Akademik Veri Yönetim Sistemi
European Educational Research Journal, 2025 (SSCI, Scopus)
International mobility has globally accelerated, yet, only a small proportion of students can access study abroad opportunities. Consequently, internationalization at Home (IaH) practices have gained prominence as a means to expand internationalization for all students. Despite this growing interest, IaH has been predominantly studied from the perspective of academics, while the experiences of international office professionals (IPs) remain largely underexplored. This paper thus investigates IaH experiences in two specific contexts, Turkey and Poland. Following a qualitative methodology, data collected through semi-structured interviews with 36 IPs. The findings indicate that IaH is widely recognized by IPs in both countries as an equitable response to the persistent barriers to physical mobility. However, despite its perceived value, the implementation of IaH remains fragmented due to a lack of institutional ownership, ambiguous job definitions, and limited cross-departmental coordination. This study highlights the importance of repositioning IaH not merely as a set of isolated activities, but as an institutional philosophy—one that requires coherent policy frameworks, and active involvement of faculty and leaders to foster meaningful intercultural engagement. By addressing these institutional imperatives, universities can more effectively ensure that all students, regardless of their mobility status, have access to internationalized experiences.