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The current study explored high-quality institutional internationalization for promoting sustainable development of higher education in China, from stakeholders’ perspectives. We assessed students’ and faculty members’ satisfaction regarding factors involved in the internationalization of higher education institutions. We recruited 498 students (undergraduate students and graduate students) and 209 faculty members (research track and administration track) and assessed their satisfaction with institutional internationalization initiatives in multiple dimensions, including international courses, research, cooperation and services. The results revealed that student satisfaction with institutional internationalization was influenced by four factors: international faculty resources, international curriculum, international services, and international campus. Of these factors, international faculty resources had the greatest influence, and international campus had the least influence. Teachers’ satisfaction was influenced by international services, international research, and international cooperation, of which international services had the greatest influence and international cooperation had the least influence. Based on the current results, we suggest that national and local government should promote institutional internationalization in the post-epidemic era, and that Chinese-foreign academic cooperation should be enhanced for both students and faculty members.
Li et al. (Tue,) studied this question.
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