There has been an ongoing drive within the U.S. higher-education system to internationalise universities, curricula and ultimately the classroom ( Barber 2007 ). While there has been a lively debate about what internationalisation means in the
Surveying the lack of pedagogical and theoretical diversity in American International Relations
Christopher R. Cook
Rationales, Rhetoric and 'Institutional Isomorphism'
Drawing on interviews with Canadian and Australian officials, this article examines the frame of student mobility within the broad discourse of internationalisation. Difficulties in definition and admitted shortfalls in achieving progress even on the more easily articulated benchmarks of student mobility, do not seem to staunch the enthusiasm of a variety of officials for the idea of internationalisation. This article will examine some of the contradictions framing these institutional discourses of internationalisation. These include the gaps between institutional claims and their substantiation, between lauding the internationalism inculcated by student mobility programmes and the more mixed motivations or engagements of student clients, and between claims for the entrepreneurial potential of internationalisation as against the uncertainty of its outcomes. I argue that a long-standing Western view of travel as a vehicle for self-cultivation and transformation combined with competitive efforts to keep up with perceived trends in the fields of post-secondary education are producing a momentum that is elusive even as it threatens to bulldoze its way across important institutional practices and procedures.
Stephanie A. Limoncelli
’. Alongside the growth of service-learning in the social sciences has been the call for internationalising the curriculum, especially in the United States. For example, American sociology has been criticised for its continued parochialism (see, for example
Supporting students’ experiences through praxis
Heidi A. Smith
interactions with members of the host society ( Leask 2008 ; Soong 2018 ). Higher education has responded to the emergence of globalisation, migration and transculturality through a rapid expansion of its internationalisation programmes ( Killick 2017 ; Soria
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.
Trends and contestations from Egypt and Jordan
This article addresses the core-periphery nexus by looking at some of the reform packages proposed in the 2000s in these two pivotal countries in the Middle East, Egypt and Jordan, as well as the resistances they generated. These reform packages include internationalisation and privatisation policies, as well as World Bank–sponsored programmes intended to enhance the higher education sector. These programmes are marked by a high degree of isomorphism with global trends: they belong to an unquestioned centre, with peripheries as receiving points of policies elaborated elsewhere. In this article, I examine some of the resistances they were met with in Egypt and Jordan and show how their translations were shaped by the logics of the local contexts so that they were rarely implemented. Looking at post–Arab Spring developments, the article reflects on the continuity of reform packages amidst political turmoil, and the ways in which these reforms are altering or reinforcing processes of peripheralisation.
The effectiveness of a refugee simulation
Stacy Keogh George
internationalisation and global social change, while drawing the connection to individual, micro-level dimensions of inequality that guide global social policies. Taking the best practices of the field into consideration, this particular globalisation course focused
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.
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.
The challenges and benefits of taking English-medium courses for Japanese students
changing environment’ ( Knight 2008: 4 ). In Japan, the government has played a significant role in the internationalisation of universities since 1983 when it began its first project, the ‘100,000 International Students Plan’, which was followed by the