Internationalization or globalization of higher education
نویسندگان
1 Medical Education Research Center, Isfahan University of Medical Sciences,
2 Integrative Functional Gastroenterology Research Center, Isfahan University of Medical Sciences, Isfahan
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4 Medical Ethics and History of Medicine Research Center, Tehran University of Medical Sciences,
5 Research Center for Modeling in Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
6 Department of Immunology, Molecular Immunology Research Center, School of Medicine, Tehran University of Medical Sciences, Tehran
doi
چکیده
INTRODUCTION: Studies about globalization and internationalization demonstrate different attitudesin explaining these concepts. Since there is no consensus among Iranian specialists about theseconcepts, the purpose of this study is to explain the concepts of internationalization and globalizationin Iran.MATERIALS AND METHODS: This study is a systematic review done in the first half of 2016.To explain the concept of globalization and internationalization, articles in Scientific InformationD atabase, Magiran database, and Google Scholar were searched with the keywords such asglobalization, scientific exchange, international cooperation, curriculum exchange, student exchange,faculty exchange, multinational cooperation, transnational cooperation, and collaborative research.Articles, used in this study, were in Persian and were devoted to internationalization and globalizationbetween 2001 and 2016. The criterion of discarding the articles was duplicity.RESULTS: As many as 180 Persian articles were found on this topic. After discarding repetitivearticles, 64 remained. Among those, 39 articles mentioned the differences between globalizationand internationalization. Definitions of globalization were categorized in four categories, includingglobalization, globalizing, globalization of higher education, and globalizing of higher education.Definitions about internationalization were categorized in five categories such as internationalization,internationalization of higher education, internationalization of the curriculum, internationalization ofcurriculum studies, and internationalization of curriculum profession.CONCLUSION: The spectrum of the globalization of higher education moves from dissonance andmultipolarization to unification and single polarization of the world. One end of the spectrum, whichis unification and single polarization of the world, is interpreted as globalization. The other side of thespectrum, which is dissonance and multipolarization, is interpreted as globalizing. The definition ofinternalization is the same as that of globalizing. In other words, it is possible to say that internalizationis similar to globalizing but different from globalization.
