Introduction

The internationalisation of higher education is not new; it has been around for centuries as a practice within the higher education industry (De Wit, 2002). Scholars have travelled to other countries to study, teach and conduct research on the topic. Early examples of this include the extensive travels of the ancient Greek philosopher Aristotle, who studied and taught in Athens, Macedonia and Egypt, and the medieval Islamic scholar Ibn Sina (Avicenna), who travelled across Central Asia and Persia to seek knowledge and exchange ideas with other scholars (De Wit, 2019; Guruz & Yildiz, 2010). Aristotle spent an extended period in Macedonia, where he tutored Alexander the Great. Later, he founded a philosophy school in Assos, modern-day Turkey, and visited Alexandria, which was a renowned centre of learning and scholarship (Marginson, 2012). Similarly, Ibn Sina (also known as Avicenna) was a renowned philosopher and physician in the medieval Islamic civilisation. He was born in Bukhara (Uzbekistan) and travelled extensively throughout his life, studying and exchanging ideas with other scholars. He visited various Central Asian and Persian cities, serving as a court physician for several rulers. His contributions to philosophy, medicine and other subjects are noted by Stier (2006) to have profoundly impacted Islamic and European intellectual history. It was noted by Knight (2004) that the practice of academic mobility has been an integral part of the development and dissemination of knowledge throughout history.