| Row |
Author & Year |
Country |
Type of Study |
Scope of Study |
Aim |
| 1 |
Aydinli and Mathews, 2020 (20) |
Turkey |
Original study |
Identifying internationalization indicators and features |
To investigate the ways of “internationalization” in Turkish universities and how a country’s condition of status (in)consistency may be linked to its internationalization practices |
| 2 |
Bengoetxea and Buela-Casal, 2013 (21) |
Bulgaria & Spain |
Conceptual modelling |
Identifying internationalization indicators and features |
To provide a new user-driven tool for higher education institutions ranking |
| 3 |
Chin and Ching, 2009 (22) |
Taiwan |
Original study |
Identifying internationalization indicators and features |
To develop a set of performance indicators for internationalization |
| 4 |
Dabija, Postelnicu et al., 2014 (23) |
Romania |
Conceptual modelling |
Identifying internationalization indicators and features |
To develop a methodology for assessing the degree of internationalization of academic study programs |
| 5 |
De Wit, 2020 (24) |
England |
Conceptual modeling |
Identifying internationalization indicators and features |
To analyze the future of university internationalization in the changing global economic, ecological, and political context |
| 6 |
Erden, 2018 (25) |
Northern Cyprus |
Original study |
Identifying internationalization indicators and features |
To identify students' intercultural perceptions in African universities |
| 7 |
Gao, 2018 (7) |
Australia |
Conceptual modeling |
Identifying internationalization indicators and features |
To develop an indicator framework for measuring university internationalization |
| 8 |
Ishikawa, 2012 (26) |
Japan |
Review |
Identifying internationalization indicators and features |
To analyzes the emergence of dominant models in higher education in non-Western and non-English language universities |
| 9 |
Ivančević and Luković, 2018 (27) |
Serbia |
Conceptual modeling |
Identifying internationalization indicators and features |
To provide a set of indicators for university ranking |
| 10 |
Kireçci, Bacanlı et al., 2016 (9) |
Turkey |
Original study |
Identifying internationalization indicators and features |
To test the validity and reliability of the Internationalization Index of Higher Education in Turkey |
| 11 |
Knight, 2015 (28) |
Canada |
Conceptual modeling |
Identifying internationalization indicators and features |
To examine key characteristics of three generic models of international universities |
| 12 |
Lakshmi and Ramachandran, 2018 (29) |
India |
Original study |
Identifying internationalization indicators and features |
To examine the learning and social difficulty issues of the international students |
| 13 |
Lee and Kuzhabekova, 2018 (30) |
Kazakhstan |
Original study |
Identifying internationalization indicators and features |
To examine faculty mobility in a reverse direction: from the core to Kazakhstan |
| 14 |
Marjanovic and Pavlovic, 2018 (31) |
Croatia |
Conceptual modeling |
Identifying internationalization indicators and features |
To provide student’s decision-making process model on a globalized higher education market |
| 15 |
Mizintseva, Komarova et al., 2016 (32) |
Russia |
Review |
Identifying internationalization indicators and features |
To assess the major aspects of improvement of the student's satisfaction with the educational process in the higher education institutions |
| 16 |
Nicholls, 2018 (33) |
USA |
original study |
Identifying internationalization indicators and features |
To explore what factors influence international students’ choices of where to study |
| 17 |
Rosyidah, 2020 (34) |
Indonesia |
Conceptual modeling |
Identifying internationalization indicators and features |
To elaborate on the university’s promotion strategies to building international trust |
| 18 |
Sharipov, 2020 (35) |
Uzbekistan |
Conceptual modeling |
Identifying internationalization indicators and features |
To investigates the concept of higher education internationalization |
| 19 |
Chang and Lin, 2018 (8) |
Taiwan |
Original study |
Internationalization assessment |
To examine the perceptions of students and faculty regarding implementing internationalization in universities |
| 20 |
Horn, Hendel et al, 2007 (36) |
USA |
Conceptual modeling |
Internationalization assessment |
To develop an empirical approach to evaluating the international dimension of research universities in the United States |
| 21 |
Krechetnikov and Pestereva, 2017 (37) |
Russia |
Review |
Internationalization assessment |
To examine international aspects of the development of the present-day national education systems in two countries of the Asia-Pacific region: Japan and the Republic of Korea |
| 22 |
Tan and Goh, 2014 (38) |
Malaysia |
Original study |
Internationalization assessment |
To examine the responses of a Malaysian public university to the impact of globalization |
| 23 |
Uralov, 2020 (39) |
Uzbekistan |
Review |
Internationalization assessment |
To study the peculiarities of internationalization of higher education in the Republic of Uzbekistan |
| 24 |
Vyas, 2018 (40) |
Hong Kong |
Review |
Internationalization assessment |
To investigate the development of higher education internationalization in Hong Kong in the recent two decades |
| 25 |
Douglass, 2014 (41) |
USA |
Conceptual modeling |
Examining indicators of leading universities |
To provide a model for flagship universities |
| 26 |
Liu, Moshi et al., 2019 (42) |
China |
Conceptual modeling |
Examining indicators of leading universities |
To analyze the sustainability indicators of universities included as newly formed world-class universities (NFWCUs) in the top 100 from 2010 and 2018 |
| 27 |
Shehatta and Mahmood, 2016 (43) |
Hungary |
Conceptual modeling |
Examining indicators of leading universities |
To identify the key features of world-class universities |
| 28 |
Sitnicki, 2018 (44) |
Ukraine |
Review |
Examining indicators of leading universities |
To identify the main characteristics of 25 world-class research universities and propose strategic directions for the development of research universities in the European Union |
| 29 |
Avralev and Efimova, 2014 (45) |
Russia |
Review |
Analyzing indicators of international ranking |
To improve the competitiveness of universities |
| 30 |
Buela-Casal, Gutiérrez-Martínez et al., 2007 (46) |
Spain |
Review |
Analyzing indicators of international ranking |
To compare different international rankings of universities in order to explore academic indicators to be reliably used in cross-national university comparisons |
| 31 |
De Filippo, Casani et al., 2012 (47) |
Spain |
Review |
Analyzing indicators of international ranking |
To examine universities' position in international ranking and strategies to gain greater international visibility |
| 32 |
Dembereldorj, 2018 (48) |
Mongolia |
Review |
Analyzing indicators of international ranking |
To examine the impact of higher education rankings on the institutions' competencies |
| 33 |
Safon, 2013 (12) |
Hungary |
Conceptual modeling |
Analyzing indicators of international ranking |
To investigate the existence of hidden education and research factors or profiles in the two most influential global university rankings (ARWU and THE) |
| 34 |
Shakirova and Smolnikova, 2017 (49) |
Russia |
Original study |
Analyzing indicators of international ranking |
To study the relationship between the level of internationalization of universities and their position in authoritative world rankings |
| 35 |
Shypulina, Gryshchenko et al., 2016 (50) |
Ukraine |
Review |
Analyzing indicators of international ranking |
To explore the importance of universities' participation in international ranking |
| 36 |
Taylor, Perakakis et al., 2014 (13) |
Greece & Spain & USA |
Review |
Analyzing indicators of international ranking |
To perform a critical and comparative analysis of 6 of the most popular global university ranking systems |
