Digital Transformation and Campus Internationalization: Assessing the Impact of Virtual Mobility in Higher Education in the U.S

• In Event: Virtual Mobility and Strategic Internationalization: Examining Digital Trends in Global Higher Education

Proposal

Introduction
In today's globalized economy, the need for American students to possess international and intercultural competencies is more pressing than ever (Altbach, 2016). As institutions of higher learning strive to equip students with the necessary skills to thrive in a diverse and interconnected world, the internationalization of higher education has emerged as a critical strategy. This process involves integrating international, intercultural, or global dimensions into the purpose, functions, or delivery of postsecondary education (Knight, 2004). Traditionally, study abroad programs have been the cornerstone of higher education internationalization, providing students with immersive experiences that foster intercultural competence, cross-cultural communication skills, and global awareness (Lokkesmoe, Kuchinke, & Ardichvili, 2016).
However, with only about 10 percent of American students participating in study abroad programs during their undergraduate years, the majority of students miss out on these opportunities (Redden, 2019). Moreover, racial, socioeconomic, and geographic disparities further limit access to study abroad programs, disproportionately affecting students from minoritized and disadvantaged backgrounds (NAFSA, 2020; Lörz et al., 2016). These inequities underscore the need for more inclusive and accessible forms of internationalization that can reach a broader spectrum of students. One way to address these inequalities can be providing programs that provide international and intercultural experiences to students at home campuses that do not require travel – also known as internationalization at home (IaH). IaH can take many forms including remote and hybrid programs where digitization and technology can play a key role.

The Shift Towards Digital Internationalization
The COVID-19 pandemic has underscored the vulnerability of traditional higher education internationalization to global crises (De Wit & Altbach, 2021). The pandemic-induced lockdowns and the resulting shift to online instruction exposed significant challenges, particularly in terms of the digital divide, which left millions of students without access to education, especially in the developing world (Zgaga, 2021). In the United States, the pandemic led to a sharp decline in student mobility, with a 53 percent decrease in study abroad participation during the 2019-2020 academic year (IIE, 2021). The crisis also prompted institutions to explore virtual connections and invest in digital technologies as alternatives to physical mobility (Crăciun & de Gayardon, 2021). While these changes were initially seen as temporary responses to an unprecedented crisis, they have since sparked a broader re-evaluation of the role of digitization in higher education internationalization. The question now is whether these changes will persist and how they will reshape the landscape of higher education internationalization. This study seeks to examine the impact of digitization on internationalization efforts at higher education institutions, focusing on the role of virtual mobility and digital internationalization in advancing Internationalization at Home.

Conceptual Framework
Internationalization at Home (IaH) serves as the conceptual framework for this study. IaH, which emerged in Europe in the late 1990s as a response to the limited accessibility of study abroad programs, has evolved into a comprehensive approach to campus internationalization that seeks to provide all students with opportunities to develop intercultural competencies and global awareness, regardless of their ability to travel (Beelen & Jones, 2015; De Wit & Altbach, 2021). By leveraging digital tools and virtual platforms, IaH can facilitate international learning experiences that are more inclusive, environmentally sustainable, and resilient to disruptions such as global health emergencies or geopolitical conflicts.
Research Questions
This study will answer the following research questions:
1. To what extent has digital internationalization increased at U.S. colleges and universities since the onset of the COVID-19 pandemic?
2. What specific programs and activities have been most impacted by digital internationalization?
3. How has digital internationalization influenced student participation in Internationalization at Home (IaH) activities?

Methodology
To assess the impact of digitization on higher education internationalization, I will conduct a qualitative document analysis of NAFSA’s Paul Simon Award for Campus Internationalization reports from 2018 to 2023. Document analysis is a structured method for reviewing and interpreting documents to extract meaning and build empirical knowledge (Bowen, 2009; Rapley, 2007). Document analysis involves locating, selecting, evaluating, and synthesizing information found in documents. The process begins with skimming (superficial examination), followed by thorough reading and interpretation (Bowen, 2009). This study will prioritize thematic analysis, a form of pattern recognition within the data, where emerging themes become the categories for analysis (Fereday & Muir-Cochrane, 2006). The analysis will involve coding and categorizing data excerpts, quotations, and passages to uncover themes related to digital internationalization and IaH. The focus will be on identifying the internationalization activities that have become more virtual and examining the differences across programs as represented in the Simon Award reports.
The Simon Awards recognize higher education institutions that demonstrate outstanding achievements in campus internationalization. Since its inception in 2002, the award has highlighted best practices and innovative strategies for integrating international perspectives into campus life. The dataset for this study comprises 25 reports spanning the periods before the pandemic (2018-2019), during the pandemic (2020-2021), and post-pandemic (2022-2023). This timeline allows for a comparative analysis of the evolution of digital internationalization across these distinct phases. The analysis will focus on identifying patterns and shifts in internationalization practices, particularly in relation to virtual mobility and other digital initiatives.

Implications and Conclusion
The findings of this study will contribute to a deeper understanding of how digitization is reshaping higher education internationalization in the United States. By focusing on Internationalization at Home (IaH) as a conceptual framework, this research highlights the potential of digital tools and virtual platforms to create more inclusive and accessible forms of internationalization. However, it also raises critical questions about the quality and equity of digital internationalization efforts, particularly in terms of their ability to replicate the immersive experiences of traditional study abroad programs. As higher education institutions continue to navigate the post-pandemic landscape, it is essential to critically assess the long-term implications of these digital shifts and to ensure that internationalization efforts remain equitable, sustainable, and responsive to the needs of all students.

Author

• Mujtaba Hedayet, University of Massachusetts Amherst