Is Australia Overdependent on International Students?

Abstract

Cultural Diversity or Homogenization? The impact of new forms and types of international academic mobility on the recognition and promotion of indigenous and diverse cultures is a subject that evokes strong positions and sentiments. Many observers believe that modern information and communications technologies and the movement of people , ideas, and culture across national boundaries present new opportunities to promote a culture and provide more chances for the fusion and hybridization of culture. Other people see both the movement and the speed as alarming. They contend that these same forces are eroding national cultural identities and that, instead of the creation of new hybrid cultures, native cultures are being homogenized-usually interpreted as Westernized. Because education has traditionally been seen as a vehicle of acculturation, these arguments focus on the issues of the dominance of English as the language of instruction, irrelevance of curriculum content, and the standardization of education and its accreditation processes. What Is Next? These new developments and unintended consequences illustrate that nothing unfolds entirely as planned. It is necessary to stay alert to unexpected twists and turns along the road to internationalization. With innovation come new opportunities, successes, as well as threats. It is imperative that the international , intercultural, and global dimensions of higher education continue to be proactive and innovative, while keeping a close watch on unanticipated spin-offs and implications. As internationalization matures through its ages and stages of growth, a critical eye and strong will are needed to monitor intended and unintended results-for today and 25 years hence.