A multiphase mixed methods approach to internationalisation of South African higher education: A research framework outline

Abstract

Higher education internationalisation (HEI) has become a significant priority to policy makers and education providers around the globe. Motivated by globalisation, HEI has become politically strategic and economically promising for nations, governments and universities to position themselves in a global market. The paper's aim is to provide a methodology for the study of a dynamic and reformative South African HEI framework based on the transformative force (i.e. adjustment of change, learning, shared knowledge, internationalisation, globalisation an institutionalised memory) of HEI in the People's Republic of China. A multiphase mixed methods approach is used in determining a South African higher education reformative internationalisation framework based on Chinese experiences. The interpretivist paradigm constitute the underlying research approach. Multiphase mixed methods will be employed to collect, analyse and integrate quantitative and qualitative data and will allow for a more complete and synergistic usage of data than separate quantitative and qualitative methodology. The multiphase mixed methods design include three phases that come together to answer the focal research question. The focal research question and will be addressed through content analysis (Phase I), in-depth interviews (Phase II) and surveys (Phase III). The significance of this research is aimed at arousing a better understanding of higher education policy issues in South Africa from a transformation perspective. This research will contribute to theory with respect to how internationalisation and globalisation influence higher education and the position of higher education in economic and social development. Furthermore, this research may also have practical significance for higher education policy and practice in South Africa and other comparatively positioned countries. It might expand knowledge and awareness of how internationalisation influences the unique circumstances and challenges of higher education reform in developing countries, especially a country in search of positioning itself in a globalised knowledge economy.