ABSTRACT
Over the past three decades, the international dimension and positioning of higher education in the global arena has been high on the agenda of national governments and higher education institutions (Altbach, Reisberg & Rumbley, 2009). Internationalization is a focal point at all levels from national and regional governments to institutions and individual knowledge workers. The process has been particularly facilitated by supra-national and regional initiatives such as the Bologna Process. While nearly all national governments are keen to promote internationalization to address both regional and global challenges as a comparative perspective (Ayoubi & Massoud, 2007), internationalization takes various forms and shapes. The actual experiences of various nations differ markedly, often with strikingly different costs and benefits.