Why ‘glocalisation’ is in and ‘internationalisation’ is on its way out

The need for higher education institutions to shift away from the western paradigm of knowledge which it has been subdued under for the past 40 years has now become crucial. 

Better quality of life through better education

 

Internationalisation and the hidden agenda 

Internationalisation has been at the forefront of global education for decades now, regardless of international scholars continuously speaking out against it. For the past 40 years, as an increasing number of students enrol in these institutions, a constant flow of knowledge is transferred to them from superiors and well-learnt lecturers. However, there has been criticism concerning said knowledge – that it only pertains to a first-world western base of knowledge and ideologies, pushing out other geographical forms of knowledge in order to focus on one mere source.

It was recently discovered that the international higher education industry had failed to meet the 2015 Millennium Development Goals, being unable to lead social change and upraise educational standards. This in turn brings about the questions as to whether the intended concept of internalisation is misleading or far too in-tune with western ideologies to produce results otherwise. Instead, it is easy to assume that such a concept of internalisation merely works towards sustaining western economies.

By far, the world has only seen the internalisation of higher education become increasingly significant, and a highly profitable industry in its own right; which, once analysed, might prove to be the outcome of an intelligently bound agenda formed from our western counterparts.

 

A step forward with Glocalisation 

Glocalisation, on the other hand, has been the buzzword amongst higher education institutions for a while now; a combination of ‘globalisation’ and ‘localisation,’ with the aim to build glocal communities and sustainable living worldwide by working towards enabling a better quality of life through high education standards and values.

It dismisses the core aims internalisation had set out to achieve and failed, and instead encourages the exchange of a diverse cultural knowledge base amongst said glocal communities. In keeping with the 2030 Sustainable Development Goals (SDGs), international higher education communities are encouraged to adopt a more diverse agenda in order to act as a catalyst for social transformation – with a more inclusive knowledge base, this time around, encompassing all aspects of learning and education.

With glocalisation, the higher education communication must move away from the hegemonic conception of learning, where focus is placed only on upholding the English language and various western ideologies for further profits extorted from foreign students. Both First and Third-World communities and institutions must align to create quality and diverse knowledge bases to create a glocal community worldwide.

 

(Source: University World News)