Aligning Institutional and National Contexts with Internationalization Efforts

Johnstone, Christopher; Proctor, Douglas

doi:10.1007/s10755-017-9417-8

Cited by 9 publications

(4 citation statements)

References 14 publications

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“…There are of course exceptions, visible in patterns of cooperation, more commonly associated with European HE systems (Marginson & Wende, 2007), or, in more politicized reactions against globalization and towards shifts to nationalism (Tange & Jaeger 2021). The higher education literature acknowledges the role of national and organisational cultures in mediating university positions towards globalization and internationalisation (Agnew & Van Balkom, 2009;Burnett & Huisman, 2010;Johnstone & Proctor, 2018), and in designing strategies that account for the different contexts that filter globalized discourses (Buckner, 2019;Iosava & Roxå, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Alexiadou

Rönnberg

2022

High Educ Policy

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Sweden has actively pursued internationalisation policies at national level, in parallel to the pursuit of internationalisation strategies of individual universities. This article focuses on university responses towards internationalisation, and the interplay between external higher education environments and institutional positioning. We draw on empirical qualitative research in two of Sweden's largest universities, to examine institutional responses to internationalisation, expressed through documentary material and interviews with 32 senior leaders. Our findings suggest that the global research environment acts as a strong discursive driver for internationalisation actions, manifested in the strategic partnerships pursued by the two institutions. An equally powerful driver, is the national higher education sector as a context of constant comparisons and competition but also as a source of collaborative learning and exchange. The two universities exhibit strategic autonomy in their reading of the internationalisation imperative, and in constructing their actions and responses, although these are significantly framed by size and geography. In the Swedish higher education landscape, these two dimensions constitute a constraining physical and discursive context, underpinning the links between a global, internationalised environment, and the universities' self-image and positioning.

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Section: Introductionmentioning

confidence: 99%

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Alexiadou

Rönnberg

2022

High Educ Policy

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“…She suggests that the focus on mobility, international student and staff recruitment, and targets for the numbers of students and staff engaged in international programs or research are structural approaches that impede a comprehensive analysis of internationalization. Burnett and Huisman (2010) contend that particular institutional and policy contexts affect organizations’ capacity to adopt new approaches and as universities are complex organizations (Johnstone & Proctor, 2018), comprising different internal stakeholders, internationalization is understood differently by administrators, faculty members, and students.…”

Section: Internationalization In Higher Educationmentioning

confidence: 99%

Internationalization: Perspectives From University Faculty in the Republic of Ireland

Clarke

Yang

2019

Journal of Studies in International Education

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This article, emerging from a wider study on internationalization in the Republic of Ireland, explores internationalization through the everyday lived experience of faculty and its impact on their professional contexts. It highlights issues that faculty members face in a national context, where internationalization is viewed as an economic goal rather than an academic goal. This aspect, which has been under-researched in higher education literature, addresses the complexities and contradictions that internationalization can create for faculty. A social realist approach using Archer’s morphogenetic framework was employed to facilitate an exploration of the variegated responses that internationalization produced. The performative response to internationalization was captured, which revealed different agential responses: from an acceptance of the instrumentalist discourse to feeling demoralized by the lack of recognition for professional commitment, the impact of non-engagement by colleagues and engagement with the process to advance other career objectives.

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“…The challenges faced by higher education are mainly academic competencies, institutional commitment, less motivated internal staff, monistic dialogue, unwillingness to follow technological developments, and lack planning on resources [16,17]. While several studies on the context of internationalization conclude the size and population, language, culture, labor market, and political structure have an impact on the internationalization approach of a country's higher education [18,19].…”

Section: Introductionmentioning

confidence: 99%

The content of higher education internationalization policy: stakeholders’ insight of internationalization of higher education

2020

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The internationalization of higher education creates certain quality standards. All stakeholders must be involved and work together so that the internationalization of higher education can be successful. The purpose of this study is to analyze the implementation of higher education internationalization policy content from an internal stakeholder perspective. Policy content consists of the interests affected, the type of benefits, the target of change, the program implementer, the location of decision making, and resources. This study used a qualitative approach with case studies. The research site is Sebelas Maret University Surakarta. Data collection techniques are interviews and documentation. The data analysis technique is a thematic analysis. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that (1) there is a conflict of interest between stakeholders in the implementation of internationalization in universities, (2) there are short-term and long-term benefits of implementing internationalization of PT; (3) PT's internationalization change target is contained in the Business Plan; (4) The farther away the decision-maker is, the more hindering the internationalization of PT; (5) Implementers of the internationalization program are chosen based on consideration of study experience abroad; (6) PT's human resources, financial resources, and infrastructure are still limited in supporting internationalization.

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Aligning Institutional and National Contexts with Internationalization Efforts

Cited by 9 publications

References 14 publications

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Internationalization: Perspectives From University Faculty in the Republic of Ireland

The content of higher education internationalization policy: stakeholders’ insight of internationalization of higher education

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