Summery There are many definitions of internationalization as Arun and van de Water says the multiple activities, programs

and services that fall within international studies, international education exchanges and technical cooperation It is a process that integrates an international dimension or perspective into the major functions of the institution. Internationalization and international education both are different things .International education is an institutions international activities such as students and faculty exchange programs, foreign languages studies, international education suggests that it is separate from the rest of education and that it exists as a parallel or different undertaking. The result of this parallel concept is that international learning and experiences are not only disconnected from other aspects of education processes, but also marginalized and poorly integrated into the institutions mission strategic plan. In U.S the history of internationalization of higher education in the last decades has been strongly associated with external and internal political events, which not only influenced the drafting of strategies and policies but also contributed to its inconsistent significance in the U.S. education agenda. The end of World War I brought forth the need for the U.S. to promote and invest in international cooperation. One of the first results of internationalization was the creation of the Institute of International Education. The end of WWII reinvigorated the idea that for international cooperation and peace to be sustained, internationalization of HEIs must become a top item on the U.S. education agenda. The internationalization of HEIs developed around specific areas such as foreign aid, foreign study abroad programs, student enrollment, foreign languages and foreign areas of study. The United States Agency for International Development (USAID) agency was in charge of financing overseas technical assistance programs in Third World Countries. Overall, HEIs responded to the first wave of internationalization establishing functional units with o ne of more specific missions. Organizationally fragmented, In so much as the usual response was to house the different functional units in different parts of the college of university The lack of organizational strategy in internationalization within higher education institutions has been inherited from those early approaches. According to Friedman, globalization 3.0 is characterized by the inter connectiveness of human beings leading to an undeniable awareness and recognition of global cultures. HEIs are responding to the current wave of internationalization by promulgating a more university-wide approach to internationalization can be described, several rationales or motivations for the internationalization of higher education exist. Furthermore, within the educational sector should also be distinguished among three subgroups: the institutional level, the academic and their departments, and then students. Scott articulates seven rationales for global education imperative. Similarly Warner identifies three different models as imperatives for internationalization. Warners second model , the liberal model shifts from global competition to global cooperation. The social transformation model calls upon a curriculum that will give students a deep awareness in international and intercultural issues dealing with equality and justice, and provide the necessary skills to promote social change. In 2003, the International Association of Universities (IAU) surveyed its members on the practices and priorities of HEIs toward internationalization. The complex definition of internationalization suggests many elements are present in the internationalization process that can either hinder or promote internationalization. According to Knight (1994), these elements may be called key ingredients, mechanisms, facilitators, barriers, factors, steps . Knight

emphasizes the importance of organizational factors. Afonso developed an international dimension index (IDI) to measure and rank universities on their internationalization practices on seven specific dimensions. According to Afonso the primary purpose of study was to examine the nature of international education and to provide a single multivariate measure of the international dimension within individual institutions . Petronis studied the internationalization of business schools by focusing on 10 of the most frequent elements on internationalization. In 2002, the American Council on Education (ACE) selected eight HEIs to be part of an internationalization collaboration project. From the internationalization project, ACE later published a campus case studies report on internationalization of the eight HEIs. In an era where global understanding, knowledge, and skills are imperative, an internationalized curriculum becomes the central element of the internationalization process. Therefore, a relevant internationalized curriculum must strive to enable students to fully experience how other cultures and belief systems work. An internationalized curriculum, calls for new pedagogical and curricular practices that introduce multivaried modes of thinking and learning. An internationalized curriculum, consequently, should introduce change into the current pedagogical system by going beyond teaching facts to students but rather enhancing the understating of how cultural variables influence how and what we know. An internationalized curriculum constitutes the heart of internationalized HEIs, the faculty is the heart of an internationalized curriculum. However, despite the close relationship between faculty internationalization and the internationalization of HEIs, the American professoriate remains mainly inward looking. The Carnegie Foundation carried out a survey on 14 nations regarding the status of the academic professoriate. American faculty demonstrates mixed feelings toward internationalization. While it is unquestionable that faculty plays a pivotal role on the level of internationalization of the teaching, research, and service within an institution, students also expect an undergraduate education that will prepare then to be competitive in a more globalized world.