The universal phenomenon of internationalization as a mainstream element of higher education is often based on the assumption that there is value added to the quality of higher education systems when enhancing the international dimension of teaching, research and service (Knight, 1997). Questioning the validity of the assumption, this study examined the relationship between internationalization and quality of higher education. Using the pre-existing data collected originally by Horn et al (2007), Lombardi et al (2003), and U.S. News World and Report (2003), the study conducted the simple correlation analysis and the multiple regression analysis. The research variables included six internationalization variables such as international students, U.S. study abroad, internationalized faculty and scholars, international research activities, internationalized curriculum, and organizational support; and seven quality variables such as research competitiveness, faculty competitiveness, undergraduate competitiveness, advanced training competitiveness, financial stability, constituents' satisfaction, and institutional reputation. The results showed that there was a positive relationship between internationalization and quality of higher education. Particularly, the presence of international students was found to have statistically significant and positive effects on all the quality variables except for the research competitiveness. Internationalized faculty and scholars had statistically significant effects on advanced training competitiveness and financial stability. Also, the organizational support for internationalization played a significant role in institutional quality enhancement. However, internationalized curriculum was found to have no effect on any quality variables. Based on the results, the study suggests that various internationalization strategies be conducted and measured properly as part of the institutional quality improvement process.
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机译：国际化作为高等教育的主流要素的普遍现象通常是基于这样的假设，即在提高教学，研究和服务的国际规模时，高等教育系统的质量会增加价值（Knight，1997）。质疑这一假设的有效性，本研究考察了国际化与高等教育质量之间的关系。使用Horn等人（2007），Lombardi等人（2003）和U.S. News World and Report（2003）最初收集的现有数据，该研究进行了简单相关分析和多元回归分析。研究变量包括六个国际化变量，例如国际学生，美国留学，国际化教职人员和学者，国际研究活动，国际化课程和组织支持。以及七个质量变量，例如研究竞争力，教师竞争力，本科生竞争力，高级培训竞争力，财务稳定性，选民满意度和机构声誉。结果表明，国际化与高等教育质量之间存在正相关关系。特别是，发现国际学生的存在对除研究竞争力以外的所有质量变量具有统计学上的显着积极影响。国际化的教师和学者对高级培训的竞争力和财务稳定性具有统计学上的显着影响。此外，组织对国际化的支持在提高机构质量方面也发挥了重要作用。但是，发现国际化课程对任何质量变量都没有影响。根据结果，该研究建议作为机构质量改进过程的一部分，应进行各种国际化策略并进行适当的衡量。
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