
i
n
g
de
m
a
n
d
[
8
]-[
9
]
.
Whi
l
e
di
sc
ussi
ng i
t
s
sco
p
e and
vol
um
e
i
n
fut
u
re, A
u
st
r
a
l
i
a
n expe
rt
s arg
u
e
d
t
h
at
cu
rre
nt
l
y
t
w
o
mil
lio
n
stud
en
t
s
are stud
ying
as an
in
tern
ation
a
l stud
en
ts,
bu
t app
r
ox
im
a
t
e
l
y 1
5
m
i
llio
n
s
tu
d
e
n
t
s
will stu
d
y
ou
t
of t
h
ei
r co
unt
r
i
es by
20
2
5
[
8
]
.
The sco
p
e
of i
n
t
e
rnat
i
o
na
l
i
zat
i
on of
hi
g
h
er e
ducat
i
on
has t
a
ke
n o
n
v
a
ri
o
u
s
degrees of inte
rests and areas
of fo
cus t
h
at
ran
g
e f
r
om
t
r
adi
t
i
onal
st
u
d
y
abr
o
a
d
pr
o
g
ra
m
s
, t
a
ki
ng co
u
r
ses at
colleges or unive
r
sities in othe
r count
ries through in
te
rnet or face to face arra
nge
ments such as bra
n
c
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE I
S
SN
:
225
2-8
8
2
2
In
tern
a
tiona
liza
tio
n o
f
High
er Edu
c
a
tio
n: Po
ten
tia
l Ben
e
fits an
d Co
sts (Ta
h
i
ra
Ji
b
een
)
19
7
ca
m
puses
or
franchises. Ot
he
r activities include i
n
tern
ational partne
rships, academ
ic
program
s
and re
search
activ
ities th
at e
m
p
h
a
size ad
v
a
n
cem
en
t o
f
in
tern
ation
a
l stu
d
en
ts’ p
e
rsp
ectiv
es and
sk
ills, p
r
o
m
o
tio
n
o
f
fo
rei
g
n
language
progra
m
s
and access
to c
r
os
s-c
u
ltural unde
rstanding
[10].
2.
POTENTI
AL BENEFITS
AN
D
CO
S
T
S OF I
N
T
E
RN
ATIO
NA
LIZ
A
TION
OF HI
GHE
R
EDU
CATI
O
N
The i
n
t
e
r
n
at
i
o
nal
i
zat
i
on o
f
hi
ghe
r ed
ucat
i
o
n
can be be
nefi
c
i
al
i
n
sust
ai
ni
ng an
d gr
o
w
i
n
g sci
e
nce an
d
scholars
hip through dynam
i
c
academ
ic exchange
s; and
bui
lding s
o
cial and econom
ic
ca
pacity in devel
opi
ng
co
un
tries. Th
e western
u
n
i
versities ar
e estab
lish
i
ng
powerfu
l in
tern
ati
o
n
a
l n
e
t
w
ork
s
an
d
asso
ciatio
n
s
t
o
m
o
b
ilize ap
tit
u
d
e
and
ab
ility in
fav
o
r
o
f
t
r
an
sfer of
k
nowledg
e, adv
a
nced
p
o
licies an
d g
l
o
b
a
l
research
fo
r
enha
nci
n
g i
n
v
e
stm
e
nt
and
m
easuri
n
g i
m
pact
. M
o
re
o
v
er
,
t
h
ey
are
usi
n
g e-t
e
c
h
nol
ogy
an
d s
o
ci
al
m
e
di
a as
im
portant a
nd infl
uential tools for inc
r
ea
sing public
access to
relevant inform
atio
n for
aidi
ng talent
recruitm
ent and retention [10]. In this way,
access is
provi
ded t
o
highe
r
education in c
o
untries whe
r
e
local
in
stitu
tio
n
s
cann
o
t
m
eet th
e d
e
man
d
s
.
Th
e po
sitiv
e
asp
ects of in
tern
ation
a
lizatio
n
in
cl
u
d
e i
m
p
r
ov
ed
acad
e
mic q
u
a
lity, i
n
tern
atio
n
a
lly
ori
e
nt
ed st
u
d
e
n
t
s
an
d st
af
f,
and
nat
i
o
nal
and i
n
t
e
r
n
at
i
onal
ci
t
i
zens
h
i
p
f
o
r st
ude
n
t
s and st
a
ff
fr
om
un
de
rde
v
el
o
p
e
d
co
unt
ri
es. Fo
r dev
e
l
o
ped c
o
unt
ri
es, re
ve
n
u
e
gene
rat
i
on a
nd
brai
n gai
n
a
r
e pot
e
n
t
i
a
l
benefi
t
s
.
In eve
r
y
respect including
ratio
of international st
ude
n
ts, franc
h
iser
of academ
ic program
s
to forei
gn
p
r
ov
id
ers
or qu
ality
g
u
a
ran
t
ors, Western
d
e
v
e
lop
e
d
coun
tr
ies g
a
in
t
h
e m
a
in
fin
a
n
c
ial b
e
n
e
fits [11
]
.Ot
h
er k
e
y
bene
fi
t
s
of i
n
t
e
rnat
i
o
nal
i
zat
i
on i
n
cl
u
d
e di
ver
s
i
f
y
i
ng a
nd e
n
hanci
ng t
h
e l
earni
ng e
nvi
ro
n
m
ent
for t
h
e be
nefi
t
o
f
d
o
m
estic stu
d
en
ts, th
e Un
iversity, and
the n
a
tion
.
Furth
e
r, it h
a
s t
h
e po
ten
tial to ch
an
g
e
t
h
e l
i
v
e
s of
i
n
t
e
rnat
i
o
nal
st
ude
nt
s as i
t
hel
p
s i
n
pr
o
duci
ng
gra
d
ua
t
e
s wh
o are i
n
t
e
r
n
at
i
onal
l
y
kn
ow
l
e
dgea
b
l
e
an
d cross
-
cu
ltu
rally sensitiv
e. Th
e stud
en
t m
o
b
ility all
o
ws th
em
to
tran
sfer t
o
a
d
i
fferen
t
env
i
ron
m
en
t,
wh
ere t
h
ey can
un
de
rst
a
n
d
t
h
e
co
nnect
i
ons
b
e
t
w
een t
h
e l
o
c
a
l
envi
ro
nm
ent
i
n
whi
c
h t
h
ey
l
i
v
e, a
n
d t
h
e
gl
o
b
al
e
nvi
r
o
n
m
ent
[1
2]
.
Th
e i
n
ternatio
n
a
lization
of ed
u
cation
also
facilitates in
eng
e
ndering
th
e “in
t
ern
a
tio
n
a
l
characte
r
istics” fostere
d
in stude
nts
that are
desirable in a global econo
m
y
such as i
n
t
e
r
n
at
i
onal
-
m
i
ndedne
ss
an
d op
en
m
i
n
d
ed
n
e
ss,
second lan
g
u
a
g
e
co
mp
eten
ce, flex
ibilit
y o
f
t
h
ink
i
ng
, t
o
leran
ce and
resp
ect
fo
r oth
e
rs
[1
3]
-[
1
4
]
.
T
h
i
s
p
h
en
om
enon
al
so
devel
ops
et
hi
cal
com
m
i
tm
ent
t
o
al
l
o
w
st
ude
nt
s t
o
ex
am
i
n
e t
h
ei
r i
m
pl
i
c
i
t
an
d exp
licit b
e
liefs and
d
e
v
e
l
o
p a sen
s
e
of respo
n
s
i
b
ility an
d civ
i
c en
gage
m
e
n
t
[9
].
Tho
ugh
a lo
t
of po
sitiv
e attentio
n
h
a
s
b
e
en
giv
e
n
t
o
th
e in
tern
ation
a
lizatio
n
o
f
h
i
gh
er edu
catio
n and
t
h
i
s
p
r
oce
ss
ho
l
d
s m
a
ny
bene
fi
t
s
t
o
hi
g
h
er e
ducat
i
o
n,
se
ver
e
ri
sks
,
c
h
al
l
e
n
g
es, a
n
d c
ont
r
ove
rsi
e
s a
r
e
pa
rt
o
f
this m
u
ltifacet
ed a
n
d
growi
n
g
phe
nom
e
non
[15].
In m
a
ny countries, seri
es
of discussions ha
ve been
taking
place re
garding the
directions as well as it
positives and
negative
aspec
t
s. In these
discussions, it ha
s bee
n
p
o
i
n
t
ed ou
t that to
o m
a
n
y
effo
rts
h
a
v
e
primarily fav
o
u
r
ed
u
n
i
v
e
rsities in
th
e
W
e
st,
wh
ile
do
ing
little to
pr
om
ot
e l
ong
-
t
erm
advances
fo
r t
h
ose i
n
de
vel
o
pi
n
g
nat
i
o
n
s
[
1
6]
.
The
Int
e
r
n
at
i
o
nal
Ass
o
ci
at
i
o
n o
f
Un
i
v
ersities (IAU) Surv
ey
(20
0
5
,
as cited in
Kn
i
g
h
t
, 200
7)
ind
i
cated
t
h
at in
tern
atio
n
a
lizatio
n
is
b
e
n
e
fi
cial to
t
h
e hi
g
h
er ed
u
cat
i
on b
u
t
app
r
o
x
i
m
at
el
y
70 % of t
h
e sam
p
l
e
sugge
st
ed t
h
at
si
gni
fi
ca
nt
ri
sks are asso
ci
at
ed
with
th
e in
ternatio
n
a
l d
i
m
e
n
s
io
n of
h
i
gh
er edu
catio
n [17
]
.
It is i
m
p
o
r
tan
t
to
no
te th
at t
h
e m
o
st o
f
th
e co
un
tries i
d
entified
co
mm
er
cia
l
i
zat
i
on, b
r
a
i
n d
r
ai
n a
n
d
lo
w
qu
ality ed
u
catio
n as th
e
maj
o
rs risk
s asso
ciated
w
ith
i
n
tern
atio
n
a
lizatio
n
o
f
h
i
gh
er ed
u
cation
.
Moreov
er,
each of these
risks relates more to
the c
r
os
s-borde
r
aspec
t
s
of internationalization tha
n
the ca
m
pus-based
activ
ities [1
7
]
. On
e of th
e salien
t
m
o
tiv
es b
e
h
i
nd
in
ternatio
n
a
lizatio
n
effo
rts is p
r
o
f
it
m
o
t
i
v
e
as man
y
u
n
i
v
e
rsities see in
tern
ati
o
n
a
l
effo
rts as a way to
attract
“rev
enu
e
t
o
b
a
lance th
eir
b
udg
ets”. Th
e in
tern
atio
n
a
l
u
n
i
v
e
rsities are eag
er to
recru
it in
tern
ational stu
d
e
n
t
s so
th
at th
ey can
ch
arg
e
h
i
g
h
e
r fees [16
]
. Th
e
western
u
n
i
v
e
rsities are estab
lish
i
n
g
th
e b
r
an
ch
cam
p
u
s
es b
u
t
th
ese b
r
an
ch
es are m
a
k
i
n
g
m
o
n
e
y an
d
profi
t
th
at g
o
back t
o
t
h
e
m
a
i
n
cam
pus.
In
ot
he
r words these
bra
n
ches charge h
eavy fees from thestude
nts of the
d
e
v
e
l
o
p
i
n
g
cou
n
t
ries to
fin
a
n
ce th
e
d
e
v
e
lop
e
d in
stitu
tion. As
stak
es
g
e
t h
i
gh
er, pu
rsuin
g
go
als wh
ich
are
m
o
re commerc
ial than acade
m
ic
in the long run, co
m
e
at a cost. This
ki
nd
of i
n
ternationalization is unlikely
to
b
r
i
n
g
th
e typ
e
of i
m
p
r
ov
emen
t in
th
e q
u
ality
o
f
h
i
gh
er ed
u
cation
—
t
h
e en
rich
ed
learn
i
ng
env
i
ro
n
m
en
t—
th
at
was
to
b
e
g
a
in
ed
.
Th
elo
s
s
o
f
cu
l
t
u
r
al
o
r
n
a
tional id
en
tity, hom
o
g
e
n
i
zatio
n
o
f
in
tern
ation
a
l cu
rricu
l
u
m
a
n
d “brain
drai
n” are t
h
re
at
s t
h
at
are i
n
h
e
rent
i
n
t
h
e i
n
t
e
rnat
i
o
nal
i
zat
i
on
of
hi
g
h
er e
ducat
i
o
n [
1
8]
. It
i
s
im
port
a
nt
t
o
not
e
that these campus
es are
serving as “a
thre
at to cultu
ral v
a
lu
es
of th
e
h
o
s
t so
ciety”.
Accord
ing
to
Kn
i
g
ht
(200
7), th
e l
o
ss o
f
cu
ltural id
en
tity is d
e
fi
n
itely th
e
m
o
st sig
n
i
fican
t
risk
fact
o
r
attach
ed
t
o
th
e
p
r
ocess of
in
tern
ation
a
lizatio
n
[17
]
. Moreov
er, th
e i
n
tern
ation
a
li
zat
i
on
o
f
hi
ghe
r e
ducat
i
o
n sy
st
e
m
i
s
wi
deni
n
g
t
h
e g
a
p
bet
w
ee
n soci
o
econ
o
m
i
c cl
asses and t
h
us cr
eat
i
ng di
sc
ri
m
i
nat
i
on am
ong
devel
opi
ng s
o
c
i
et
i
e
s’ st
udent
s
[19]
.
It is co
n
s
id
ered
to
b
e
a th
reat to
th
e in
tel
l
ectu
a
l,
cul
t
u
ral
and ec
on
om
i
c
fo
rt
u
n
e
o
f
u
nder
d
ev
elop
ed
co
un
tr
ies
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:22
52-
882
2
IJERE
Vol. 4, No. 4,
Decem
ber2015
:
196–199
19
8
as de
vel
o
ped
cou
n
t
r
i
e
s a
r
e
pre
p
ari
ng t
h
es
e st
ude
nt
s f
o
r
fu
rt
he
r hi
ghe
r o
r
p
r
ofessi
o
n
al
st
u
d
i
e
s o
r
jo
b
acq
u
i
sition
in
th
eir ho
m
e
lan
d
.
In
tern
ation
a
lizatio
n
o
f
educatio
n
b
y
west
ern
adv
a
n
c
ed
u
n
i
v
e
rsities h
a
s also
been e
q
uated
with academ
ic
coloniza
tion that seeks to i
n
crease t
h
eir a
cadem
ic influe
nce
into
devel
opi
ng
n
a
tio
ns [20
]
. Fo
r ex
am
p
l
e, h
i
g
h
e
r ed
u
cati
o
n in
stitu
tio
n
s
t
h
at are b
a
sed
i
n
Europ
e
an
n
a
ti
o
n
s
now h
a
v
e
b
r
an
ch
ca
m
puses
in
pl
aces such as
Vietna
m
,
Singapore
and
Qa
tar.
This c
o
lonization incl
udes
int
e
rnationalization of
curriculum
, program
s
, academic sta
ff and the students movi
ng towa
rds
develope
d count
ries
for admission
[8
]. Th
e acad
e
mic co
lo
n
i
zatio
n
p
r
o
cess centers o
n
p
r
o
d
u
c
t
i
v
ity an
d
sk
ill
ex
ch
ang
e
rath
er th
an
on
m
ean
in
gfu
l
tran
sform
a
t
i
o
n
o
f
cu
ltural id
eals. In
stead
,
these in
stitu
tio
n
s
seek
to
exp
a
nd
th
eir statu
s
an
d
n
a
m
e
reco
gn
itio
n
while
rem
a
ining com
p
etitive with
other industrialized nation’
s academ
ic institutions [21].
Qu
ality in
suran
ce is ano
t
h
e
r main
p
r
ob
lem
as
m
a
n
y
o
b
j
e
ctio
n
s
h
a
v
e
b
e
en
raised
reg
a
rdin
g
th
e l
o
w
stan
d
a
rd
of the in
tern
ation
a
l
h
i
gh
er edu
cat
io
n
p
r
og
ram
s
. As th
e
qu
ality
o
f
edu
catio
n
is at serio
u
s ri
sk
, it
deser
v
es
g
r
eat
at
t
e
nt
i
on t
h
at
pr
o
v
i
d
er
s,
pr
o
g
ram
s
, cre
d
i
t
s
, an
d
qual
i
f
i
cat
i
on m
u
st
be
re
cog
n
i
zed
at
na
t
i
onal
an
d in
tern
ation
a
l. Th
e o
t
h
e
r issu
es related
to th
e in
tern
atio
n
a
lization of ed
u
c
atio
n in
clud
e
reg
i
stratio
n,
licensing and recognition
by
the se
nding
or the
receiving c
o
untries.It
has
been found t
h
a
t
m
a
ny count
ries
do
n
o
t
h
a
v
e
th
e
rig
i
d
system
s to
reg
i
ster
or assess ou
t of
co
un
t
r
y p
r
ov
id
ers mak
i
ng
m
o
n
ito
ri
n
g
of th
eir activ
ities
diffic
u
lt. Secondly, it is difficult to
standa
rdize and m
a
i
n
tain the qua
lity of the acade
m
ic experience of
st
ude
nt
s st
u
d
y
i
ng as i
n
t
e
r
n
a
t
i
onal
st
ude
nt
s
i
n
devel
o
pe
d
cou
n
t
r
i
e
s [
2
2
]
. Tho
u
g
h
aut
h
ent
i
c
nat
i
o
na
l
and
in
tern
ation
a
l accred
itatio
n ag
en
cies work
in
m
a
n
y
co
untries en
suring qu
ality an
d
h
i
gh
stan
d
i
n
g
of th
e
program
s
, but
non
recognize
d
a
n
d ille
giti
mate accreditation se
rvices
do
no
t m
a
ke obj
ect
ive assessm
ent of the
program
s
. It is not known whethe
r the exi
s
ting natio
nal
level accredita
tion and quality assura
nce syste
m
ad
dress edu
catio
n
m
o
b
ility acro
s
s coun
tries, cu
ltures
and
j
u
risd
iction
s
. Th
e stud
en
ts, em
p
l
o
y
ers an
d
t
h
e
p
u
b
lic
n
eed
s to
b
e
aware
o
f
th
ese accred
itatio
n
(and
d
e
gree) m
ills wh
ich
are
o
f
ten
no
m
o
re th
an a web
add
r
ess
an
d
d
o
e
s n
o
t
fal
l
un
de
r t
h
e
j
u
ri
s
d
i
c
t
i
o
n
of
nat
i
o
nal
re
gul
at
o
r
y
sy
st
e
m
s [23]
.
3.
CO
NCL
USI
O
N
Sin
ce h
i
g
h
er ed
u
cation
i
n
stitu
tio
ns are t
h
e essen
tia
l acto
r
s
in
creating
wel
l
-b
alan
ced
an
d
co
nstru
c
tive
in
tern
ation
a
lizatio
n
strateg
i
es, th
ey m
u
st adv
o
cate
fo
r
po
licy ch
ang
e
at t
h
e
g
o
v
e
rn
m
e
n
t
al lev
e
l if th
e
p
o
licies
are driving i
n
ternationalization i
n
di
rections
that might not serve long-te
r
m academic purposes
.
In
th
is reg
a
rd
,
th
e
m
o
st i
m
p
o
rtan
t an
d
on-go
ing
task
fo
r all h
i
g
h
e
r ed
u
cation
stak
eho
l
d
e
rs remain
s th
e co
n
tin
uou
s
ex
am
in
atio
n
an
d ev
al
u
a
tion
o
f
th
e effects of in
tern
ation
a
lization. It i
n
cludes e
x
am
ining
the im
pact of a
m
o
re
in
tern
ation
a
lly op
en pro
g
ram
,
classro
o
m
, and
institu
tio
n on
stud
en
t
s
and
effects on
creatio
n
o
f
n
e
w
kn
o
w
l
e
d
g
e i
n
fl
uence
d
by
e
x
p
o
su
re t
o
sc
hol
ars an
d resea
r
c
h
ers
fr
om
ot
her part
s
of t
h
e
wo
rl
d
.
Fu
rt
he
r
m
ore,
th
e in
tern
ationalizatio
n
of t
h
e h
i
gh
er ed
u
cati
o
n sh
ou
ld no
t
be
ju
st
a m
e
re pape
r a
g
r
eem
ent
;
as t
h
e
t
r
ue e
ssence
o
f
su
ch
co
llabo
ration
s
requ
ires ex
ecu
tio
n in
an env
i
ron
m
en
t wh
ich
is
fav
ourab
le to the d
e
v
e
lop
m
en
t
o
f
t
h
e
in
tern
ation
a
l pro
cess b
y
all mean
s. In
assessin
g
t
h
e im
p
acts th
at g
r
adu
a
te fro
m
th
ese in
stitu
tes go
ing to
h
a
v
e
on
t
h
e
soci
et
y
or
com
m
uni
t
y
i
n
w
h
i
c
h
t
h
ey
l
i
ve i
s
al
so
t
h
e
dut
y
of
al
l
hi
g
h
e
r e
ducat
i
o
n st
ake
hol
ders
.
REFERE
NC
ES
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ternationalization ofh
i
gher
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:
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ilable/etd-0620
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, pp
. 84-1
01, 2012
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CHEA,“
Im
portant questions about diplom
a m
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lls a
nd accr
edit
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ills”, Fa
ct Sheet 6. Co
uncil for Highe
r
Education Accreditation,
Washin
gton, DC, 2003.
BIOGRAP
HI
ES OF
AUTH
ORS
Dr. Tahir
a
Jibe
en is working
as an assi
stan
t Professor at
Hum
a
nities De
partm
e
nt ,
COMSAT
S Inst
itute of Inform
a
tion Techn
o
log
y
, Lahore, Pakistan. She has six
y
e
ars of
epxperin
ce wor
k
ing in the ar
ea
of teach
ing, res
earch
, and ps
y
c
hotherap
y
. In he
r scholar
l
y
publications, she has addressed the challenges of
how to cope wi
th stress in a new countr
y
and grow a sen
s
e of well-bein
g
ther
e; r
e
f
ugees’ problems and
women'
s issues includ
ing
domestic abuse. Further, role
of
personalit
y
and
optim
ism
in
emplo
y
ees’ health, irrational
be
lie
f
s lea
d
ing
towa
rds distre
ss,
how university
s
t
udents can th
ei
r
stress leve
l and
build self-
es
teem
; and
the
chal
lenge o
f
le
arning Eng
lis
h
as
an adul
t. Her
res
earc
h
int
e
re
s
t
s
includ
e
Clinical, Social
and
Abnormal P
s
y
c
holog
y
.
tahir
a
imdadali@
hotmail.com
Dr. M
a
s
h
a As
ad Khan is
working as
an As
s
i
s
t
ant
profes
s
o
r, P
s
y
c
h
o
log
y
D
e
partm
e
nt, F
o
rm
an
Chris
tian Col
l
eg
e: A Chart
e
red
Univers
i
t
y
,
La
h
o
re, Pakistan. S
h
e has 15
y
e
ars of teachin
g
and her
research
exper
i
ence. He
r
area of specialization is Clinical Ps
y
c
ho
log
y
an
d she has
s
upervis
ed res
e
a
r
ch in th
e ar
ea
of trans
g
end
e
r,
hom
os
exualit
y,
infert
ili
t
y
, m
e
n
t
al h
eal
th
,
Aut
i
s
m Spe
c
t
rum Di
sorde
r
,
Inte
l
l
e
c
t
ua
l
di
sa
bi
lity
,
HIV,
Func
tiona
l
Ne
urol
ogi
c
a
l
Sy
mpt
o
m
disorder, em
otio
nal int
e
ll
igen
ce
and m
o
re.
R
e
sea
r
ch Inter
e
sts inc
l
ude Clin
ica
l
, S
o
cia
l
and
Abnormal Ps
y
c
h
o
log
y
.
mashakhan@fccolleg
e
.edu
.pk
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