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Concerns about commercialisation, high costs of study, elitism, massification, and the challenge of quantity over quality are some of the common themes across the globe in the discussions on international higher education.
Viewed through the lens of a small public university in the UK, this paper presents the results from a study examining the meaning of internationalisation, its practice, and what it means in the context of an inclusive international higher education strategy.
It argues that in a world where 97% of the world's student population engaged in higher education is not globally mobile for a variety of reasons, internationalisation to be inclusive must adopt a holistic approach and be woven into the fabric of the institution's life. Implemented as a Whole Institution Initiative (WII), this must be accompanied by clear Intent, Investment, and Infrastructure (3 I's), connecting strategy, policy, and day-to-day practices at all levels and functions of the institution.
The framework that has been developed as a result of this study provides insight and practical guidance to Higher Education institutions on how to approach internationalisation holistically. At a strategic level, it will be useful to institutional leaders and national policymakers to understand the issues entailed in formulating international strategies, processes, and programmes in developing an inclusive internationalisation strategy and not merely focusing on international student recruitment and inward mobility. At a course/programme level, it provides valuable practical insight and guidance to academics and programme administrators involved in developing and delivering inclusive internationalisation.

This article analyses the process of reforming the governance of Danish universities, from an anthropological perspective. Observers saw that the assemblage of steering concepts, tools and mechanisms in the 2003 Danish university law could be articulated in two contrary ways: one would make the university into a power force with ideas that exceeded the government's imagining of the future; the other turned the university into a tightly steered service provider, quick to respond to changes in political priorities. Initially, the government took the first approach in promoting the internationalisation of research and education. Its strategy provided a framework of opportunities that university leaders and academics used voluntarily to fulfil their own visions for their institution or discipline. In 2018, the government's priority suddenly shifted to de-internationalisation of Danish higher education. To achieve this, it rearticulated the same steering concepts, tools and mechanisms to impose cuts to English-medium courses through commando-style steering, and academics and students were disenfranchised. The internationalisation strategy first mobilised the capacities of the university as a power force. When the government decided to de-internationalise, it turned the same steering assemblage into a chain of command that made the university respond quickly to a changed political priority.

"Managing Internationalisation" explains the process of internationalising any kind of organisation from a management perspective. Based on the renowned EFQM Excellence Model, all issues with special relevance for international activities are explained and traced back to recent scientific research and good management practise. The book is meant for practitioners and students alike. For a better understanding, extensive illustrations, examples, exercises and recommendations for case studies enrich the text. Dieses Buch erklärt den Prozess der Internationalisierung von Organisationen aus der Sicht des Managements. Auf der Basis des EFQM-Modells für Business Excellence (Qualitätsmanagement) werden alle für internationale Aktivitäten relevanten Themen erläutert. Das Buch ist für Praktiker und Studierende gleichermaßen geeignet. Mit praxisnahen Übungen und Fallstudien.

All academics know this ancient: in order to be a completed researcher, it is necessary to be "internationalised". In universities and research organisations, several services and programmes promote this internationalisation, which is becoming increasingly important in evaluation procedures, but does not provide a consensual definition. Should priority be given to the movement of individuals between countries, to research on foreign 'cases' or to publications in international media? But does this internationalisation not tend to strengthen the hegemony of Anglo-American research — English becoming the lingua franca science — at the risk of abandoning the study of our own societies and restricting even more encouraged exchanges with non-academic actors? This short text proposes to shed light on some of the challenges arising from a personal experience of internationalisation, which is still infrequent in French social sciences: born and trained in France (up to a doctorate obtained in 2008 at the School Normal Superior and the School of Advanced Studies in Social Sciences), I was for four years a deputy professor at the Department of Political Science of Laval University, in the city of Québec, Canada. In 2014, I returned to France as a lecturer at Rennes 2 University while continuing to carry out research and mentoring overseas doctoral candidates. [First lines] ; Tous les universitaires connaissent cette antienne : pour être un chercheur ou une chercheuse accomplie, il faut être « internationalisée ». Dans les universités et les organismes de recherche, plusieurs serviceset programmes promeuvent cette internationalisation, à laquelle les procédures d'évaluation accordent une place croissante, sans pour autant en donner une définition consensuelle. Faut-il donner la priorité aux circulations des individus entre pays, aux recherches sur des « cas » étrangers, ou encore aux publications dans des supports internationaux? Mais cette internationalisation ne tend-elle pas à renforcer l'hégémonie des recherches ...

Entrepreneurship, innovation and internationalisation are substantially interrelated. In an increasingly competitive world economy these are getting more importance. In 2000 at its Lizbon meeting, the European Council set the objective of making the European Union "the most competitive and dynamic knowledge-based economy in the world". Entrepreneurship, innovation and internationalisation are essential ingredients of achieving such objectives as they are now three of the most important factors for growth and job creation in open market economies. SMEs are also very important in many countries (as well as in Germany where they play a critical role in forming a middle class society so called Mittelstand that is also the backbone of the German economy). On the other hand, it seems that SMEs in general (and also many German SMEs are reluctant to invest in foreign countries though export orientation historically has been the case). There may me various factual and psychological reasons behind this approach. However, increasing economic integration among nations forces companies to be involved in international business much more than earlier. In this line, foreign direct investment (FDI) has also become as 2 important as export business. In fact, FDI is currently has a pivotal role for international trade flows. At present two third of the world trade volume is under the control of multinational companies. Interestingly, multinational companies are not generally large or big companies as is supposed by many. They are rather smaller companies involved in FDI and other foreign operation modes such as international franchising, contract manufacturing, licencing etc. Together with those internationalisation tendencies SME´s cannot resist against the progressive movement of digitalisation or Industry 4.0. For this reason and because of the fact that many small-sized multinationals are also family owned corporations, it seems that internationalisation is now not an option but a must for nearly all companies; small or big. So far, the internationalisation of SMEs and family-owned small firms and also small multinationals have been studied relatively lesser than the potential. In this respect, the WIBF's 3rd International Business Conference aimed to focus on international entrepreneurship and small firm internationalisation, and also on activities of small multinational companies.

Les théories traditionnelles de la démocratie décrivent ce régime comme celui qui rassemble et unifie un peuple. Un tel mode de gouvernement passe pour applicable à toutes les nations. Si donc des pays nouveaux, sortis du colonia-lisme, ou suscités par l'expansion européenne, n'adoptent pas le système repré-sentatif, ce ne peut être que l'effet d'un abus de pouvoir, une fraction du peuple dominant les autres, ou une élite menant une politique aveugle. Cette conception apologétique manque tout à la fois de cohérence, et de base empirique. Les nations anciennes se sont constituées par la violence et le commerce, qui créent entre les personnes des intérêts communs et des dissensions, et non comme accomplissement d'un projet collectif. La démocratie obéit à des conditions sociales précises : elle implique un pouvoir unique, qui n'a pas d'autres limites que celles qu'il se fixe lui-même. En s'interdisant de régler rigoureusement les objectifs et les moyens de dispositifs de travail, l'État insère l'économie nationale dans l'espace international des échanges. Les nations nouvelles se trouvent ainsi au centre de contradictions insolubles, et obligées de constituer à contretemps des États de type ancien au moment même où les pays dominants entrent dans une nouvelle étape de leur mondialisation.

Résumé Les règles et leur évolution sont le point d'ancrage d'une dynamique qui touche le jeu et transforme tout son environnement. La notion de spectacle et le professionnalisme qui s'y rattachent ont forcément modifié l'image du rugby et un peu altéré ses valeurs. Préserver celles qui sont essentielles devient un devoir pour les responsables de demain si l'on veut éviter de voir se propager les méfaits déjà apparus dans d'autres sports.