Globalization and Internationalization Without Confusion To begin with, there is much discussion about what globalization and internationalization mean at the post-secondary education level (Altbach & Knight, 2007; Guoa & Chase, 2011 ; Qiang, 2003) . In the literature there is even confusion between internationalization and globalization (de Wit, 1995). Globalization, as Spring (2008) argues, is about the current reality of the virtual impossibility for nations, societies and communities to isolate themselves and their educational functions from their counterparts around the world. Information and knowledge are now shared instantly through communication technologies. Mobility of human capital and individuals with knowledge and skills, in all countries. For example, education and related learning and teaching activities are not only relevant to the economic structures of their context, but education also reflects, produces and reproduces cultural and social realities (Bowles & Gintis 1976; Globalization has imposed interaction, reshaping, and sometimes what I would like to call “education akinesia,” as systems and individuals from different structures, relevant to different locations, engage in exchanges The dilemma about the status of our perception of knowledge and role of education in today's society is revealed by our limited understanding of possible future directions resulting from global exchanges. On the other hand, internationalization in higher education, as Knight (2003) states, is “the process of integrating a international, intercultural or global dimension in the purpose, functions or delivery of post-secondary education” (p. 2.). Therefore, internationalization in higher education includes activities such as academic mobility (students and faculty), linking programs and partnerships between institutions in different countries, satellite campuses abroad, international programs and international research.