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programs, again, it is too simplistic and instrumental an argument to declare

regional studies as synonymous with internationalization.

HAVING MANY INTERNATIONAL STUDENTS

A fourth misconception of internationalization is the assumption that having many

international students equals that trend. Without denying that the combination of

local and international students in the lecture room can make a significant

contribution to internationalization, simply having international students is not

sufficient. Unfortunately, countless examples can be given of programs that are

oriented exclusively toward international students or where international students

are being added as an isolated group.

FEW INTERNATIONAL STUDENTS GUARANTEES SUCCESS

The other side of the preceding misconception occurs as well. In particular, many

international programs have developed a distorted proportion between the

number of local and international students. Partly as a result of the increasing

national and international competition for international students, the proportion

between local and international students becomes more and more unequal. Thus,

one can hardly speak of an international classroom setting. Conversely, this

development has a negative effect on the internationalization of mainstream, non-

English-language programs. Local students with a certain, whether or not

motivated, international interest preferably enroll in the international programs—

which means the interest of mainstream education in the local language dwindles.

Also, in these programs, the presence of a small number of international students

creates tensions. Should the courses be taught in English if there are only one or

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