ABSTRACT
In general, international educators have a tendency to use the same language when they deal with meanings, rationales, approaches, strategies, and activities. International educators, though, tend to approach the internationalization of higher education from a rather narrow national and local perspective and are thus inclined to be as parochial in their approach as the students who are to be the benefi ciaries of their work. This is based on the fact that higher education and its international dimension are still based primarily on the nation-state, even in this area of rapid globalization and regionalization of our economies and societies. Approaches to internationalization of higher education diff er from country to country, and this also applies to the meaning attached to the terms global citizenship and study abroad, both of which are central to this publication.
