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Internationalisation at Home in a Global Perspective

This article takes the 3rd Global Survey Report of the International Association of Universities (IAU) as a starting point. The results of this worldwide survey were published in September 2010. The article discusses four questions from the survey that include internationalisation at Home (IaH) and internationalisation of the curriculum as response items. outcomes of these four questions are commented on and, where relevant and possible, compared to the results of the previous survey, which was conducted in 2005 and published in 2006. It is argued that the sections of the Global Survey that mention internationalisation of the curriculum and IaH use terminology that is not always adequate for the purpose and at times even seems contradictory. The Global Survey includes a question on internal obstacles to internationalisation, which will also be discussed here. These obstacles include the lack of engagement and limited expertise of academic staff in relation to the internationalisation process. The response items for this question do not connect these obstacles to internationalisation of the curriculum explicitly, but it is argued here that a relationship indeed exists. The same is true for issues around foreign language proficiency, which may have a strong impact on internationalisation of the home curriculum. In the conclusion, several additional questions are raised that could serve to get a clearer picture of the development of internationalisation of the curriculum in a global perspective.

Working from home has benefits

Redefining Internationalization at Home

The term “Internationalization at Home” and its definition were first introduced in 2001 (Crowther et al 2001). Since then, strongly related and overlapping concepts and definitions have emerged, notably Internationalization of the Curriculum and Campus Internationalization, which have led to confusion over terminology and risk distracting attention from the main job of implementing internationalized curricula. This chapter focuses on the concept and definition of Internationalization at Home. It first critically explores three accepted definitions: 1. Internationalization; 2. Comprehensive Internationalization; and 3. Internationalization of the Curriculum. This is followed by a discussion of three notions which are more contested: the distinction between internationalization at home and abroad; the OECD definition of an internationalized curriculum; and Campus Internationalization. Their similarities to and differences from Internationalization at Home (IaH) are discussed. Next, recent developments in conceptualizing Internationalization at Home and in its implementation are presented. It will be argued that, while Internationalization of the Curriculum is the overarching term, the concept of IaH within that is still valuable in certain contexts and for certain purposes. On the basis of these arguments, it is maintained that the current definition of IaH does not provide sufficient support for those with an interest in internationalizing domestic curricula. The authors therefore propose a new working definition and identify challenges that await those who want to implement Internationalization at Home.

Defining 'internationalisation at home'

In recent discussions on the internationalisation of higher education, the constant introduction of new terms and definitions has rightly been criticised. Although we are fully aware of this, we consider that the importance of clarifying the concept of 'internationalisation at home' overrides the urge to limit the number of definitions. We have recently proposed a new definition of internationalisation at home. Although defining it does not guarantee its implementation, since there are fundamental challenges to be overcome, it is hoped that this redefinition might bring implementation a step closer.

Effects, costs and feasibility of the ‘Stay Active at Home’ Reablement training programme for home care professionals:

Background: According to the principles of Reablement, home care services are meant to be goal-oriented, holistic and person-centred taking into account the capabilities and opportunities of older adults. However, home care services traditionally focus on doing things for older adults rather than with them. To implement Reablement in practice, the ‘Stay Active at Home’ programme was developed. It is assumed that the programme leads to a reduction in sedentary behaviour in older adults and consequently more cost-effective outcomes in terms of their health and wellbeing. However, this has yet to be proven. Methods/ design: A two-group cluster randomised controlled trial with 12 months follow-up will be conducted. Ten nursing teams will be selected, pre-stratified on working area and randomised into an intervention group (‘Stay Active at Home’) or control group (no training). All nurses of the participating teams are eligible to participate in the study. Older adults and, if applicable, their domestic support workers (DSWs) will be allocated to the intervention or control group as well, based on the allocation of the nursing team. Older adults are eligible to participate, if they: 1) receive homecare services by the selected teams; and 2) are 65 years or older. Older adults will be excluded if they: 1) are terminally ill or bedbound; 2) have serious cognitive or psychological problems; or 3) are unable to communicate in Dutch. DSWs are eligible to participate if they provide services to clients who fulfil the eligibility criteria for older adults. The study consists of an effect evaluation (primary outcome: sedentary behaviour in older adults), an economic evaluation and a process evaluation. Data for the effect and economic evaluation will be collected at baseline and 6 and/or 12 months after baseline using performance-based and self-reported measures. In addition, data from client records will be extracted. A mixed-methods design will be applied for the process evaluation, collecting data of older adults and professionals throughout the study period. Discussion: This study will result in evidence about the effectiveness, cost-effectiveness and feasibility of the ‘Stay Active at Home’ programme.

Towards a typology of internationalisation at home activities in academic disciplines

Increasingly, internationalisation at home and internationalisation of the curriculum are adopted by universities across the globe but their systemic implementation is a complex process. For instance, academics and academic disciplines understand and approach internationalisation differently, as previous studies have shown. However, there is little research on the role of such disciplinary perspectives in relation to different internationalisation practices and interventions. Using the Becher-Biglan framework of academic tribes, this exploratory study compares 12 undergraduate programmes at a Dutch university of applied sciences and addresses the question if the different disciplinary approaches to internationalisation as identified in previous studies are also reflected in the choices of internationalisation at home activities. The findings show there is more variation in the range of activities rather than in the types of activities and that it is within the rationales underlying those choices where the influence of disciplinary perspectives is more visible.