Titlebook: Internationalization of Higher Education; An Analysis through Marianne A.‘Larsen Book 2016 The Editor(s) (if applicable) and The Author(s)

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Constructing a Theoretical Framework: Space, Networks, and Mobilities,l and space/global. The author then describes network theories drawing on the work of Manuel Castells. Finally, key concepts associated with mobilities theories, including the idea of immobilities are outlined to show the reader the ways in social relations in internationalized higher education settings are produced through mobility.

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Transnational Students: International Service Learning and Short-Term Study Abroad Mobilities,al section, drawing upon the author’s ISL research, the chapter turns to the work of Lévinas who suggests that subjectivity in ISL relationships is bound up with ethical responsibility developed through ethical engagement with the Other.

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Transnational Academics: Mobilities, Immobilities, and Place,being more important than place need also to acknowledge the continued significance of place for mobile academics. The chapter ends with a discussion about immobilities and forced mobility to highlight that mobility is neither possible, nor desirable for all.

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Transnational Pedagogies: Curricular Mobilities, shifts to examining transnational pedagogies through a spatial lens that views knowledge as a spatial practice mobilized by global flows and networks. Bhabha’s idea of the “third space” is evoked to investigate examples of curriculum internationalization that are not simply Western, but rather characterized by hybridity and complexity.

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Transnational Programs and Providers: Mobilities and Complex Spatial Flows,e of understanding global flows of higher education within local contexts. Third, the author argues that while the spatial reach of the university has expanded across national borders, place and the local still play a fundamental role in decisions to offer university programs abroad and student experiences.

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Global Rankings: Reshaping the Spatial Landscape of Higher Education,dational spatial theory and the work of Foucault, the author argues that global university rankings and the concomitant quest for world-class status are fundamentally transforming the spatial landscape of higher education through disciplinary technologies that aim to both homogenize while individualize institutions.

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Conclusion,e author challenges the Eurocentrism of much of the internationalization research, by suggesting that regional initiatives outside of Europe be understood as forms of internationalization. The chapter ends by outlining some areas for further research.