Theorising comprehensive internationalisation 2.1 Introduction This chapter provides the reader with an overview of the key theoretical approaches, discourses and debates that have informed the study. It draws attention to the contested nature of globalisation and internationalisation and identifies the need for western researchers to appreciate that internationalisation is understood and enacted in similar and different ways in China and England. The review identifies emerging discourses that are dominating debates on inequalities and the ethical consequences of internationalisation in global higher education. Hudzik (2015) frames such inequities in higher education as the of internationalisation and dark side examples of the dark side with specific reference to China are examined. The chapter also outlines the search to find a seminal definition of internationalisation to underpin the study and support the development of a conceptual framework to structure and support the data analysis. 2.2 Conceptualising globalisation and internationalisation in higher education Conceptualisations of globalisation and internationalisation are fluid and contested and difficult to pin down. Maringe and Foskett (2010) argue cogently that globalisation and internationalisation are two sides of the same coin both simultaneously acting on and shaping and mutually reinforcing the other. Globalisation provides the impetus for higher education institutions to internationalise and as universities intensify internationalisation activities the pace and scope of globalisation is accelerated. Enders (2004: p.365), claimed
Theorising comprehensive internationalisation 2.1 Introduction This chapter provides the reader with an overview of the key theoretical approaches, discourses and debates that have informed the study. It draws attention to the contested nature of globalisation and internationalisation and identifies the need for western researchers to appreciate that internationalisation is understood and enacted in similar and different ways in China and England. The review identifies emerging discourses that are dominating debates on inequalities and the ethical consequences of internationalisation in global higher education. Hudzik (2015) frames such inequities in higher education as the dark side of internationalisation and examples of the dark side with specific reference to China are examined. The chapter also outlines the search to find a seminal definition of internationalisation to underpin the study and support the development of a conceptual framework to structure and support the data analysis. 2.2 Conceptualising globalisation and internationalisation in higher education Conceptualisations of globalisation and internationalisation are fluid and contested and difficult to pin down. Maringe and Foskett (2010) argue cogently that globalisation and internationalisation are two sides of the same coin both simultaneously acting on and shaping and mutually reinforcing the other. Globalisation provides the impetus for higher education institutions to internationalise and as universities intensify internationalisation activities the pace and scope of globalisation is accelerated. Enders (2004: p.365), claimed
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