Internationalization of Higher Education: Exploring the Alignment Between Internationalization Policies and International Student Experiences

Abstract

Internationalization of higher education has been contested, debated, deconstructed, and reconstructed (Arif & Whatley, 2023; Kim et al., 2024). While some have discussed the end of internationalization (Brandenburg & De Wit, 2011) others have discussed reimagining or rebuilding this field of practice (Schecter & Merecoulias, 2023; Stein, 2021). The evolution of the internationalization of higher education in Canada is still happening at a rapid pace, which is worthy of attention (Guo & Guo, 2017; Heringer, 2020; Knight, 1997). The growing literature on internationalization in Canada (Beck, 2012; Knight, 1997; Stein, 2017; Stein & de Andreotti, 2016) remains oriented toward the experiences of international students, which indicates that there might be an inconsistency among the international student experiences and the policies and practices regarding internationalization (Chen, 2006; Garson, 2016; Guo & Guo, 2017; Kenyon et al., 2012; Zabin, 2022a). This study explores the alignment between these internationalization policies (federal, provincial, and institutional) and the lived experiences of the international graduate students in a mid-sized southern Ontario university. The study is based on the theoretical framework of transformational leadership involving qualitative research designs and focuses on two different types of analysis: a multiple case study along with a comprehensive policy analysis. The study results provide institutional stakeholders and policymakers with action-oriented policy recommendations and guidance for their appropriate implementation. These recommendations aim to improve the experiences of international students and sustain their enrolment by fostering a more inclusive environment conducive to both academic and professional transformation.