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Systematizing National Higher SYSTEMATIZING NATIONAL HIGHER EDUCATION INTERNATIONALIZATION STRATEGIES: RECONCEPTUALIZING A PROCESS BY DANIELA CRĂCIUN Submitted to Central European University Doctoral School of Political Science, Public Policy and International Relations In Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy in Political Science CEU eTD Collection Supervisor: Professor Liviu Matei Budapest, Hungary March 2019 COPYRIGHT NOTICE I, the undersigned [Daniela Crăciun], candidate for the degree of Doctor of Philosophy at the Central European University Doctoral School of Political Science, Public Policy and International Relations, declare herewith that the present thesis is exclusively my own work, based on my research and only such external information as properly credited in notes and bibliography. I declare that no unidentified and illegitimate use was made of the work of others. I also declare that no part of this thesis has been submitted in this form to any other institution of higher education for an academic degree. Daniela Crăciun March 31, 2019 CEU eTD Collection ii ACKNOWLEDGEMENTS Over the years I have had many academic homes, but Central European University is where my heart is. I consider myself very lucky to have had the opportunity to pursue a PhD here and I am proud to be part of this community and the ideals it stands for. The students, faculty and staff at this university have enriched my life in ways that I cannot express in words. I want to thank all of them for all their dedication and hard work, they have been an inspiration to me. For his mentorship, I would like to thank my supervisor Liviu Matei who always found time to advise me on the journey towards becoming a researcher. His insights and support have greatly enriched my PhD thesis and have given me confidence while struggling with my ‘impostor syndrome’. I am also thankful to my supervisory panel members, Marvin Lazerson and Evelyne Hübscher, who have provided thoughtful questions and constructive feedback over the years. Marvin has reminded me to ‘think of the big picture’, while Evelyne has taught me that ‘the devil is in the detail’. I am grateful for their guidance. Furthermore, I would like to acknowledge the contribution of my brilliant HERG colleagues who have provided valuable insights into higher education research on a weekly basis. They have been patient in witnessing the slow evolution of my PhD thesis and have consistently provided helpful comments underlining areas of improvement. On the same note, I would like to thank Szilvia Kardos who has always been kind and helpful in all matters. A special thank you goes to CIHE at Boston College and the wonderful people working there who made my stay in the USA both very productive and memorable. On a personal note, I would like to thank my ‘PhD lab’ colleagues (whatever lab they may find themselves in) for making every day a little bit easier with stories, humor and coffee. I already miss you. Also, a huge thank you to my friends from Timisoara who have put up with me over the years and have been a great source of comfort. Last, but definitely not least, I would like to CEU eTD Collection thank Stefan who has traveled the world with me so that we can both fulfil our dreams. I dedicate this thesis to my grandma ‘mamaie’ who has raised me to be a happy child, even as an adult. iii ABSTRACT Internationalization has come to be considered the most significant development in higher education changing the face of the sector across the globe. At the same time, it is less clear what this transformation entails and how countries compare against each other in forwarding the process. The thesis recognizes, and subsequently addresses, a trifecta of interrelated problems with existing research on higher education internationalization: (1) a loose conceptualization of the process, (2) limited cross-country comparative research, and (3) the lack of a methodological apparatus to efficiently study policy developments across the globe. Considering these limitations, the thesis asks: How can the conceptual clarity of ‘internationalization’ be improved so as to increase its analytical purchase in the study of higher education? In order to answer this central research question and address the uncovered research gaps, the thesis proposes to: (1) reconceptualize higher education internationalization by (2) building a typology of national higher education internationalization strategies from across the globe using (3) an innovative and efficient methodological apparatus to analyze, summarize and compare policy texts. The thesis develops a novel methodological apparatus that enables higher education researchers to make reliable, valid and replicable inferences from textual data. It uses a mixed methods research design based on computer-assisted topic modeling techniques, specifically Latent Dirichlet Allocation, and qualitative interviewing of documents to show how researchers can carry out high-quality international comparative research with limited resources. The analysis is based on an original database comprising a census of national strategies for higher education internationalization. The findings of the thesis reveal important insights into the intricate landscape of higher education internationalization at the national level as related to the prevalence, timing, CEU eTD Collection geographical spread and the characteristics of the countries and higher education systems that pursue internationalization in a strategic manner. Moreover, the findings clearly show that internationalization is not an end in itself, but a means to a wider goal, with different countries pursuing different goals and priorities in relation to the process. The analysis uncovers two types of higher education internationalization approaches that countries pursue: (1) inward internationalization focusing on international student mobility and the internationalization of iv universities and the study programs and courses they provide and (2) outward internationalization focusing on international student mobility and the internationalization of research through international cooperation. The table below shows the distribution of countries according to these types. HIGHER EDUCATION INTERNATIONALIZATION TYPOLOGY TYPE 1: INWARD TYPE 2: OUTWARD INTERNATIONALIZATION INTERNATIONALIZATION International student mobility International student mobility + + Universities and study programs Research innovation and development CASES: CASES: Australia, Belgium, Kazakhstan, Canada, Denmark, Estonia, Finland, Netherlands, New Zealand, Poland, Spain Germany, Ireland, Japan, Malaysia, Norway, Singapore, South Korea, Sweden, Switzerland, UK In light of the findings of the thesis, higher education internationalization is reconceptualized to ensure a link between the definition and the empirical manifestations of the process. The findings lend support to conceptualizing internationalization as: (1) a planned process (2) that covers a variety of measures that change the purposes, function and delivery of higher education (3) with a specific goal in mind. Thus, a updated definition of internationalization that covers all these attributes is proposed: Internationalization is the intentional process of integrating an international, intercultural or global dimension into the purposes, functions and delivery of post-secondary education, in order to achieve intended academic, socio- cultural, economic and/or political goals. CEU eTD Collection The thesis ends by highlighting the original theoretical, empirical and practical contributions of this study, identifying its limitations and pointing towards avenues for further research. v TABLE OF CONTENTS COPYRIGHT NOTICE .......................................................................................................... ii ACKNOWLEDGEMENTS .................................................................................................... iii ABSTRACT ............................................................................................................................. iv LIST OF TABLES .................................................................................................................. ix LIST OF FIGURES ................................................................................................................. x LIST OF ABBREVIATIONS ................................................................................................ xii CHAPTER 1: THE CHALLENGE OF STUDYING HIGHER EDUCATION INTERNATIONALIZATION ................................................................................................ 1 1.1 Background ................................................................................................................. 2 1.2 Problem Statement ...................................................................................................... 3 1.3 Central Research Question .......................................................................................... 6 1.4 Research Scope and Significance ............................................................................... 10 1.5 Thesis Structure ........................................................................................................ 13 CHAPTER 2: LITERATURE REVIEW ............................................................................. 16 2.1 Overview of the Literature on Higher Education Internationalization ...................... 17 2.2 Conceptualizing Internationalization in Higher Education
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