Rethinking Ethical Dilemmas in Internationalization of Higher Education: A Confucian Zhengming Perspective

• In Event: Making the Invisible Visible: Ethical and Decolonial Futures in Global Higher Education from Non-Western Contexts, Perspectives, and Practices

Proposal

Relevance
With increasing ethical concerns surrounding the internationalization of higher education (IHE), this study presents a fresh perspective through the Confucian concept of Zhengming, which emphasizes aligning roles and responsibilities with realities. It critiques power imbalances, cultural imperialism, and the commodification of education, offering a framework to address these misalignments. By challenging market-driven motives and advocating for ethical engagement, the study provides a foundation for promoting equity and integrity in global higher education policy and practice.

Literature Review
The literature on IHE highlights significant ethical concerns, particularly its role in perpetuating global inequalities and reinforcing Western-centric paradigms. Scholars like Marginson (2023) and Stein (2016) critique IHE for privileging institutions in the Global North, often at the expense of non-Western knowledge systems, leading to epistemic inequalities (Shahjahan, 2016). In response, Leask and De Gayardon (2021) advocate for an “Internationalization of Higher Education for Society” model that aligns with broader societal goals, while Yang and Tian (2022) call for incorporating non-Western perspectives, including Confucian philosophy, to address these ethical complexities. However, the cornerstone of Confucian philosophy—Zhengming, which emphasizes aligning names with realities, remains underexplored in this context. This paper addresses this gap by applying Zhengming to the ethical challenges in IHE, proposing a more culturally sensitive and ethically aligned approach to global educational practices.

Findings
The paper identifies three key findings through the lens of Zhengming:
Reframing Internationalization Discourse: Ethical issues in IHE often stem from the misalignment between terminologies and realities. Terms like “international student” and “world-class universities” fail to capture the diverse realities of global education, leading to confusion, inequality, and the perpetuation of colonial legacies. The paper calls for a rigorous examination of these terms to propose more inclusive and equitable conceptualizations (Marginson, 2023).
Acting with Established Roles and Responsibilities: Ethical dilemmas in IHE also arise from the failure of actors to fulfill the roles and responsibilities implied by their titles. Powerful institutions often fail to engage reciprocally with counterparts in less developed regions, perpetuating unequal power structures. Zhengming suggests that these actors must align their actions with the ethical responsibilities inherent in their roles, promoting reciprocity and equity in global educational exchanges (Knight, 2008; Nuzhat, 2021).
Dialectics within Rectifying Names: The process of Zhengming involves continuously ensuring that names and roles in IHE reflect their intended ethical responsibilities while adapting to new realities brought about by digital transformation. This balance between tradition and innovation fosters a more inclusive and pluralistic educational landscape (Shahjahan, 2016; Yang & Tian, 2022).

Implications
The paper’s theoretical contribution applies Zhengming to international higher education (IHE), highlighting the misalignment between names and the realities they represent. It critiques how specific terminologies reinforce Western power imbalances and calls for context-sensitive, ethical practices in IHE. The findings suggest that Zhengming offers a reflective framework for addressing inequalities in a digital society. By reassessing language and practices, educators and policymakers can foster equity, justice, and mutual respect across diverse cultural and geopolitical contexts.

Author

• Yulu Hou, Michigan State University