The 2010) By investigating these factors it


The scope of the internationalization of higher education has been
expanded in various areas of interest and focus given the ever growing role of
global interconnection holds in the international socioeconomic and political
scene. Under this paradigm, academia’ internationalizing objectives have also
absorbed functions and principles of this global interdependence.

In this paper, Altbach and
Knight introduce the main modes of academic mobility towards the international
market as they fall under the GATS1

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“Cross-border supply, where
the service crosses the border (i.e. distant learning), consumption abroad,
where the customer (i.e. student) goes to the supplier’s country, commercial
presence where the supplier provides services and facilities in other countries
(i.e. branch campuses), and the presence of natural persons” where individuals
(.i.e. professors) travel internationally to provide their services” (Altbach
& Knight, 2007; Rust, 2010)

By investigating these
factors it is clear that in the European context, the substantiality of the intercultural
experience is not the major driver force behind any transformative policy or

Contrariwise, the
internationalization of higher education and the “academic colonization” (Beverly,
of the European institutions are presented to be bolstered by more neoliberal
premises of internationalization such as profit making, prestige and strategic
affiliations at the expense of any fundamental academic embedding of the intercultural

 The international academic mobility programs i.e.
Erasmus facilitated under the Bologna process (1999) may provide students with
more international experiences however the treaty itself also yields for the
creation of more homogeneous academic degree structures, transferable skills and
clear-cut academic requirements. (Altbach & Knight, 2007)

At the same time, the
internationalization of the curricula and the mobility of the academic agents are
inevitably included in the attempt of the European institutions to broaden
their academic authority and prestige beyond Europe. However, this practice of
the “academic colonization” is believed to rather proceed from the global
competition phenomenon instead of any genuine transformative cultural beau

1 The
General Agreement on Trade in Services (GATS)


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