It is well-documented that international enterprises are more productive. Only few studies have explored the effect of internationalization on productivity and innovation at the firm-level. Using propensity score matching we analyze the causal effects of internationalization on innovation in 10 transition economies. We distinguish between three types of internationalization: exporting, FDI, and international outsourcing. We find that internationalization causes higher levels of innovation. More specifically, we show that (i) exporting results in more R&D, higher sales from product innovation, and an increase in the number of international patents (ii) outward FDI increases R&D and international patents (iii) international outsourcing leads to higher sales from product innovation. The paper provides empirical support to the theoretical literature on heterogeneous firms in international trade that argues that middle income countries gain from trade liberalization through increases in firm productivity and innovative capabilities.
The increasing importance of the concept of internationalization at home is not only manifest in the educational policy of the European Commission, in emerging national policies and in institutional policies of European higher education institutions (HEIs), but most of all in educational practice.Since the existing definition of internationalization at home does not offer much support for those who are working on its implementation, the authors have proposed a new definition that hopefully contributes to lifting the ‘conceptual fog’ that surrounds the internationalization of learning and teaching. The new definition may also help to reach a common understanding of the concept when academics, the key actors in the internationalization of teaching and learning, are joined by both educational and internationalization experts. After all, their joint expertise is needed to build the international and intercultural dimensions of programs of study.
Intelligent internationalization, as outlined by Laura Rumbley in 2015, is a relevant notion to explore in specific institutional settings. The setting in this contribution is that of The Hague University of Applied Sciences (THUAS) and in order to understand intelligent internationalization in practice, the specific setting of the institution needs to be clarified first. The Hague, with its approximately 530,000 inhabitants, is not the capital of the Netherlands, but is the seat of government and therefore houses the parliament, ministries, embassies, and is also the residence of the royal house. The Hague has a long tradition as the host of international institutions. The 1899 and 1907 peace conferences were held in the city and the Peace Palace, opened in 1913, is home to the International Court of Justice (ICJ), the principal judicial organ of the United Nations and to the Permanent Court of Arbitration (PCA). Since 2002, The Hague also houses the International Criminal Court (ICC). The city thus provides a learning environment for all students (both domestic and international) at THUAS, not only through the internships that are a key component of all programs, but also through engagement with cultural organizations and local communities. The Hague University of Applied Sciences provides higher professional education to about 28,000 students, in more than 50 bachelor’s programs, as well as in a limited number of applied master’s programs. Nine programs are delivered in English. THUAS is an UNESCO institution and aims to be the most international university of applied sciences in the Netherlands by 2020, focusing on world citizenship skills, such as critical thinking, problem solving, and intercultural competence for all its students. THUAS’ student body is highly diverse with approximately 40% of its students having a non-Dutch background.
MULTIFILE
