Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2193731
C. Mendoza, Fred Dervin, Heidi Layne
ABSTRACT Internationalization at home (IaH) policies in higher education institutions (HEIs) are rarely negotiated with and by students. Therefore, students’ takes on such policies could be missed opportunities for HEIs. This qualitative study investigates international and local students’ negotiations and meaning-making of integration and IaH as stated by institutional policies. The data consist of online forum entries and reports from small group discussions between 40 students in English medium master’s programs in Finland (Europe). The key concepts of ideology and imaginary serve as entries into data analysis, which consists of enunciative discourse analysis. The findings indicate a perceived hierarchy of mutual but not equal integration between university staff, local and international students. Furthermore, the categories of ‘international as guests’ and ‘local students as hosts’ are challenged by the participants. Local students are considered as ‘guests with more privilege’ and international students as ‘guests with less opportunities’. The responsibility to achieve IaH goals is perceived to be unequally distributed among these actors. Practical implications include reconsidering the categories of ‘international’ and ‘local’ students and how IaH policies could share the responsibilities to achieve their goals more equally among students and staff.
{"title":"‘Integration is not a one-way process’: students negotiating meanings of integration and internationalization at home (IaH) in Finnish higher education","authors":"C. Mendoza, Fred Dervin, Heidi Layne","doi":"10.1080/07294360.2023.2193731","DOIUrl":"https://doi.org/10.1080/07294360.2023.2193731","url":null,"abstract":"ABSTRACT Internationalization at home (IaH) policies in higher education institutions (HEIs) are rarely negotiated with and by students. Therefore, students’ takes on such policies could be missed opportunities for HEIs. This qualitative study investigates international and local students’ negotiations and meaning-making of integration and IaH as stated by institutional policies. The data consist of online forum entries and reports from small group discussions between 40 students in English medium master’s programs in Finland (Europe). The key concepts of ideology and imaginary serve as entries into data analysis, which consists of enunciative discourse analysis. The findings indicate a perceived hierarchy of mutual but not equal integration between university staff, local and international students. Furthermore, the categories of ‘international as guests’ and ‘local students as hosts’ are challenged by the participants. Local students are considered as ‘guests with more privilege’ and international students as ‘guests with less opportunities’. The responsibility to achieve IaH goals is perceived to be unequally distributed among these actors. Practical implications include reconsidering the categories of ‘international’ and ‘local’ students and how IaH policies could share the responsibilities to achieve their goals more equally among students and staff.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"20 1","pages":"1150 - 1164"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85472956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2193729
S. Lomer, Jenna Mittelmeier, S. Courtney
ABSTRACT Although internationalisation underpins many practices in higher education, its adopted approaches can be uneven between institutions and create ambiguous conceptualisations of how it is enacted in practice. Therefore, a whole-sector analysis can provide insight into whether spaces exist for new and innovative approaches to internationalisation, or whether they might be limited by structural inequalities and pressures in the sector. Using the UK as an illustrative case, our research has conducted a qualitative ideal-type analysis of 132 institutional approaches to internationalisation across the sector, as codified in university internationalisation strategy documents and through secondary quantitative data about key internationalisation metrics. Our typology developed three dimensions that shape internationalisation approaches: reputation, mission, and attitude. Our findings outline that universities use their understanding of their reputations and material contexts to determine their missions, and the combination of these shape the dominant emotional tone of strategic approaches to internationalisation. We outline how institutions, on the whole, shape their approaches to internationalisation to fit an existing status quo of global elitism, rather than highlighting new and innovative approaches to internationalisation. The UK case can provide an illustrative example for other diverse sectors in marketised and internationalising contexts.
{"title":"Typologising internationalisation in UK university strategies: reputation, mission and attitude","authors":"S. Lomer, Jenna Mittelmeier, S. Courtney","doi":"10.1080/07294360.2023.2193729","DOIUrl":"https://doi.org/10.1080/07294360.2023.2193729","url":null,"abstract":"ABSTRACT Although internationalisation underpins many practices in higher education, its adopted approaches can be uneven between institutions and create ambiguous conceptualisations of how it is enacted in practice. Therefore, a whole-sector analysis can provide insight into whether spaces exist for new and innovative approaches to internationalisation, or whether they might be limited by structural inequalities and pressures in the sector. Using the UK as an illustrative case, our research has conducted a qualitative ideal-type analysis of 132 institutional approaches to internationalisation across the sector, as codified in university internationalisation strategy documents and through secondary quantitative data about key internationalisation metrics. Our typology developed three dimensions that shape internationalisation approaches: reputation, mission, and attitude. Our findings outline that universities use their understanding of their reputations and material contexts to determine their missions, and the combination of these shape the dominant emotional tone of strategic approaches to internationalisation. We outline how institutions, on the whole, shape their approaches to internationalisation to fit an existing status quo of global elitism, rather than highlighting new and innovative approaches to internationalisation. The UK case can provide an illustrative example for other diverse sectors in marketised and internationalising contexts.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"17 1","pages":"1042 - 1056"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79126421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2216643
Yun-fai. Yue, D. D. De Souza, L. Townsin
ABSTRACT The internationalisation of higher education has been challenged by the significant decline in international student mobility caused by the COVID-19 pandemic. The emergence of internationalisation at a distance before COVID-19 paved a new avenue for the internationalisation of higher education, with the distinctive feature of knowledge mobility without human mobility. However, few studies have explored knowledge mobility in an internationalisation at a distance context. The ethnographic case study identifies three knowledge mobility channels – Information and Communication Technology (ICT), curriculum and virtual community of practice – and argues that the knowledge creation model SECI (Socialisation, Externalisation, Combination, and Internalisation) is inapplicable in the internationalisation at a distance context. Additionally, the absence of immersion in face-to-face interaction hinders internationalisation at a distance students’ identity construction, placing them at a disadvantage in acquiring tacit knowledge. The significance of cultural, linguistic and pedagogical contextualisation in the context is also emphasised.
{"title":"No human mobility: how is knowledge mobile in a context of internationalisation at a distance? a case study","authors":"Yun-fai. Yue, D. D. De Souza, L. Townsin","doi":"10.1080/07294360.2023.2216643","DOIUrl":"https://doi.org/10.1080/07294360.2023.2216643","url":null,"abstract":"ABSTRACT\u0000 The internationalisation of higher education has been challenged by the significant decline in international student mobility caused by the COVID-19 pandemic. The emergence of internationalisation at a distance before COVID-19 paved a new avenue for the internationalisation of higher education, with the distinctive feature of knowledge mobility without human mobility. However, few studies have explored knowledge mobility in an internationalisation at a distance context. The ethnographic case study identifies three knowledge mobility channels – Information and Communication Technology (ICT), curriculum and virtual community of practice – and argues that the knowledge creation model SECI (Socialisation, Externalisation, Combination, and Internalisation) is inapplicable in the internationalisation at a distance context. Additionally, the absence of immersion in face-to-face interaction hinders internationalisation at a distance students’ identity construction, placing them at a disadvantage in acquiring tacit knowledge. The significance of cultural, linguistic and pedagogical contextualisation in the context is also emphasised.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"49 1","pages":"1165 - 1181"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74379287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2217092
Tracy X. P. Zou, Lisa Y. N. Law, Beatrice Chu
ABSTRACT Internationalisation of the curriculum (IoC) as an important element of internationalisation has seen many challenges. The literature shows that successful IoC cases are rare. Drawing on the concepts of powerful knowledge and ‘knowing’, we argue that a more comprehensive understanding of knowledge engagement in the IoC process is needed. Currently, engaging knowledge appears to be a barrier to IoC, particularly in hard disciplines such as science and engineering. This study investigated how faculty members from different disciplines engaged knowledge in their approaches to IoC through semi-structured interviews with 34 faculty members based in three Hong Kong universities. The findings show that engaging knowledge is indispensable to IoC because it provides theoretical foundations for ‘being’ and substantiates discussions on global issues using disciplinary lenses. Furthermore, faculty members from all disciplines show productive ways of engaging knowledge, whilst the differences lie in the expected role of ‘knower’ and the relationship between ‘knowing’ and ‘being’. Specifically, facilitating an intimate relationship between ‘knowing’ and ‘being’ through students’ own dispositions was featured in soft disciplines, whilst taking perspectives based on scientific principles was identified in hard disciplines.
{"title":"Are some disciplines ‘hard to engage’? A cross-disciplinary analysis of university teachers’ approaches to internationalisation of the curriculum","authors":"Tracy X. P. Zou, Lisa Y. N. Law, Beatrice Chu","doi":"10.1080/07294360.2023.2217092","DOIUrl":"https://doi.org/10.1080/07294360.2023.2217092","url":null,"abstract":"ABSTRACT Internationalisation of the curriculum (IoC) as an important element of internationalisation has seen many challenges. The literature shows that successful IoC cases are rare. Drawing on the concepts of powerful knowledge and ‘knowing’, we argue that a more comprehensive understanding of knowledge engagement in the IoC process is needed. Currently, engaging knowledge appears to be a barrier to IoC, particularly in hard disciplines such as science and engineering. This study investigated how faculty members from different disciplines engaged knowledge in their approaches to IoC through semi-structured interviews with 34 faculty members based in three Hong Kong universities. The findings show that engaging knowledge is indispensable to IoC because it provides theoretical foundations for ‘being’ and substantiates discussions on global issues using disciplinary lenses. Furthermore, faculty members from all disciplines show productive ways of engaging knowledge, whilst the differences lie in the expected role of ‘knower’ and the relationship between ‘knowing’ and ‘being’. Specifically, facilitating an intimate relationship between ‘knowing’ and ‘being’ through students’ own dispositions was featured in soft disciplines, whilst taking perspectives based on scientific principles was identified in hard disciplines.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"1 1","pages":"1267 - 1282"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72608563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2193728
Jeremy Breaden, T. Do, Lucas Moreira dos Anjos-Santos, Nadine Normand-Marconnet
ABSTRACT The popularisation of virtual mobility offers opportunities to reconsider power imbalances among different actors in higher education and to affirm the centrality of student agency and diversity. This article explores possibilities for applying the Students as Partners (SaP) approach to virtual mobility in order to empower students and foster reciprocal and ethical interactions. Drawing on interviews with students involved in an action research project, the article highlights the roles and perspectives of students in formulating authentic intercultural exchange experiences online. The findings suggest that application of the SaP framework reorganises students’ agentic capacities and allows them to flourish in a way which, in turn, shifts the power balance in international learning and contributes to the ongoing re-configuration of approaches to internationalisation beyond the educator/student binary.
{"title":"Student empowerment for internationalisation at a distance: enacting the students as partners approach in virtual mobility","authors":"Jeremy Breaden, T. Do, Lucas Moreira dos Anjos-Santos, Nadine Normand-Marconnet","doi":"10.1080/07294360.2023.2193728","DOIUrl":"https://doi.org/10.1080/07294360.2023.2193728","url":null,"abstract":"ABSTRACT The popularisation of virtual mobility offers opportunities to reconsider power imbalances among different actors in higher education and to affirm the centrality of student agency and diversity. This article explores possibilities for applying the Students as Partners (SaP) approach to virtual mobility in order to empower students and foster reciprocal and ethical interactions. Drawing on interviews with students involved in an action research project, the article highlights the roles and perspectives of students in formulating authentic intercultural exchange experiences online. The findings suggest that application of the SaP framework reorganises students’ agentic capacities and allows them to flourish in a way which, in turn, shifts the power balance in international learning and contributes to the ongoing re-configuration of approaches to internationalisation beyond the educator/student binary.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"42 1","pages":"1182 - 1196"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85771484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2194054
C. Montgomery, S. Trahar
ABSTRACT In this article we consider the resonances between internationalisation and decolonising initiatives in the university. Based on our own experiences, as white, British, female scholars, of engaging with both internationalisation and decolonising agendas through our two decades of research and practice in these fields, we consider the parallels between these two strong initiatives. We feel that there are many resonances and opportunities for learning across them and that there is potential strength and solidarity in outlining the ways in which these two agendas can be mutually supportive. Using a discursive approach embedded in literature in the field, we argue that setting internationalisation and decoloniality alongside each other may enable an understanding of culture, race and whiteness; knowledge production; positions and positionality which could inform ways forward for both agendas. Through our reflexive conversations in this article, we aim to illustrate the ways in which internationalisation may perpetuate coloniality and yet how it can advance the decolonial possibilities of higher education, suggesting that the circularity may be broken by learning to unlearn and finding a common language between the two agendas.
{"title":"Learning to unlearn: exploring the relationship between internationalisation and decolonial agendas in higher education","authors":"C. Montgomery, S. Trahar","doi":"10.1080/07294360.2023.2194054","DOIUrl":"https://doi.org/10.1080/07294360.2023.2194054","url":null,"abstract":"ABSTRACT In this article we consider the resonances between internationalisation and decolonising initiatives in the university. Based on our own experiences, as white, British, female scholars, of engaging with both internationalisation and decolonising agendas through our two decades of research and practice in these fields, we consider the parallels between these two strong initiatives. We feel that there are many resonances and opportunities for learning across them and that there is potential strength and solidarity in outlining the ways in which these two agendas can be mutually supportive. Using a discursive approach embedded in literature in the field, we argue that setting internationalisation and decoloniality alongside each other may enable an understanding of culture, race and whiteness; knowledge production; positions and positionality which could inform ways forward for both agendas. Through our reflexive conversations in this article, we aim to illustrate the ways in which internationalisation may perpetuate coloniality and yet how it can advance the decolonial possibilities of higher education, suggesting that the circularity may be broken by learning to unlearn and finding a common language between the two agendas.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"81 1","pages":"1057 - 1070"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83903380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2193724
Franka van den Hende, J. Riezebos
ABSTRACT Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the context affects the process of engagement and implementation and what to change (content). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.
{"title":"Academic staff on their engagement with curriculum internationalisation: an organisational change perspective","authors":"Franka van den Hende, J. Riezebos","doi":"10.1080/07294360.2023.2193724","DOIUrl":"https://doi.org/10.1080/07294360.2023.2193724","url":null,"abstract":"ABSTRACT Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the context affects the process of engagement and implementation and what to change (content). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"125 1","pages":"1247 - 1266"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73769974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2216062
L. Tran, Jisu Jung, Lisa Unangst, S. Marshall
Internationalisation has been a strategic vehicle to transform higher education and become a prominent trend in universities across the world in the past decades. Internationalisation of higher education is drawing growing attention from the broader community outside the education sector, especially as its rationales, operations and impacts more closely align with social, cultural, economic and political interests. It is increasingly subject to public policy turbulences related to migration, workforce, post-study work rights and economics. In particular, international education has been growingly used as a mechanism to address skills shortage and support nation-building in some study destination countries such as Australia, Canada, New Zealand and Germany and the international education and migration nexus or ‘edugration’ trend (Brunner, 2023) becomes more visible. Internationalisation of higher education has been affected by the development of digital technologies and both local and global online e-learning markets, while at the same time encountering heightened insecurity and vulnerability to pandemic, financial, geo-political crises and natural disasters. In ‘catching-up’ countries in internationalisation of higher education such as Turkey and Poland, political instability, economic importance, socio-cultural norms and historical legacies, and the country’s position as a periphery are seen as national barriers to facilitating international education (Bulut Sahin & Brooks, 2023). These emerging challenges have led to changes and variations in policy frameworks, institutional operations and individual practices in internationalisation of higher education. These issues have significant implications for the quality, recovery, sustainability, and ethical development of international education. The articles in this Special Issue probe into the re-conceptualisation of international education in diverse ways and to varied extents. However, they underscore a critical need to shed a more humanistic view on internationalisation of higher education. International education should, in essence, be centred around enriching human beings. It is therefore crucial to strive towards humanisation of international education. Humanisation of international education can take place in various forms. First, humanisation of international education underscores the need for the human values of international education to be more explicitly brought to the fore. Scholars have argued for the critical need to move beyond the discourse framing the value of international students predominantly in economic terms and international education as commercialisation, strongly influenced by reputational status and resourcing (Lomer et al., 2023), to acknowledge international students as human beings with potential to contribute to transnational education, culture, society, local communities and politics (Rizvi, 2020; Soong & Maheepalaa, 2023; Tran, 2020). Second, humanising internationa
{"title":"New developments in internationalisation of higher education","authors":"L. Tran, Jisu Jung, Lisa Unangst, S. Marshall","doi":"10.1080/07294360.2023.2216062","DOIUrl":"https://doi.org/10.1080/07294360.2023.2216062","url":null,"abstract":"Internationalisation has been a strategic vehicle to transform higher education and become a prominent trend in universities across the world in the past decades. Internationalisation of higher education is drawing growing attention from the broader community outside the education sector, especially as its rationales, operations and impacts more closely align with social, cultural, economic and political interests. It is increasingly subject to public policy turbulences related to migration, workforce, post-study work rights and economics. In particular, international education has been growingly used as a mechanism to address skills shortage and support nation-building in some study destination countries such as Australia, Canada, New Zealand and Germany and the international education and migration nexus or ‘edugration’ trend (Brunner, 2023) becomes more visible. Internationalisation of higher education has been affected by the development of digital technologies and both local and global online e-learning markets, while at the same time encountering heightened insecurity and vulnerability to pandemic, financial, geo-political crises and natural disasters. In ‘catching-up’ countries in internationalisation of higher education such as Turkey and Poland, political instability, economic importance, socio-cultural norms and historical legacies, and the country’s position as a periphery are seen as national barriers to facilitating international education (Bulut Sahin & Brooks, 2023). These emerging challenges have led to changes and variations in policy frameworks, institutional operations and individual practices in internationalisation of higher education. These issues have significant implications for the quality, recovery, sustainability, and ethical development of international education. The articles in this Special Issue probe into the re-conceptualisation of international education in diverse ways and to varied extents. However, they underscore a critical need to shed a more humanistic view on internationalisation of higher education. International education should, in essence, be centred around enriching human beings. It is therefore crucial to strive towards humanisation of international education. Humanisation of international education can take place in various forms. First, humanisation of international education underscores the need for the human values of international education to be more explicitly brought to the fore. Scholars have argued for the critical need to move beyond the discourse framing the value of international students predominantly in economic terms and international education as commercialisation, strongly influenced by reputational status and resourcing (Lomer et al., 2023), to acknowledge international students as human beings with potential to contribute to transnational education, culture, society, local communities and politics (Rizvi, 2020; Soong & Maheepalaa, 2023; Tran, 2020). Second, humanising internationa","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"26 1","pages":"1033 - 1041"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72804266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2193726
Andrew Deuchar, Radhika Gorur
ABSTRACT The COVID-19 pandemic has had profound impacts on all facets of international education. Not only has it highlighted the inadequacy of existing care arrangements but it has also created new care needs. There is increased recognition among policy makers and education providers that they need to understand and support the wellbeing of international students more effectively – and indeed with greater care. Drawing on sociomaterial theories of care, this article considers the possibilities of care as a guiding principle for orienting the transformation of international education in more productive directions. Its central contention is that a focus on care will be vitally important for fostering the wellbeing of international students and for creating an institutional environment that more successfully attracts, retains, and supports them. Yet more than this, it will be crucial for redefining and realising the ambitious aims of international education itself. This article substantiates these claims by offering three ‘sketches’ of how a focus on care might reframe international education policy, institutional support, and point to new directions in research on international student mobility.
{"title":"A caring transformation of international education: possibilities, challenges and change","authors":"Andrew Deuchar, Radhika Gorur","doi":"10.1080/07294360.2023.2193726","DOIUrl":"https://doi.org/10.1080/07294360.2023.2193726","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has had profound impacts on all facets of international education. Not only has it highlighted the inadequacy of existing care arrangements but it has also created new care needs. There is increased recognition among policy makers and education providers that they need to understand and support the wellbeing of international students more effectively – and indeed with greater care. Drawing on sociomaterial theories of care, this article considers the possibilities of care as a guiding principle for orienting the transformation of international education in more productive directions. Its central contention is that a focus on care will be vitally important for fostering the wellbeing of international students and for creating an institutional environment that more successfully attracts, retains, and supports them. Yet more than this, it will be crucial for redefining and realising the ambitious aims of international education itself. This article substantiates these claims by offering three ‘sketches’ of how a focus on care might reframe international education policy, institutional support, and point to new directions in research on international student mobility.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"295 1","pages":"1197 - 1211"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73318900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-15DOI: 10.1080/07294360.2023.2193727
A. Oleksiyenko, Ielyzaveta Shchepetylnykova, Uliana Furiv
ABSTRACT Previous research has conceptualized and investigated internationalization of higher education in relatively stable and peaceful environments. Studies on internationalization in the context of war are largely absent. Using interviews and survey responses from Ukrainian professors and administrators affected by the Russian invasion of 2014–2022, this paper re-examines the premises of internationalization, and outlines key dilemmas facing universities in times of existential crisis. The study reveals that the transformative powers of crisis-driven internationalization redefine ontological and axiological foundations of universities. University stakeholders readjust their responsibilities to reduce human vulnerability, while international solidarity helps them mitigate fragility in the war-affected academia.
{"title":"Internationalization of higher education in tumultuous times: transformative powers and problems in embattled Ukraine","authors":"A. Oleksiyenko, Ielyzaveta Shchepetylnykova, Uliana Furiv","doi":"10.1080/07294360.2023.2193727","DOIUrl":"https://doi.org/10.1080/07294360.2023.2193727","url":null,"abstract":"ABSTRACT Previous research has conceptualized and investigated internationalization of higher education in relatively stable and peaceful environments. Studies on internationalization in the context of war are largely absent. Using interviews and survey responses from Ukrainian professors and administrators affected by the Russian invasion of 2014–2022, this paper re-examines the premises of internationalization, and outlines key dilemmas facing universities in times of existential crisis. The study reveals that the transformative powers of crisis-driven internationalization redefine ontological and axiological foundations of universities. University stakeholders readjust their responsibilities to reduce human vulnerability, while international solidarity helps them mitigate fragility in the war-affected academia.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"23 1","pages":"1103 - 1118"},"PeriodicalIF":3.2,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84443540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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