Qualitative Multi-Level Case Study

Qualitative multi-level case study design is employed aiming at thick data collection through exploring perceptions and experiences of participants through semi-structured, face to face in-depth interviews. A total of 61 participants purposely selected and involved based on their experiences and current position in the case universities and ministry of education. Hence senior professors, university leaders, relevant office experts and heads and international students were the main data sources. Consulting policy documents and relevant literature for better grasp of the background and trends of international student mobility. The study is conducted at three levels-national, institutional and individual levels, to examine the resonance of the

In case one, internationalization of higher is national development strategy, it is among the top priority of the government. The government devised fundamental policies clear guidelines and to lead bylaws both at national and institutional levels, it seems there is not room for ambiguity between the levels. The policy is supported with clear guidelines and very organized agencies like China Government Scholarship Council (CSC) with strong link with higher education institutions in attracting international students. Contrary to this, in case two, internationalization of higher education was not among the top priority of the country, as a result there is no comprehensive national or institutional policy for internationalization. There are general legal frameworks that authorize higher education institutions to collaborate with international institutions and strength cooperation for capacity building and other academic purposes. There is no responsible body or agency in ministry of education that deal with internationalization and international student

The reach out and bring in found to be one of the unique feature of Chinese strategy of internationalization with various purposes. It includes exchange students and attracting inbound international students as well as promoting Chinese culture and language through opening Confucius institute around the world. As a result, China changed its position from the world’s major origin of international students to one of the top major destination of international student in less than two decades. In case two there are few fragmented activities of internationalization, frequent introduction of new change tools-the adoption of Bologna process and its elements to improve quality standard of teaching and learning in the universities. There is no national strategy for attracting international student, as a result Ethiopia remain in 2000s where the two important higher education proclamations