Internationalisation in Higher Education:

A Western Paradigm or a Global, Intentional and Inclusive Concept?

Abstract

Internationalisation of higher education is still mainly considered in terms
of a westernised, largely Anglo-Saxon, and predominantly English-speaking
paradigm (Jones and de Wit, 2012), and, as Teferra (2019) states, is a
coerced form of internationalisation. This article analyses the challenges
and need for internationalisation in low- and middle-income countries to
move from coercion to intentionality and inclusion.