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INTERNATIONAL HIGHER EDUCATION Number 95: Fall 2018 3

Nationalism and Isolationism Are Not New ized by competitiveness, dominance, and self-interest. An
Rereading our 1995 chapter, it is striking that the current alternative to the power paradigm is the framework of diplo-
anti-global, anti-immigration, and inward-looking political macy. Knowledge diplomacy involves the contribution that
climate in different parts of the world was already announc- education and knowledge creation, sharing, and use make
ing itself at that time: “The danger of isolationalism, racism to international relations and engagement. But knowledge
and monoculturalism is a threatening cloud hanging over diplomacy should be seen as a reciprocal process. Mutual
the present interest in internationalisation of higher educa- benefits and a two-way exchange are therefore essential to
tion.” That cloud has only become bigger and more threat- the concept of international education and research as a
ening since, and may define present and future challenges tool of knowledge diplomacy. In short, knowledge sharing
of internationalization more than ever. We also referred to and mutual benefits are fundamental to the understanding
Clark Kerr’s analysis of the “partial convergence” of the cos- and operationalization of knowledge diplomacy.
mopolitan university. Did the twentieth century indeed be-
come, as he stated, more universal? It may seem so, but the Is Internationalization Really Comprehensive?
international dimensions of higher education today may There is no doubt that internationalization has come of age.
have become too disconnected from the local context. No longer is it an ad hoc or marginalized part of the higher
education landscape. University strategic plans, national
Internationalization Is Broader Than Undergraduate policy statements, regionalization initiatives, international
Mobility declarations, and academic articles all indicate the central-
In the discourse and study of internationalization, a great ity of internationalization in the world of higher education.
deal of attention has been paid to all modes of international The popularity of the phrase “comprehensive internation-
academic mobility—people, programs, providers, policies, alization” does not reflect widespread reality, however: for
and projects—but not enough has been paid to the inter- most institutions around the world, internationalization is
nationalization of graduate education and research, includ- still characterized by a collection of fragmented and unrelat-
ing international coauthorship and other international re- ed activities. Meanwhile, the increasing commodification of
search benchmarks. Research has become more complex higher education remains primarily oriented toward reach-
in recent years. It requires, and is distinguished by, more ing targets without a debate on potential risks and ethical
international collaboration than in the past, and it is in- consequences. Yet, there is increased awareness that the no-
tion of “internationalization” not only touches on relations
between nations, but even more so on the relations between
cultures and between realities at the global and local levels.
In the discourse and study of interna-
Economic and political rationales are increasingly the
tionalization, a great deal of attention key drivers for national policies related to the internation-
has been paid to all modes of interna- alization of higher education, while academic and social/
cultural motivations are not increasing in importance at the
tional academic mobility. same rate. Because of the more interdependent and con-
nected world in which we live, this imbalance must be ad-
dressed and recalibrated.
creasingly competitive in nature. National and institutional
needs to acquire academic talent are urgent and processes Some Fundamental Questions
around issues such as the awarding of patents and knowl- It may behoove us to look back at the last 20 or 30 years
edge transfer require more support than ever. Growth in of internationalization and ask ourselves some questions.
international research funding, patents, publications, and Has international higher education lived up to our expecta-
citations requires the development of internationalized, or tions and its potential? What have been the values that have
globalized, research teams. Bibliometric analysis yields evi- guided it through the information and communication rev-
dence of increasing collaboration within the international olution; the unprecedented mobility of people, ideas, and
scientific community. technology; the clash of cultures; and the periods of eco-
The generation of new knowledge through the produc- nomic booms and busts? What have we learned from the
tion and application of research has introduced the notion past that will guide us into the future? Is the strong appeal
of international education and research as a form of soft for internationalization of the curriculum, international
power. The use of knowledge as power is a development and intercultural learning outcomes, and global citizenship
requiring serious reflection because soft power is character- to be perceived as a return to the former days of cooperation

IHE #95 Sept. 11 2018 SK update.indd 3 9/11/18 8:22 AM