Abstract
This systematic literature review and its accompanying dataset have synthesised peer-reviewed
published literature related to the internationalisation of higher education. It focuses specifically
on research evidence that shows a demonstrable impact on students’ outcomes and experiences.
The reviewed literature covers 606 articles published between January 2011 and April 2022.
Articles were sorted into three categories according to whether and how authors demonstrated
impact on students’ outcomes or experiences: demonstrable impact, reflected impact and limited
impact. The definitions of these categories are described in the methodology section of this report.
All literature was also categorised according to 11 themes within the broad topic of internationalisation.
The majority of these are related to international students or teaching and learning in international
or intercultural settings. These themes form the basis for the presented findings and include:
+ admissions and recruitment
+ curriculum
+ pedagogies (including collaborative learning and group work)
+ academic competencies (including general competencies and academic writing competencies)
+ assessment and feedback
+ intercultural competencies
+ online learning and educational technologies (including online distance learning,
international online partnerships and classroom technologies)
+ language support
+ work placements and service learning
+ study abroad
+ social support and campus activities.
Accompanying this report is a searchable dataset of articles, which allows researchers and
practitioners to engage in greater depth with the available evidence about internationalisation
practices in higher education (HE) and their impact on students. This report is envisioned as a starting
point for developing greater understandings of these issues with signposts to additional resources
provided throughout, as well as case studies of innovative practices. The discussion section highlights
suggestions for research, practice and policy, based on a summary of known evidence.
published literature related to the internationalisation of higher education. It focuses specifically
on research evidence that shows a demonstrable impact on students’ outcomes and experiences.
The reviewed literature covers 606 articles published between January 2011 and April 2022.
Articles were sorted into three categories according to whether and how authors demonstrated
impact on students’ outcomes or experiences: demonstrable impact, reflected impact and limited
impact. The definitions of these categories are described in the methodology section of this report.
All literature was also categorised according to 11 themes within the broad topic of internationalisation.
The majority of these are related to international students or teaching and learning in international
or intercultural settings. These themes form the basis for the presented findings and include:
+ admissions and recruitment
+ curriculum
+ pedagogies (including collaborative learning and group work)
+ academic competencies (including general competencies and academic writing competencies)
+ assessment and feedback
+ intercultural competencies
+ online learning and educational technologies (including online distance learning,
international online partnerships and classroom technologies)
+ language support
+ work placements and service learning
+ study abroad
+ social support and campus activities.
Accompanying this report is a searchable dataset of articles, which allows researchers and
practitioners to engage in greater depth with the available evidence about internationalisation
practices in higher education (HE) and their impact on students. This report is envisioned as a starting
point for developing greater understandings of these issues with signposts to additional resources
provided throughout, as well as case studies of innovative practices. The discussion section highlights
suggestions for research, practice and policy, based on a summary of known evidence.
| Original language | English |
|---|---|
| Publisher | Advance HE |
| Publication status | Published - 18 Nov 2022 |