An examination of eight Master of Education programs at Canadian universities: Articulation and implementation of internationalization
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Authors
Xu, Han
Date
2025-03-28
Type
thesis
Language
eng
Keyword
International students , Internationalization , Internationalization strategy , Canadian higher education , Policy
Alternative Title
Abstract
Higher education institutions (HEIs) have been diversifying curriculum, bringing in world-renowned scholars and recruiting international students for the past few decades. This phenomenon is called internationalization, which is defined as a process that integrates “international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” on different levels (Knight, 2003, p. 2). Towards bolstering the internationalization process in Canadian higher education, this study explored the articulation and implementation of internationalization at eight Master of Education (MEd) programs that cater to the needs of international students.
The overarching research question posed in this study is: How is internationalization articulated in strategic plans and implemented in the eight MEd programs that have a large number of international students? Specifically, there are three sub research questions: How do seven Canadian institutions formally articulate and rationalize their internationalization in strategic documents? What are the perspectives of administrators, staff, and instructors regarding the rationales of internationalization in the MEd programs? What are the perspectives of instructors and students regarding students’ growth in the MEd programs?
The study was framed within a pragmatic worldview and guided by an abridged version of rationales driving internationalization proposed by Knight (2021). A multiple case study design was adopted, involving document analysis on internationalization strategic plans and surveys targeting administrators and staff members, instructors, and students (Stake, 2006).
The findings confirmed the applicability of Knight’s (2021) rationales in analyzing the internationalization strategies of HEIs. Particularly for the seven HEIs included in this multiple case study, academic and social rationales were highlighted in internationalization plans; however, this articulation risked appearing rhetorical in some cases. Additionally, while university enrolment, budget data, and survey data indicated a strong focus on international student tuition as a revenue source, hence economic rationale, there lacked explicit recognition of such rationale in strategic documents. This recognition triggered concerns regarding the alignment of stated values and practices, and issues arise from this misalignment. Lastly, participants offered insights into rationalization of internationalization on individual levels, though not necessarily aligning with institution level rationales, which suggests for a more nuanced understanding of the dynamics among different rationales.