The concept of Internationalization at Home (IaH) has been a subject of extensive discussion in the context of higher education, especially in the wake of the COVID-19 pandemic. The pandemic has raised questions about whether it could catalyze new thinking and approaches in IaH. A key focus in this discourse is the need for seizing the moment to innovate and rethink IaH strategies, encompassing a commitment and leadership at multiple institutional levels (Greene, 2020).
A significant challenge identified in the realm of IaH is the interaction between international and local students within classrooms. Studies have shown that these interactions often fall short of expectations, with students tending to self-select into culturally homogenous groups. This pattern of interaction is not just limited to classrooms but is indicative of a broader trend on campuses. The limited meaningful contact between local and international students challenges the effectiveness of IaH in fostering intercultural understanding and competence (American Higher Education Alliance, 2019).
In response to these challenges, there has been a growing emphasis on the role of co-curricular activities in enhancing IaH. Activities like buddy programs, language partner programs, special residence hall programs, international festivals, and events on campus are seen as beneficial in promoting meaningful intercultural interactions. While there’s a trend of increasing co-curricular programming in educational institutions, the need for more intensive and sustained engagement in these programs is highlighted. The research suggests that internationalization efforts are often externally focused, but internal initiatives, including co-curricular programming, are garnering significant interest. (American Higher Education Alliance, 2019).
Additionally, a study on the effects of an IaH program during the COVID-19 pandemic, involving nursing and medical students from Hong Kong and Indonesia, highlighted the potential of online platforms in facilitating IaH. The program used cultural diversity as a resource, adopted an internationalized curriculum, and applied culturally sensitive pedagogy. The students engaged in activities such as enquiry-based learning and developing health promotion plans, which aimed to enhance their understanding of managing health-related problems in different cultural contexts. This study indicates the evolving nature of IaH programs in response to changing global circumstances and the increasing relevance of online platforms for such initiatives (Kor et. al, 2022).
In summary, while the challenges to effective IaH are notable, especially in terms of fostering meaningful intercultural interactions, the evolving strategies, including the increased focus on co-curricular activities and innovative online programs, point towards a dynamic and responsive approach to internationalization within home institutions.
References
American Higher Education Alliance (2019). Internationalization at Home: The Co-Curricular Dimension. Retrieved from https://www.ahealliance.org/articles/new-outlooks-on-internationalization-at-home/
Greene, M. F. (2020). Internationalization at Home: Seizing the Moment. International Higher Education, (104), 24–25. Retrieved from https://ejournals.bc.edu/index.php/ihe/article/view/14353
Kor, P.P.K., Yu, C.T.K., Triastuti, I.A. et al. Effects of an internationalization at home (IAH) programme on cultural awareness among medical and nursing students in Hong Kong and Indonesia during the COVID-19 pandemic: a mixed-methods study. BMC Med Educ22, 368 (2022). https://doi.org/10.1186/s12909-022-03424-5
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