The New Face of Internationalization: Post-COVID19. More Questions Than Answers

THE NEW FACE OF INTERNATIONALIZATION – POST-COVID-19 – MORE QUESTIONS THAN ANSWERS

Author: Dr. Jacqueline Huggins

The COVID-19 Pandemic has undoubtedly changed the region and the world in ways that no one would have ever imagined.  As Student Service staff and by extension, the institutions for which we work, of keen interest is the way it has impacted how we now do business in higher education. According to Marinoni and van’t Land (2020), the first aspect of higher education affected by COVID-19 has been internationalization, particularly, student mobility.  Is this a concern, challenge, or benefit? For many higher education institutions, this must be concerning.

What then is internationalization?  Teichler, 1999, p7, defines the concept of Internationalization as “the growth of specific, visible international, border-crossing operations, e.g. student mobility, foreign language teaching and learning, cooperative research areas or area studies” all seemingly beneficial to the sustainability of any higher education institution.  On another level, there is a debate surrounding the relationship of internationalization within higher education to concepts of colonialism in the interpretation that it involves elements of power and domination (Teichler, 1999).  Who benefits, why and to what end?

Ammigan and Jones, 2018, have stated that globally, the number of students enrolled at tertiary education outside of their country of citizenship increased more than three times from 1.3 million in 1990 to nearly 5 million in 2015 (Organization for Economic Co-operation and Development, 2015).  If we take the United States of America, as an example, the Institute for International Education has indicated that more than 1 million international students were studying in the U.S. in 2019, and this was an all-time high.  However, the effects of the coronavirus may result in a decline in international enrollment.  A report by the NAFSA: Association of International Educators have estimated that institutions will lose at least $3 billion due to worldwide student enrollment declines in fall 2020.

Closer to home, The University of the West Indies has subscribed to the concept of Internationalization as beneficial, as it favours the enhancement of its international profile and reputation, the improvement of quality, increased income generation and the creation of strategic alliances, for example.  University-wide international offices are established to drive the internalization strategy.  The embedding of global perspectives in all aspects of its mission and activities is akin to shape the ethos of the institution and enable it to respond effectively to the challenges posed by the changing external environment (2006 Report of the Chancellor’s task Force on Governance).

A cursory glance of the responses of the campuses to respond to the abrupt changes in operations, reveals that there may exist challenges to respond to the changing external environment adequately.  Additionally, the 2017-2020 strategic plan of the University, destined the future of The UWI as an entity with a physical presence on all the continents with heightened collaboration and partnerships with tertiary level institutions across the globe.  International student exchanges and staff exchanges are familiar to the institution.  The external environment, though, has drastically changed without giving a warning. How will these plans fare now, amid the premature closure of the campuses, closed borders, recently reopened borders, the early departure of regional and international students from individual campuses and havoc which is impacting on financial, and social structures locally, regionally and internationally?

The impact of the disruption in higher education because of coronavirus may linger on even as the crisis ends. Changes have already happened in every aspect of education delivery models.  Whether face to face, online or hybrid, the model will undoubtedly provide international students with choices which may create challenges to the institutions, especially in admission numbers.  Low admission numbers certainly weaken the structures, power, and control of those who are dependent on and not independent of internationalization.

There must be a reevaluation of how we engage with the concept of internationalization.  What does internationalization look like currently? Is student mobility the most crucial tenet for internationalization and higher education? Can we survive without international students? How do we continue engaging on this level despite border policies and mobility issues?

It is still early in the game but paying attention to these questions can result in the proper charting of the way forward.  Research is imperative to get a better understanding of the total gamut of the concept and the impact it will continue to have in the region.

Just food for thought as this conversation continues.

Submitted by

Dr. Jacqueline Huggins

Manager, Student Life and Development Department

The University of the West Indies, St. Augustine campus