Language, culture and identity: constructing the internationalised university - educators' perspective

Globally, the concept of internationalised university has become the focal point in today's higher education sector and Scottish universities are gaining momentum on the phenomenon. Universities in Scotland have explicitly developed internationalisation strategies as their key priorities. However, there is an ongoing argument in defining the concept of 'internationalisation' which still has a problem of clarity and ambiguity.

Studies have been carried out on various aspects and different perspectives and are yet to have a shared construct on the concept of internationalisation phenomenon. the presence of international learners and educators in a higher education institution is no more an option, unusual, and they are welcomed as a part of the institution, which also ensures the continuity of an academic enterprise. The ability to think locally, nationally and globally is key to the learners who move across borders for higher education and it is equally important as educators to think locally, nationally and globally. Also, the studies show that there is still a gap in gathering educators' perceptions.

This research explores the educators' perspectives on language, culture and identity in constructing the internationalisation phenomena in Scottish universities. The study considers 3 flagships universities in Scotland for the investigation and an ethnography study would be suitable to be adopted in collecting the data for the study.

The study would contribute in formulating the theory on the much discussed phenomenon of constructing the internationalised university based on the educators' perspective.