In this article, we describe a collective biography that we convened in order to revisit the site of the radical theoretical break with the liberal humanist individual marked by the poststructuralist work of Henriques and colleagues and the feminist poststructuralist work of Weedon. These writers suggest that the new subject of poststructuralist theory will be more open to the changes desired by feminist and social justice movements. They describe the break with the liberal humanist subject as a break that heralds new possibilities of personal and cultural transformation. In this article, using the medium of collective biography stories, we revisit the relation between the liberal humanist individual and the transformative possibilities poststructuralist writers envisaged for the new subject of poststructuralism. We situate the discussion in the context of our transformation into neoliberal subjects over the last three decades.

Due to increased urbanisation, and climate change, there have been calls for a more sustainable management of stormwater. Blue-green measures have been recognised as a sustainable solution and a necessary complement to pipe-bound approaches. The aim of this study is to identify barriers and drivers in the implementation of bluegreen measures in a Swedish context, to increase the understanding of how they could be implemented in a more successful manner. The study is qualitative and based on semi-structured interviews. Through the lens of transition theory, barriers and drivers for blue-green measures were identified and they give an updated picture of Swedish urban stormwater management. Many factors encourage municipal actors to implement blue-green solutions, such as increased need for recreation, protection of biodiversity and climate change. Identified barriers are found within the municipal stormwater management it-self, but can also be found outside the storm water management structure, such as lack of knowledge among politicians, officials, exploiters and civilians, fragmented roles and responsibilities in general, as well as uncertainty of the effects and cost of new alternatives. The study has three main findings; Several barriers were mentioned by most of the interviewees clearly show that a wide range of changes are needed to alter the current stormwater management regime; Niche innovations are often put forward as a way to enhance socio-technical transition, but this study is that such an approach is oversimplified instead elaborated suggestions for an alteration of urban stormwater management is given, both with top-down and bottom-up perspective. For the success of blue-green solutions, educational efforts are important at different levels in the planning, building and maintenance process of blue-green solutions. Therefore, employees must have a good general knowledge of both blue and green issues as well as having contacts in the different sectors of the municipality. To conclude we argue that a transition can not only be induced by pilot projects but requires change in legal structures as well as altered financing models for blue-green solutions. Moreover, the ongoing, but slow, change should therefor probably be interpreted as a shift to a new regime, but rather an evolutionary transition where new approaches are combined with traditional, pipe-bound solutions.

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License Newcastle University ePrints -eprint.ncl.ac.uk Wihlborg M, Robson S. Internationalisation of higher education: drivers, rationales, priorities, values and impacts.

Internationalisation of higher education is a strategic theme in current research on higher education and policy debate. Both at national and institutional levels, in many countries, internationalisation is stated to be an educational goal. However, the dominant discourse on internationalisation of higher education in research and research-based discussions tends to be framed by political, economic and organisational perspectives, rather than informed by educational considerations. There is also a tendency to place internationalisation in higher education within the conceptual frame of economic globalisation and the increasing trade in educational services worldwide. While such discussions may shed light on various organisational, political or economic issues, this research does not give a pedagogical basis for the internationalisation of higher education in terms of teaching and learning. In particular, questions relating to the internationalisation of content and learning outcomes need to be addressed. A series of studies conducted in Sweden 1999-2007 by the authors indicates that the didactical realisation of internationalisation as an educational goal can be very elusive. In our findings, the concrete content considered by teachers and students to represent internationalisation did not follow any clear pattern or goal. Internationalisation was assumed to be represented by some form of 'general knowledge' and general human qualities, without considering cultural differences. Institutionalised curriculum thinking as a basis for developing internationalisation was lacking. Concrete thinking was very much restricted to organisational and administrative aspects, and thoughts concerning content and learning outcomes tended to be expressed in idealised and general terms, rather than developed into clarifying and useful specifications underpinned by curriculum theory. Certain consequences ensuing from this situation are discussed, and a curriculum approach to internationalisation of higher education is suggested.Svensson and Wihlborg are both first authors.

This article introduces the special edition entitled ‘Critical reflections on contemporary higher education and developments of and in internationalization’. The articles presented here have resulted from the growing interest in internationalisation among members of the European Educational Research Association Network 22, Research in Higher Education. The authors responded to a special call for papers at the ECER 2016 Conference held at University College, Dublin, taking a critical stance on the phenomenon of internationalisation in relation to higher education. In this special edition, we explore a range of contemporary issues impacting upon European and European-influenced higher education policies, dialogues and practices. Internationalisation is conceptualised as a process where cross-cultural challenges are addressed, deliberative pedagogies are developed, and curriculum and the broader higher education experience is enriched to encourage individual and collective agency and engagement with the complex challenges facing society (Shaffer et al., 2017). The papers explore and critique the conceptual and methodological challenges and possibilities of researching internationalisation. They transcend institutional, disciplinary and national boundaries, and aim to offer new research approaches, analytical tools and frameworks, and a robust critique of ideas around internationalising higher education in Europe and beyond.