Internationalization at Home from a Chinese perspective: the case of iZJU

• Published in: International journal of sustainability in higher education 2024-06, Vol.25 (5), p.988-1008
• Main Authors: Qu, Lijuan, Dai, Yuwen
• Format: Article
• Language: English
• Subjects: Asian students; Case studies; Change Agents; College campuses; Colleges & universities; Curricula; Education; Educational Change; Enrollment Rate; Globalization; Higher education; Higher education institutions; Physical Mobility; Student Mobility; Students; Study abroad; Sustainable development; Teaching Methods; Transnationalism; Universities
• ISSN: 1467-6370; 1467-6370; 1758-6739
• DOI: 10.1108/IJSHE-08-2023-0386

Purpose Higher education institutions have a critical role in creating and disseminating the knowledge required to address the complex global challenges faced by global society, as summarized in the Sustainable Development Goals (SDGs). This role of higher education is linked with the concept of internationalization, which has recently been called upon to help contribute to tackle the global challenges and meet the SDGs, particularly through more attention to “Internationalization at Home” (IaH). This paper aims to examine the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Design/methodology/approach A case study of the International Campus of Zhejiang University (iZJU) is conducted to illustrate how iZJU, which is a pioneer of “Internationalization at Home” and an exemplar of sustainable campus in China, contributes to the value of the SDGs and makes an impact. Findings The authors examine the practice of IaH at iZJU in the dimensions of organization, curriculum, people and campus, and the authors find evidence from the iZJU model in addressing the value of the SDG4, 6, 7, 11, 13, 14, 15, 16 and 17. Originality/value First, the authors contribute to the literature on the role of higher education in addressing the SDGs, especially with respect to the links between IaH and the SDGs. Second, the authors contribute to the IaH literature by examining IaH from a Chinese perspective, as there has been little exploration of what IaH means beyond the European context. Third, the authors build on the analytical framework in the IaH literature in the dimensions of organization, curriculum and people and extend with a new dimension of campus. Fourth, the authors show that IaH is a comprehensive approach to include both curriculum internationalization and campus internationalization.