Internationalisation of higher education: its conceptual evolution as a process, intended aims, and unintended effects in the global and European context

Higher education has long been viewed as inherently international, yet the concept of being international is interpreted in various ways. It is shaped by institutional, local, and regional contexts, as well as the diverse intentions of stakeholders both within and outside the sector. As a strategic approach, internationalisation is a relatively recent phenomenon, emerging over the past three to four decades and influenced by political, social, economic, and educational factors. However, most internationalisation actions and policies remain ad hoc, fragmented, and marginal, often misaligned with the core mission of higher education institutions and national higher education policies (de Wit, 2024). This article explores the evolution of the concept of internationalisation from the 1980s to the present, examining its development and varying interpretations. It also analyses the dimensions and actions associated with the process, identifying which are most dominant. Additionally, it reviews key achievements of recent decades and assesses the primary challenges that hinder further progress. The discussion is framed within the context of a shifting global landscape, where political support for internationalism in higher education and research has waned compared to the 1980s and 1990s. The article highlights the European context, where internationalisation efforts have been driven by initiatives and programmes aimed at enhancing knowledge competitiveness, fostering a shared European identity, and strengthening the European Higher Education and Research Area (de Wit & Wang, 2024).