Abstract：The internationalization of higher education (IHE) is not only a research hotspot since the wave of globalization but also a support point for the modernization of education in the new era. The theoretical basis, international trends, and empirical research on the IHE in the new era are insufficient in ideological, strategic, and empirical research. Especially in the new era of globalization, a series of important theoretical and practical issues such as the goals, concepts, mechanisms, and strategies of China’s higher education internationalization urgently need to be thought deeply, systematically planned, and solidly advanced. Focusing on the problems, challenges, and strategies faced by the IHE in China, it uses the Delphi method to carry out empirical research, puts forward the aim-idea-mechanism-strategy (AIMS) integrated development model and key elements of the IHE. This model analyzes the strategic vision and development path of high-level opening up of China’s higher education, and attempts to provide a theoretical reference for the international innovation and development of higher education in the new era. According to the AIMS development model, the IHE in the new era urgently needs to promote the identification of aims and Ideas in the reconstruction of vision, improve the internationalization mechanism in solving development problems, and promote the priority development that is conducive to common development strategy. Through empirical research, the authors put forward the AIMS integrated development model and key elements of the IHE. From the three dimensions of value pursuit, interest considerations, and development logic, it expounds the evolution of the goal from the benefit-sharing entity to the community with a shared future. From the perspective of promoting value-added and sustainable development, it describes new development ideas such as mutual benefit and win-win cooperation, multilateral diversity, competition and sharing, inclusiveness, and mutual learning. It is supposed to complete the internationalization mechanism of higher education by improving the power and responsibility distribution mechanism, quality assurance mechanism, and legal education mechanism. Finally, the study proposes to improve the internationalization level of higher education through key strategies including deepening internationalization capacity building, focusing on high-tech in-depth cooperation, and strengthening intelligent internationalization construction. The paper points out that the AIMS model is a systematic strategic design and overall reform plan for the IHE, which implies that AI is the direct guidance and theoretical basis, and MS is the system guarantee and practical plan. The vision and path of the IHE reconstruction are realized through the integration of aim, idea, mechanism, and strategy. There is neither a ready-made path nor a model to replicate in the IHE. In the face of major changes unseen in a century, the internationalization of China’s higher education shoulders lofty new missions and new requirements. A new journey is opened up in the innovation of theory and practice. International higher education will lay a solid intellectual foundation for realizing the modernization of Chinese-style education and the construction of a community with a shared future for mankind. To sum up, it should open up a new journey of IHE through theoretical and practical innovation and lay a solid intellectual foundation for realizing the modernization of Chinese-style education and the construction of a Community with a Shared Future for Mankind.
徐小洲, 江增煜. 基于AIMS模型的新时代高等教育国际化战略构想[J]. 浙江大学学报(人文社会科学版), 2023, 53(9): 5-17.
Xu Xiaozhou, Jiang Zengyu. Strategic Conception of Internationalization of Higher Education in the New Era Based on AIMS Model. JOURNAL OF ZHEJIANG UNIVERSITY, 2023, 53(9): 5-17.
1 Seeber M.， Cattaneo M. & Huisman J. et al.， “Why do higher education institutions internationalize？ an investigation of the multilevel determinants of internationalization rationales，” Higher Education， Vol. 72 （2016）， pp. 685-702. 2 Delgado-Márquez B. L.， Escudero-Torres M. A. & Hurtado-Torres N. E.， “Being highly internationalised strengthens your reputation： an empirical investigation of top higher education institutions，” Higher Education， Vol. 66， No. 5 （2013）， pp. 619-633. 3 Yesufu L. O.， “Motives and measures of higher education internationalisation： a case study of a Canadian university，” International Journal of Higher Education， Vol. 7， No. 2 （2018）， pp. 155-168. 4 牛华勇、金菁华、宋阳等： 《基于软系统方法论构建教育国际化指标体系》，《江苏高教》2018年第5期，第98-107页。 5 陆菁、凌慧、潘修扬： 《全面开放格局下的中国高等教育服务国际化——高等教育服务出口与留学生来华因素的实证分析》，《中国高教研究》2019年第1期，第22-27页。 6 刘进、林松月、高媛： 《后疫情时期高等教育国际化新常态——基于对菲利普·阿特巴赫等21位学者的深度访谈》，《教育研究》2021年第10期，第112-121页。 7 Service R. W.， “Book review： Corbin， J. & Strauss， A. （2008）. Basics of Qualitative Research： Techniques and Procedures for Developing Grounded Theory （3rd ed.）. Thousand Oaks， CA： Sage，” Organizational Research Methods， Vol. 12， No. 3 （2009）， pp. 614-617. 8 Corbin J. & Strauss A.， Basics of Qualitative Research： Techniques and Procedures for Developing Grounded Theory， London： Sage Publications， 2014. 9 Kehm B. M. & Teichler U.， “Research on internationalisation in higher education，” Journal of Studies in International Education， Vol. 11， No. 3-4 （2007）， pp. 260-273. 10 Stromquist N. P. & Monkman K.， “Defining globalization and assessing its implications for knowledge and education， revisited，” in Stromquist N. P. & Monkman K. （eds.）， Globalization and Education： Integration and Contestation Across Cultures， Lanham： Rowman & Littlefield， 2014， pp. 1-21. 11 Ng S. W.， “Rethinking the mission of internationalization of higher education in the Asia-Pacific region，” Compare： A Journal of Comparative and International Education， Vol. 42， No. 3 （2012）， pp. 439-459. 12 Olssen M. & Peters M. A.， “Neoliberalism， higher education and the knowledge economy： from the free market to knowledge capitalism，” Journal of Education Policy， Vol. 20， No. 3 （2005）， pp. 313-345. 13 Brown P.， Lauder H. & Ashton D. et al.， “Education， globalisation and the future of the knowledge economy，” European Educational Research Journal， Vol. 7， No. 2 （2008）， pp. 131-156. 14 NAFSA， “Benefits from international students，” 2022-03-11， https：//www.nafsa.org/sites/default/files/media/document/EconValue-2022.pdf， 2023-06-08. 15 Beck K.， “Globalization/s： reproduction and resistance in the internationalization of higher education，” Canadian Journal of Education， Vol. 35， No. 3 （2012）， pp. 133-148. 16 Chan W. W. Y.， “International cooperation in higher education： theory and practice，” Journal of Studies in International Education， Vol. 8， No. 1 （2004）， pp. 32-55. 17 Jones E. & de Wit H.， “Globalized internationalization： implications for policy and practice，” IIENetworker， No. Spring （2014）， pp. 28-29. 18 Childress L. K.， “Internationalization plans for higher education institutions，” Journal of Studies in International Education， Vol. 13， No. 3 （2009）， pp. 289-309. 19 胡宗山： 《国际关系中的多边主义：概念、理论与历程》，《社会主义研究》2007年第4期，第125-128页。 20 Enders J.， “Higher education， internationalisation， and the nation-state： recent developments and challenges to governance theory，” Higher Education， Vol. 47 （2004）， pp. 361-382. 21 de Wit H.， “Internationalization in higher education， a critical review，” SFU Educational Review， Vol. 12， No. 3 （2019）， pp. 9-17. 22 de Wit H. & Altbach P. G.， “Internationalization in higher education： global trends and recommendations for its future，” Policy Reviews in Higher Education， Vol. 5， No. 1 （2021）， pp. 28-46. 23 Brandenburg U. & de Wit H.， “The end of internationalization，” International Higher Education， No. 62 （2011）， https：//ejournals.bc.edu/index.php/ihe/article/view/8533/7667. 24 Lumby J. & Foskett N.， “Internationalization and culture in higher education，” Educational Management Administration & Leadership， Vol. 44， No. 1 （2016）， pp. 95-111. 25 Altbach P. G.， “Globalisation and the university： myths and realities in an unequal world，” Tertiary Education & Management， Vol. 10， No. 1 （2004）， pp. 3-25. 26 Trilokekar R. D.， “International education as soft power？ the contributions and challenges of Canadian foreign policy to the internationalization of higher education，” Higher Education， Vol. 59 （2010）， pp. 131-147. 27 Keohane R. O. & Nye J. S.， Jr. （eds.）， Transnational Relations and World Politics， Cambridge， MA： Harvard University Press， 1972. 28 Keohane R. O.， After Hegemony： Cooperation and Discord in the World Political Economy， Princeton： Princeton University Press， 1985. 29 Keohane R. O. & Nye J. S.， “Power and interdependence，” Survival， Vol. 15， No. 4 （1973）， pp. 158-165. 30 Stein S.， “Internationalization for an uncertain future： tensions， paradoxes， and possibilities，” The Review of Higher Education， Vol. 41， No. 1 （2017）， pp. 3-32. 31 ENQA， “ENQA work plan 2023 and draft work plan 2024，” 2020-02-08， https：//www.enqa.eu/wp-content/uploads/Work-plan-2023.pdf， 2023-06-08. 32 UNESCO， “Global Initiative for Quality Assurance Capacity （GIQAC），” https：//observatoriorh.org/sites/default/files/webfiles/fulltext/unesco_quality_2008.pdf， 2023-06-08. 33 INQAAHE， “INQAAHE Strategic Plan 2018-2022，” 2017-12-18， https：//www.inqaahe.org/sites/default/files/FINAL%20VERSION%20-%20INQAAHE%20Strategic%20Plan%202018_18Dec2017.pdf， 2023-06-08. 34 Huang F.， “Internationalization of higher education in the developing and emerging countries： a focus on transnational higher education in Asia，” Journal of Studies in International Education， Vol. 11， No. 3-4 （2007）， pp. 421-432. 35 Qiang Z.， “Internationalization of higher education： towards a conceptual framework，” Policy Futures in Education， Vol. 1， No. 2 （2003）， pp. 248-270. 36 刘宝存、臧玲玲： 《全球化时代的比较教育：机遇、挑战与使命》，《教育研究》2020年第3期，第74-83页。 37 Rumbley L. E.， “‘Intelligent internationalization’： a 21st century imperative，” International Higher Education， No. 80 （2015）， pp. 16-17. 38 Beelen J. & Jones E.， “Redefining internationalization at home，” in Curaj A.， Matei L. & Pricopie R. et al. （eds.）， The European Higher Education Area： Between Critical Reflections and Future Policies， Cham： Springer， 2015， pp. 59-72.
2023, Vol. 53 
