The new research agenda in critical higher education studies

Hartmann, Eva

doi:10.1080/14767721003776098

Cited by 9 publications

(5 citation statements)

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“…Internationalization is a complex phenomenon due to its multidimensional concepts and the evolution of meanings, elements, approaches and strategies in the field of higher education (Said et al 2015;Hartman, 2011). Internationalisation's significance is growing with economic, political and social changes that drive an increasingly global knowledge economy and can be conceptualized at several levels, including world, regional, national, state, community, organization and individual.…”

Section: Effective Iohe Management and Leadershipmentioning

confidence: 99%

Leadership and Management Profiles for the Internationalization of Iranian Higher Education

Hamidifar

Yusoff

Ebrahimi

2017

UMRAN

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Ongoing efforts to strengthen internationalization have increased the numbers of international students in institutions of higher learning. Such inflows will clearly place local institutions on par with many of their international counterparts. This paper explores the significance of higher education’s internationalization with regard to leadership competencies and systems management. The objective is to examine a wide range of priorities that qualify a successful leader as well as an effective ‘systems profile’ for the internationalization of higher education and its profile on the internationalization of Iranian higher education. The authors analyze differences between leaders and managers as their core focus. Required criteria for effective leaders and team management are discussed with a specific view towards the internationalization of higher education. A qualitative approach applies and findings demonstrate how both leadership’s and management’s contributions and skills combine to accomplish the task. As a detailed synopsis, this paper provides prime incentive for future investigations of educational enterprises. It presents a substantiated framework for the systematic development of prudent internationalized institutions of higher education, particularly in Iran.

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Section: Effective Iohe Management and Leadershipmentioning

confidence: 99%

Leadership and Management Profiles for the Internationalization of Iranian Higher Education

Hamidifar

Yusoff

Ebrahimi

2017

UMRAN

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“…Any critique of methodological nationalism must therefore include analyses of the shifting but enduring role of the nation-state in the organization and justification of higher education, and attend to the complicated history of the concept of the global (Jazeel, 2011). As Hartmann (2010) suggests, "we should be careful in our analysis of internationalisation not to substitute too hastily methodological globalism for methodological nationalism as a new normative orientation" (p. 170).…”

Section: "The National Container" Of Higher Educationmentioning

confidence: 99%

Rethinking the Ethics of Internationalization: Five Challenges for Higher Education

Stein¹

2016

InterActions: UCLA Journal of Education and Information Studies

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These concerns are heightened given that the rise of internationalization has coincided with public funding cuts that have prompted institutions to increasingly rely on student tuition and other income sources not derived from state appropriations to balance their budgets and enact an increasingly market-like ethos (Gaffikin & Perry, 2009;Slaughter & Rhoades, 2004). Some suggest that growing international enrolment is being treated as a means to subsidize local students' education and other costs, while potentially contributing to widening inequality in international students' home countries, as well as to the outsized emigration of highly-educated people from those nations (a phenomena known as 'brain drain') (Adnett, 2010;Johnstone & Lee 2014;Waters, 2006Waters, , 2012. Several scholars have therefore noted the risk that internationalization might reproduce already uneven geo-political relations and ultimately contribute to the increased polarization of global wealth distribution (Dixon, 2006;Khoo, 2011;Shahjahan, 2013;Tikly, 2004).In many cases, concerns about the ethical dimensions of internationalization are articulated in response to a recognition and critique of local and global power imbalances, as in the studies cited above. However if, as Bolsmann and Miller (2008) suggest, internationalization is "a continuation of former imperial and political connections that have evolved into financially beneficial markets and sources of income for western universities" (p. 80), then we need to situate the current moment within a longer history of global entanglements organized by colonial, capitalist relations. If we fail to do so, the "ethics of internationalization" will continue to be haunted by the following paradox: the same Eurocentric categories and commitments that reproduce the highly uneven global higher education landscape may also shape many of our efforts to address these inequities.In this paper I argue that in order to interrupt this circularity of critique and reframe our approaches to ethics in internationalization, it is necessary to identify, denaturalize, and interrupt our satisfaction with existing sociohistorical and geopolitical frames for conceptualizing higher education. In particular, I trace the ongoing effects of colonial relations, and consider how these relate to the developmental logics that shape many global engagements in higher education, as well as how these shape ethical possibilities. After this, I outline five ethical challenges of internationalization. I conclude by emphasizing the need for higher education scholars and practitioners to deepen our engagement with these and other challenges in ways that grapple with complexity, contradiction, and complicity, and consider the possibilities and limitations of any potential response. Thus, rather than offer a prescriptive alternative, I ask what it would take for us to unlearn and unravel the harmful investments and narrow frames of reference that keep us from imagining a radically different ethics of internationalization. Decolon...

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“…On the one hand, globalized markets demand fast-paced economies driven by innovation. In this sense, immigrants with new and different skills can be seen as the solution that will help a country ‘catch up’ and ‘keep up’ with the mythical image of a global knowledge society/economy (Hartmann, 2010; Nokkala, 2006; Ozga and Jones, 2006). On the other hand, the freer flows of people and finances expose the heterogeneity of the national ethnos, the fragility of national economies, the illusion of economic sovereignty of the nation state and the precarity of the sense of security, certainty and predictability promised by these institutions.…”

Section: Stranger Making In Europementioning

confidence: 99%

The unstated politics of stranger making in Europe: A brutal kindness

Nicolson

Andreotti

Mafi

2015

European Journal of Cultural Studies

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Drawing on the works of Ahmed, Balibar and Appadurai, this article explores the complex dynamics of stranger making in Europe, with particular focus on the status of immigrants who are marked by systemic racialization. The article offers brief analyses of a series of ‘critical incidents’ to illustrate contemporary enactments of stranger making politics in order to examine how theorizations of race and racialization may be shifting in European contexts. It argues that specific notions of nationalism and national identity are being re-configured in the current neoliberal climate of European Union austerity and civil unrest to reify a national ‘us’ against those who must be made ‘stranger’.

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The new research agenda in critical higher education studies

Cited by 9 publications

References 0 publications

Leadership and Management Profiles for the Internationalization of Iranian Higher Education

Leadership and Management Profiles for the Internationalization of Iranian Higher Education

Rethinking the Ethics of Internationalization: Five Challenges for Higher Education

The unstated politics of stranger making in Europe: A brutal kindness

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