In the span of three decades the notion of the ‘internationalization of higher education’ expanded from a collection of uncoordinated, individual projects and programs to an all-encompassing, conceptually ambiguous and blurry term. Despite the conceptual fuzziness “no corner of the globe or institutional type has proven itself immune to the call to ‘internationalize’” (Rubley, Altbach & Reisberg 2012, p.3). Activities under the auspices of internationalization include everything from international branch campuses to individual faculty members spending a week at another institution. In stretching the concept so wide, it is challenging to see its boundaries and even to conceive of one type of internationalization. Nevertheless, ‘internationalization’ opens up new spaces and opportunities for actors to legitimately create (and fund) new programs and projects, which have a potential to change various aspects within higher education. Using an institutional logics framework, this paper explores internationalization as a material and symbolic process that enables change through opening of new spaces for interaction.
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