Internationalisation in Higher Education: A Western Paradigm or a Global, 1 Intentional and Inclusive Concept?

Abstract

Internationalisation of higher education is still mainly considered in terms of a westernised, largely Anglo-Saxon, and predominantly English-speak-ing 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.