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Higher education internationalization (HEI) has become an important priority for global decision makers and education providers. Persuaded by globalization, HEI is a political strategy and economic prospect for countries, governments, and universities to position themselves in global markets. The purpose of this paper is to provide a methodological pathway to develop a dynamic, reformed South African HEI framework based on the transformative drive (i.e., adjustment of change, learning, shared knowledge, internationalization, globalization an institutionalized memory) of HEI in China. The interpretivist paradigm constitutes the basic research approach. Quantitative and qualitative data will be collected, analyzed, and integrated using a multiphase mixed methods approach. This approach consists of three phases including content analysis (Phase I), in-depth interviews (Phase II), and surveys (Phase III), which answers the focal research question. The significance of this research includes creating a better understanding of South African higher education (HE) policy issues from a transformational perspective, contributing to theory on how internationalization affects HE’s position in economic and social development and broadening knowledge and understanding of the unique circumstances and challenges of HEI in developing countries, particularly in countries seeking to position themselves in the globalized knowledge economy.

A Multiphase Mixed Methods Approach to the Internationalization of Higher Education in South Africa: Outline of a Discursive Research Framework