Bringing the ‘nation-state’ into being: affect, methodological nationalism and globalisation of higher education

Shahjahan, Riyad A.; Grimm, Adam

doi:10.1080/14767724.2022.2036107

Cited by 8 publications

(2 citation statements)

References 32 publications

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“…Developing across these ecologies shapes the trajectories of transnational persons (i.e., international students) (Shahjahan & Grimm, 2022). International students encounter developmental influences in both their home and host ecologies.…”

Section: Spanning Systems Modelmentioning

confidence: 99%

“…Shahjahan and Edwards (2021) argued, “Present global dominance projects White institutional models as the evolutionary superior and the desirable educational future” (p. 750). Thus, (possible) study destinations are “informed by emotional and imaginative futures” (Shahjahan & Grimm, 2022, p. 293), whereby some destinations are determined to be more worthy than others. Experiences and expectations change over time (micro, meso, and macro) through both distal and proximal processes before, during, and after a student's “time” in a particular study destination.…”

Section: Spanning Systems Modelmentioning

confidence: 99%

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A developmental model for international students and multiple ecologies

Garton,

Grimm,

Kim

2023

New Drctns Hghr Edu

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Traditional ecological models are promising for making sense of international student experiences, but the assumed monolithic nature of the structuring systems is inadequate for explaining development that occurs across multiple systems. We present and expand a model called the Spanning Systems Model that recognizes multiple ecologies. The model organizes ecologies in terms of home and host countries, arguing the systems are in some ways independent and in others intertwined. Student experiences are thus structured by both the systems in which the school is located as well as the systems from which the student is coming. Conceptualizing ecologies in this manner shifts the goal of a successful transition into higher education away from acculturation and towards a more complex, case‐specific project of identifying areas of alignment and contradiction and tailoring experiences to each student's unique ecologies.PRACTICAL TAKEAWAYS This expanded ecological model is intended to theoretically explain development for students whose experiences cross multiple ecologies, for example, multiple countries. While originally designed for international students, the model is applicable to any student with formative experiences in different macrosystems, like study abroad, or some first‐generation students. Academic, faculty, and career advisors who regularly work with international students should make a concerted effort to understand the different ecologies of each student. Rather than presenting an ideal model for acculturation into US higher education, advisors can use this model to identify alignments and contradictions and plan accordingly. New student orientations for international students can use this model as an organizing device. For example, potential contradictions between ecologies, like academic integrity and intellectual property rights, can be presented to students in the context of a holistic discussion around the rights‐based justice system in the United States. The model can be given directly to students as a worksheet to help make sense of their experiences and frame their thinking. Students can fill in directly the different systems in which they are situated and can begin to make decisions about how they can make changes.

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Section: Spanning Systems Modelmentioning

confidence: 99%

Section: Spanning Systems Modelmentioning

confidence: 99%

A developmental model for international students and multiple ecologies

Garton,

Grimm,

Kim

2023

New Drctns Hghr Edu

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Space and scale in higher education: the glonacal agency heuristic revisited

Marginson

2022

High Educ

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The 2002 ‘glonacal’ paper described higher education as a multi-scalar sector where individual and institutional agents have open possibilities and causation flows from any of the interacting local, national and global scales. None have permanent primacy: global activity is growing; the nation-state is crucial in policy, regulation and funding; and like the other scales, the local scale in higher education and knowledge is continually being remade and newly invented. The glonacal paper has been widely used in higher education studies, though single-scale nation-bound methods still have a strong hold. Drawing on insights from human geography and selected empirical studies, the present paper builds on the glonacal paper in a larger theorization of space and scale. It describes how material elements, imagination and social practices interact in making space, which is the sphere of social relations; it discusses multiplicity in higher education space and sameness/different tensions; and it takes further the investigation of one kind of constructed space in higher education, its heterogenous scales (national, local, regional, global etc.). The paper reviews the intersections between scales, especially between national and global, the ever-changing ordering of scales, and how agents in higher education mix and match scales. It also critiques ideas of fixed scalar primacy such as methodological nationalism and methodological globalism—influential in studies of higher education but radically limiting of what can be imagined and practised. Ideas matter. The single-scale visions and scale-driven universals must be cleared away to bring a fuller geography of higher education to life.

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Temporality and academic mobility: Shomoyscapes and time work in the narratives of Bangladeshi faculty

Shahjahan

2022

High Educ

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Bringing the ‘nation-state’ into being: affect, methodological nationalism and globalisation of higher education

Cited by 8 publications

References 32 publications

A developmental model for international students and multiple ecologies

A developmental model for international students and multiple ecologies

Space and scale in higher education: the glonacal agency heuristic revisited

Temporality and academic mobility: Shomoyscapes and time work in the narratives of Bangladeshi faculty

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