When internationalisation of higher education is written about from the perspectives of the Western industrialised world, it is considered a transformative process and strategy. But from the perspective of peripheralised countries or regions
Voices of internationalisation of higher education from sub-Saharan Africa, China and Indonesia
Sintayehu Kassaye Alemu, Mei Qu, and Zulfa Sakhiyya
Penny Welch and Susan Wright
topics: the third mission of universities, doctoral supervision, internationalisation of higher education, neoliberal think tanks in higher education, and an innovation in the teaching of political thought. In the first article, Hans Schildermans
Penny Welch and Susan Wright
articles are about the internationalisation of higher education, a theme this journal has covered quite extensively in the past. The other two articles concern the use of digital tools for teaching remotely and the design of a course unit to promote a sense
Penny Welch and Susan Wright
internationalisation of higher education from the periphery and another group from Italy, New Zealand, Australia and the UK analyse market-making in higher education institutions. The articles in this special issue represent some of the collaborative results from an
International learning experiences at home in Japan
The challenges and benefits of taking English-medium courses for Japanese students
exception’ ( 2005: 66 ). English-isation is an alternative expression often used for the internationalisation of higher education in Japan. This section will provide a quick overview of the introduction of English-medium courses and programmes and the
Transcultural encounters on a Mediterranean island
Stories from a dual degree
This article explores the decision by two universities, the University of Malta and the University of Maryland, College Park, U.S.A., to create a dual master's degree in transcultural counselling. The difficulties encountered by the two universities in creating a harmonised system encompassing tuition, assessment, accreditation and regulatory procedures will be discussed, as well as the complexities of learning and teaching and the opportunities for intercultural learning. The article explores the experiences of the students and academics as they grapple with two different philosophical and academic systems, but also with their own personal and professional differences as narrated, composed and received in their different contexts – interactional, historical, institutional and discursive. Through the narratives of the research participants a powerful tool for course evaluation was created.
'Internationalisation' and the Social Sciences
We hear ever more about the internationalisation of higher education. As U.K. universities become increasingly exposed to the vagaries of international student demand, administrators are scrambling to develop ‘internationalisation’ strategies, whilst academics are being encouraged to incorporate ‘international perspectives’ into their curricula. Even the U.K.’s Centre for Learning and Teaching Sociology, Anthropology and Politics (C-SAP) has a strategic aim to promote ‘best practice in the internationalisation of the student learning experience’. It sounds impressive, but what does it mean in practice? Internationalisation has become a buzzword that everyone can use without having to agree on what they mean. The word’s descriptive malleability is its analytical downfall.
Caught between internationalisation and immigration: The case of Nepalese students in Denmark
An explicit marketisation and national profiling of Denmark as an attractive country for foreign students has resulted in an increasing number of students from poor countries in the global South, including Nepal, being admitted to Danish colleges and universities. The influx of students from these countries has led to several accusations against them of using enrolment in educational institutions primarily as an entrance point to the Danish labour market. Drawing on ethnographic fieldwork among Nepalese students in Denmark this article addresses the intersection of internationalisation of higher education and immigration policy in a Europe with tightened immigration rules for certain nationalities.
Internationalisation of Canadian higher education: Troubling the notion of autonomy through an examination of policy actors, knowledge and spaces
Internationalisation of higher education has been overwhelmingly embraced by Canadian universities (Beck 2009). Yet, the decentralised nature of higher education institutions, coupled with the absence of a national governing body with responsibility for higher education, creates an interesting terrain for internationalisation. In this paper, I examine the ideas related to internationalisation pursued by one Canadian organisation, the Association of Universities and Colleges of Canada (AUCC). Responding to concerns from Canadian institutions and government ministries about their potential exclusion from global markets, the AUCC took a national lead to better acquaint Canadian institutions with the Bologna reforms, declaring an urgent need to respond to the reforms taking place in Europe (AUCC 2008a). I analyse the policy knowledge, spaces and actors involved with internationalisation through the AUCC's interaction with the Bologna Process, to argue that a deeper entangling of universities in the ideational market-based competition embedded in neoliberal reforms has created tensions in how autonomy can be conceived in Canadian higher education.
Peripheries within the higher education centres
Internationalisation experiences in Finland and UK
Sonja Trifuljesko and On Hee Choi
relation between language politics and internationalisation of higher education. To be counted as global higher education centres, Finnish universities must adapt to Anglophone-centred internationalisation and a knowledge economy. This creates tensions