Five Myths about Internationalization

As internationalisation of education matures, it is becoming a more important and complex process. It is firmly embedded in institutional mission statements, policies, and strategies as well as national policy frameworks. This signals that internationalisation has come of age and is a legitimate area of policy, practice, and research in higher education. This article suggests that over the years implicit assumptions have developed about internationalisation, myths perhaps, that need to be exposed and discussed. A brief overview of five prevalent myths follows. The five myths are: (1) foreign students as agents of internationalisation of institutions; (2) international reputation as a proxy for quality; (3) international institutional agreements as a measure of success; (4) international accreditation as a measure of quality; and (5) global branding as a measure of institutional success. A common element of each myth is that the benefits of internationalisation or the degree of internationality can be measured quantitatively. The purpose of identifying and reflecting on these myths is to ensure that internationalisation is on the right track and that we are aware of intended and unintended consequences as higher education sectors weather turbulent times where competitiveness, rankings, and commercialism seem to be the driving forces.