CIHE Perspectives No.18 Innovative and Inclusive Internationalization: Proceedings of the WES–CIHE Summer Institute 2020 Boston College Hans de Wit and Tessa DeLaquil Editors CIHE Perspectives No.18 Innovative and Inclusive Internationalization Proceedings of the WES-CIHE Summer Institute 2020 Boston College Hans de Wit Tessa DeLaquil (Editors) CIHE Perspectives This series of studies focuses on aspects of research and analysis undertaken at the Boston College Center for International Higher Education. The Center brings an international consciousness to the analysis of higher education. We believe that an international perspective will contribute to enlightened policy and practice. To serve this goal, the Center produces International Higher Education (a quarterly publication), books, and other publications; sponsors conferences; and welcomes visiting scholars. We have a special concern for academic institutions in the Jesuit tradition worldwide and, more broadly, with Catholic universities. The Center promotes dialogue and cooperation among academic institutions throughout the world. We believe that the future depends on effective collaboration and the creation of an international community focused on the improvement of higher education in the public interest. Center for International Higher Education Campion Hall Boston College Chestnut Hill, MA 02467 USA www.bc.edu/cihe ©2020 Boston College Center for International Higher Education. All Rights Reserved Table of Contents 1 WES/CIHE Foreword Esther Benjamin and Hans de Wit Benefits and Challenges of International Partnerships and Collaborations 3 The UNESCO Chairs Program’s Strategies on Internationalization of Higher Education for Whom? Angel Oi Yee Cheng 6 Joint Training Programs: Addressing the Skill Needs for Sustainable Economic and Social Development in Vietnam Anh Pham 10 Binational Universities: A Model for Inclusive Internationalization? Jessica Schüller 12 Influences and Tensions in the Context of International Partnerships: A Qualitative Study of Administrators’ Perspectives from the US, the UK, and Canada Zaneta Bertot Drivers of More Inclusive Internationalization Policies 15 Internationalization of Higher Education in Vietnam: An Innovative Implementation under the Support of Institutional Autonomy Policy Anh Thi Hoai Le 18 Marco para la Internacionalización: A Rubric-Like Tool to Promote Inclusive Internationalization in Mexico Carlos Huerta-Jimenez 20 Higher Education Regionalism in Southeast Asia: Integrating Multiple Roles for Regional Development You Zhang Inequity and Inclusion in the Internationalized Student Experience 23 Exploring the Supervisor–Student Relationship of International Ph.D. Students Coming to China: Emotional Energy as a Mechanism Bin Zhao 25 Questioning the Dominant Rationality and Searching for “Other Forms to Internationalize Higher Education”: Insights from the Experiences of Brazilian Students in Latin American Universities Fernanda Leal, Mário César Barreto Moraes, & Manolita Correia Lima 27 Efforts and Challenges of Internationalization: A Case Study of the BECAL Initiative Jessica Amarilla 30 Developing Club Sports Students’ Intercultural Competence: A Case Study in Campus Recreation Kelber Tozini, Caitriona Taylor, & Sanfeng Miao 33 Improving the Experiences of Black US Students Studying Abroad: Inclusive Practices for Study Abroad Practitioners Motunrola Bolumole Pull & Push Factors in the International Student Experience 35 Push and Pull: International Students’ Motivations and Decisions to do a PhD in Canada Leping Mou, Michael O’Shea, & You Zhang 38 Motivations and Experiences of Chinese International Students with Disabilities Studying in the United States Luanjiao Hu 41 International Scholarships as a Pathway for Overseas Education Tugay Durak 43 International Students’ Perceptions of US Mission-Driven Institutions’ Mission and Values: A Comparative Study in a Private Jesuit Research University Yining (Sally) Zhu Inclusive Theoretical and Conceptual Frameworks for Innovative Internationalization 46 Cultivating Students’ Cultural Self-Awareness: Transformation from Structure to Cultural Diversity in the Global Era Catherine Yuan Gao 49 Sustainable Development through Inclusion: Indigenous Knowledge Systems in International Higher Education Nilanjana Moitra 52 Conceptualizing Inclusive Internationalization with the Help of Critical Epistemology: A Case of Internationalization of Research from Kazakhstan Olga Mun FOREWORD t is our great pleasure to present the third publica- tute is a platform for students, young professionals, Ition of papers selected for the WES–CIHE Sum- scholars, and practitioners to discuss ways in which mer Institute on Innovative and Inclusive to make this happen. In particular, the Institute Internationalization, a joint initiative of World Educa- aims to contribute to the development of a new gen- tion Services (WES) and the Center for International eration of international education scholars/practi- Higher Education (CIHE) at Boston College. The tioners, who can bring new ideas, concepts, 2020 Summer Institute was planned for June 2020 strategies, and initiatives to the forefront. in Boston, but as a result of the COVID-19 pandemic, CIHE thanks WES for its financial support for CIHE and WES had to cancel the event. In order to making this publication possible and for its ongoing highlight some of the excellent work submitted for support for the annual Summer Institute. the Institute, we offered those selected to participate CIHE and WES would like to particularly thank in the Summer Institute an opportunity to submit Antonnet Botha of WES for her efforts over the past their papers for this special publication in the CIHE two years in making both the Summer Institute and Perspectives Series. The collective results of the 19 this publication a success. We wish her all the best research papers included in this publication provide, as she begins her Master’s degree this autumn. Tes- as in the previous two editions, meaningful insight sa DeLaquil, doctoral student and graduate assistant into the internationalization of higher education as at CIHE, has also been invaluable, as she was re- perceived and studied by the next generation of sponsible for organizing the selection and commu- scholars. The collection also provides insight into the nication with the authors, and, together with Hélène diverse dimensions, regional perspectives, and ap- Bernot Ullerö, for the final text editing. We thank proaches to internationalizing higher education that both of them for their excellent work, as well as Sali- exist around the world. na Kopellas, Staff Assistant at CIHE, for the layout The WES-CIHE Summer Institute draws its in- and design work. spiration from the increasing importance of interna- We look forward to the next edition of the tionalization in higher education, with all of its WES-CIHE Summer Institute, June 2021, at Boston attendant challenges and opportunities. A primary College. We are hopeful that, by then, we will once challenge facing international education is its fun- again be able to organize the Summer Institute damental exclusiveness, given the financial de- onsite. mands of the majority of international activity. This Esther Benjamin phenomenon is manifested in the limited access to CEO and Executive Director higher education in general, and to study abroad World Education Services specifically, among students from low and mid–in- New York come—and from immigrant and refugee—back- grounds. The Black Lives Matter movement has put Hans de Wit a renewed focus on structural racism and injustice Director high on the agenda, a topic with enormous relevance Center for International Higher Education for higher education and its internationalization. Boston College The inequity created by this exclusiveness calls for a revised, more innovative, and inclusive ap- November 2020 proach to internationalization. The Summer Insti- innovative and inclusive internationalization 1 2 center for international higher education | perspectives no. 18 BENEFITS AND CHALLENGES OF INTERNATIONAL PARTNERSHIPS AND COLLABORATIONS The UNESCO Chairs Program: Strategies on Internationalization of Higher Education for Whom? Angel Oi Yee Cheng Angel Oi Yee Cheng recently received her PhD in Comparative and International Education at Lehigh University, US. Her main research interests include international organizations, internationalization of higher education, international partnerships, global citizenship education, and post-colonialism. E-mail: [email protected]. ntensified globalization influences most of our ternationalization strategies of this partnership. Ilives on a daily basis. Education is not immune to this trend. For this reason, internationalization of Literature Review higher education has also become a global phenom- International organizations have grown in influence enon. The Organization for Economic Co-operation in higher education since the early 1990s (Chabbott, and Development (OECD), the World Bank (WB), 2003; Zapp & Dahmen, 2017). The OECD and the and United Nations Educational, Scientific, and Cul- WB adopt human capital theory in their approach, tural Organization (UNESCO) are three main legiti- whereas the United Nations adopts a human rights mate international organizations. Among them, the approach (Leuze et al., 2008). The OECD considers UNESCO Chairs Program is one legitimate global higher education to be critical to developing strate- initiative that focuses on the role of higher education