Wednesday April the 29th I attended a workshop arranged by SRHE (Society for Research into Higher Education)
Three very different and very
interesting presentations framed the seminar and opened up for multiple
perspectives on the internationalisation in Higher Education debate. As an
special consultant at Roskilde University, DK in the professional academic
development unit, one of my jobs has been to come up with an
internationalisation strategy for the unit. As was also illustrated by the
presenters on this occasion, one of the hurdles when working with
internationalisation, is to move the inhabitants of the institution away from
the misconception that having international staff and having international
students is the same as being internationalised. Some of the - for me -
most interesting themes for discussions were:
- What happens when recruitment agents
become educators?
- What if the barrier is less about
language and more about Literacy?
- What does time mean in
terms of education, and what is digital time in HE?
- What happens to digital learning if
time is not individual but a collective construct?
- Are MOOCs really as open and available
as they set out to be? (what happens if you live in a sanctioned country, or if
you don't have access to electricity in the hours you need to?
- What does internationalisation MEAN?
- Why are institutions doing it? Is it
the Money? or is it part of the mission of HE? Or sth else
- What kind of citizenship is required /
expected / seen amongst staff and students studying/working within
internationalised agenda? Cosmopolitan citizen? Globalised citizen? Inter
cultural citizen?
and MANY more:
I made three illustrations of my take on
the event. I hope you enjoy...
Internationalisation as a lens on the marketisation of higher education Professor Anna Robinson-Pant, University of East Anglia
As UK
universities have increasingly had to seek external sources of funding,
internationalisation has been seen almost exclusively as a means of
sustaining revenue. As a result, most universities have now established an
‘international office’ primarily concerned with international student
recruitment. Drawing on her research in this field over the past ten years,
Professor Robinson-Pant argues that internationalisation can provide a lens
for analysing the influence of marketisation on dominant practices and values
within UK universities. She shares insights from recent research projects
focused on the academic experiences of international master’s students as
they made the transition into UK higher education, and on international
student recruitment agents, in order to explore how we can move beyond what
has been termed the current ‘mono-cultural’ model of internationalisation.
Internationalisation
and the digital
Philippa Sheail, University of Edinburgh
This
paper considers theoretical approaches to revisiting the idea of the
international student in relation to online ‘distance’ education and the
digital university. Troubling the notions of ‘home’ and ‘host’, it draws upon
Dall’Alba and Barnacle’s (2005) work on ‘embodied knowing’ in an online
context, and Sidhu and Dall’Alba’s (2012) analyses of ‘(dis)embodied
cosmopolitans’ in international education, in order to consider what it is to
be an international student in the digital university. An analysis of the
2014 controversy around country sanctions and export restrictions imposed by
the US export authority on Coursera, the MOOC (massive open online course)
platform provider, is presented to support the argument that we need to
address the discourse of ‘smoothness’ in the marketing of online education.
The intention of this paper is to move towards opening up new ways of
thinking about internationalisation and the digital, by first recognising the
complex and effortful practices of making education international
(after Lin and Law 2013).
Internationalisation and Higher Education – have we lost sight of what it’s all about?
Professor
Sue Robson, Newcastle University Globalisation,
the knowledge economy and advances in technology have influenced and
intensified the internationalisation of higher education (HE).
Internationalisation has become a key strategic imperative in many HE
institutions, with a strong focus on mobility and recruitment and
international collaborations for research and programme delivery. While a
marketisation discourse may be inevitable in the current HE funding climate,
this has created heightened international economic competition and growth in
the for-profit sector, trends that are likely to endure long beyond the
economic crisis. Brandenburg and De Wit (2011, 2012) ask whether we’ve lost
sight of what it’s all about. There is a danger that economic imperatives
steer thinking away from the radical reassessment of HE purposes, priorities
and goals that internationalisation requires. In this seminar paper,
Professor Robson considers different perspectives on internationalisation and
whether a focus on its social, cultural and values-driven goals can lead to
more acceptable conceptualisations of internationalisation, or indeed ‘create
a set of potent heuristics for generative theorization’ (Odora Hoppers,
2009).
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