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With the demise of the Cold War and the emergence of neoliberal-economic globalisation in the late 1980s, the mainly English-speaking countries such as the USA, UK, and Australia internationalised their higher education systems to capitalise on the unmet global demand for higher education (HE) and to attract thousands of foreign students. Asian countries such as Japan, Taiwan, Singapore, and Malaysia followed suit, and introduced HE reforms by copying processes such as privatisation, marketisation, and corporatisation. These steps have come under critical scrutiny and commentary by scholars who propose alternative meanings and paradigms for Asian countries. Firstly, these developments are explored in this paper, along with those in several other Asian countries. Secondly, questions and options that are important for Sri Lanka to consider are presented. It becomes clear that historical experiences and linkages with countries that promote dominant American or Anglo-Saxon paradigms based on privatisation, marketisation, and corporatisation - in contrast to the European paradigm based on 'international cooperation' rather than 'competition' - largely determine HE reforms for internationalisation in Asia. The need for Sri Lanka to move beyond the Anglo-Saxon paradigm and the dominance of English language in research and teaching, and to find its own vision, mission and strategies for internationalisation after systematically reviewing relevant contextual factors, challenges and opportunities specific to the country and adequate consultation with stakeholders is emphasised. The need for HEIs to adopt a balanced approach to research and teaching excellence, national development, and community service is also pointed out. |
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