ABSTRACT Internationalisation of curriculum, research and service remains a fundamental factor in higher education, where best practices are adopted and contextualised across different educational systems to enhance efficiency and productivity. A plethora of studies have examined how internationalisation has built on local, national and regional policies and practices to harness, complement and harmonise local activities in institutions. However, many researchers and educators have advocated for a more holistic picture of how internationalisation has been contextualised into different sectors and dimensions. This study employed a survey design to examine participants' views about the outcomes and role of institutions in internationalisation using the APIKS data and a sample of 19,757 participants from 15 countries. Using descriptive and inferential statistics (ANOVA), the study's results show that there is a significant difference between context (location) and outcomes and role of institutions with F (3, 19,753) = 232.1, p < 0.001 and F (3, 19,753) = 270.8, p < 0.001, respectively. The results also show significant differences between discipline and outcomes, and between the role of institutions, with F (3, 19,753) = 22.8, p < 0.001 and F (3, 19,753) = 16.9, p < 0.001, respectively. The results highlight the gap in communication and collaboration between academic and administrative staff in understanding the institution's internationalisation strategy. Protecting institutional identity during internationalisation is also another area of concern.
Ampadu et al. (Wed,) studied this question.