University administrators as forced language policy agents. An institutional ethnography of parallel language strategy and practices at the University of Copenhagen

Unsettling Knowledge Synthesis Methods Using Institutional Ethnography: Reflections on the Scoping Review as a Critical Knowledge Synthesis Tool

“…Text-based IE studies typically focus on policy documents and institutionally developed or sanctioned forms. Examples of past policy-focused IE investigations include an examination of policies that shape educational governance in public schools (Nichols & Griffith, 2009), the activation of texts in United Nations forest policy deliberations (Eastwood, 2006), the shaping of administrative language in Danish universities’ language policies (Siiner, 2016), an exploration of Norwegian workline policies’ coordination of interactions between service users and social workers (Hansen, 2019), and tracing the unexpected impact of a provincial policy to reduce emergency department wait times on medical students’ training (Webster et al, 2015). A second category of IE text-based studies include investigations of texts that invisibly enter into and shape people’s everyday lives, including youth intake and assessments forms (Halsall, 2004), hospital computer software systems that manage nurses’ work (Campbell & Rankin, 2017), and flyers distributed in the process of land development and municipal planning (Turner, 2003).…”

Language policy as ‘frozen’ ideology: exploring the administrative function in Swedish higher education

“…In the context of higher education, this has most commonly meant education and research (Liddicoat, 2004;Salö, 2016Salö, , 2018. However, there is an under-examined part of HEI daily life that deserves more scholarly attention: the effects of internationalization on the administrative functions of HEIs (Karlsson, 2016(Karlsson, , 2017Liddicoat, 2016;Liddicoat & Baldauf, 2008;Siiner, 2016).…”

“…Combined with pressure to communicate and diffuse research output on international platforms, preferred language in different aspects of university life has increasingly become an issue. With a perceived need for internationalization, English as a medium of instruction has emerged as a dominating language also beyond the English speaking world (Duong & Chua, 2016;Siiner, 2016). It has been observed how higher education institutions become bilingual (Hult & Källkvist, 2016) or even multilingual (Kaplan & Baldauf, 1997) in an effort to adapt to a global agenda of internationalization.…”

“…A third leg of higher education is, however, often underrepresented in the field: the administrative function. The effects on the administrative work has received comparatively little attention, as pointed out by Liddicoat (2016, p. 234, however see Karlsson, 2016Karlsson, , 2017Siiner, 2016). In this paper, we contribute to the academic conversations around the effects of internationalization and of language ideologies (Shohamy, 2016) as expressed through language management (Spolsky, 2004(Spolsky, , 2012 in higher education by examining how Language Policy (LP) documents in Swedish higher education institutions formulate explicit language policy for administrative meetings.…”

Research on Globalization Policies of Exchange Programs in Higher Education

“…Sinner reveals the trend of universities in pursuing internationalization strategies and observes that the conflicts may have different levels of consequences at the national level. In Denmark, for instance, internationalization is facilitated by the use of English [2]. English is often used to facilitate the exchanges in Taiwan with other Asian countries; however, in the Taiwan universities and workplaces, Chinese is the main language of communication used, and many companies have cooperation with universities to recruit foreign students in the assembly line for making products.…”