Conclusion

The internationalisation of higher education has a long history, with scholars and students travelling across borders to study, teach and exchange knowledge. Examples can be found in ancient times, such as Aristotle, who taught in Athens, Macedonia and Egypt, and Ibn Sina (Avicenna), who travelled through Central Asia and Persia. This practice continued throughout history, with universities like Bologna and Paris attracting students from all over Europe. In the 20th and 21st centuries, exchange programmes like the Fulbright Program have aimed to foster international understanding. However, power dynamics have long existed within the field of international relations, resulting in an unequal playing field that is not conducive to fairness for all parties involved. This power imbalance frequently leads to inequalities, injustices, exploitations and misrepresentations of diverse epistemological cultures. For instance, in the era of colonisation, internationalisation was employed to export European higher education models to the colonies, primarily serving the interests of the colonisers. As discussed throughout the book, the history of internationalisation in the Global South has been significantly influenced by colonisation, globalisation and neoliberalism. The book argues towards a more equitable and inclusive approach to internationalisation that considers the specific requirements of institutions, students and faculty members from the Global South.