1,721,034 research outputs found
The pedagogical dimension of internationalisation? : A challenging quality issue in higher education for the twenty-first century
No full textWhat are the pedagogical impacts of internationalisation on the development of higher education in Europe? How can we proceed in this process and take a pedagogical stance on the issue? This theoretical article is partly based on a series of empirical studies, conducted by the author, investigating students' and teachers' experiences and understanding of an internationalised educational context in Sweden. Here, some further implications of these studies are examined and discussed in relation to recent publications and research concerned with internationalisation in higher education in various ways. Underpinned by the findings of earlier studies, this article argues that even though the internationalisation of higher education has been extensively researched in recent decades, more qualitative studies are needed. In particular, there is a lack of studies from the perspective of teachers and students concerned with their experience of internationalisation, and with how they interpret various aspects of this process in relation to their respective educational contexts. The empirical results of the series of studies conducted earlier in this area by the author show that teachers' and students' experience of internationalised contexts varied, and that they were experienced as ambiguous and difficult to grasp. Both teachers and students experienced such contexts as difficult to evaluate in terms of learning outcomes. This article argues in favour of a shift in research perspective, from an overall external perspective to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice. Adopting this perspective not only sheds light on issues of meaning making in learning and understanding knowledge content, but also raises significant questions of a general order, concerned with the nature of knowledge development in international educational contexts
Internationalisation of higher education: drivers, rationales, priorities, values and impacts
No full textThis special issue follows on from a special call for contributions to the ECER 2016 conference in Dublin on the need to rethink and reconceptualise internationalisation in higher education (HE). The papers in this special issue contribute to a critically reflective interdisciplinary discussion on the phenomena ofinternationalisation in terms of the evolution of the structures, systems, and functions of HE institutions. They critique the phenomena from social, ducational and spatial perspectives, highlighting the complexity of this field and a common concern regarding the effects of predominantly economic drivers for internationalisation. The papers provide insights into some of the drivers and rationales for internationalisation and the ways in which policies and power relationships steer the direction and development of internationalisation at an institutional, programme or personal level. They illustrate the complex andinterdependent nature of the positive and less positive dimensions of internationalisation experiences
Internationalisation of higher education : Impacts, challenges and future possibilities
No full textThis 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
The pedagogical dimension of internationalisation? – A challenging quality issue in higher education for the 21st century.
No full textAbstract What are the pedagogical impacts of internationalisation on the development of higher education in Europe? How can we proceed in this process and take a pedagogical stance on the issue? This theoretical paper is partly based on a series of empirical studies conducted by the author, investigating students’ and teachers’ experiences and understanding of an internationalised educational context in Sweden. Here, some further implications of these studies are examined, and discussed in relation to recent publications and research concerned with internationalisation in higher education in various ways. Underpinned by the findings of earlier studies, this paper argues that even though the internationalisation of higher education has been extensively researched in recent decades, more qualitative studies are needed. In particular, there is a lack of studies from the perspective of teachers and students, concerned with their experience of internationalisation, and with how they interpret various aspects of this process in relation to their respective educational contexts. The empirical results of the series of studies, conducted earlier in this area by the author, showed that teachers’ and students’ experience of internationalised contexts varied, and that they were experienced as ambiguous and difficult to grasp. Both teachers and students experienced such contexts as difficult to evaluate in terms of learning outcomes. This paper argues in favour of a shift in research perspective, from an overall external perspective, to a relational, experienced and context-based perspective, to understand how internationalisation in higher education is developed in practice. Adopting this perspective not only throws light on issues of meaning making in learning and understanding knowledge content, but also raises significant questions of a general order, concerned with the nature of knowledge development in international educational contexts
Globalization/Internationalization of Higher Education : Emphasizing a Pedagogical Stance and a Phenomenographic Approach
No full textWihlborg, M.: At the ECER (European Conference on Educational Research) conference, University College, Dublin, 7-10 September, 2005. Title: Globalization/Internationalization of Higher Education - Emphasizing a Pedagogical Stance and a Phenomenographic Approach.</p
The importance lifeworld influences on humans’ lived experiences; the social discourse impact and risk of gender insensitiveness in phenomenographic research and results
No full textWihlborg, M: The importance lifeworld influences on humans’ lived experiences; the social discourse impact and risk of gender insensitiveness in phenomenographic research and results: A question of trustworthiness and credibility in variations. Paper presented at the EARLI SIG Phenomenography and Variation Theory, Biennal Workshop 7th-9th December, 2006, The University of Hong Kong, Hong Kong SAR, China. University of Lund & Inst. of Technology Blekinge, Sweden.</p
Making the gender aspect visible in qualitative research about learning. A question of trustworthiness and credibility in variations.
No full textThis paper suggests that there is a substantial risk when it comes to ensuring that we distinguish between gender-influenced experiences visible in qualitative research results/outcomes. The question is whether the object of inquiry in qualitative research in general allows other voices to be heard than the majority/mainstream voice. Or is there a risk that some voices will drown in the voice of the mainstream (norm) and then not be heard in the description of variations? Based on the idea that qualitative research strive to describe variations in humans’ ways of experiencing a phenomenon, it is argued that, the research approach must incorporate the awareness of being aware of a gender aspect. This must become an intertwined part of the nature/quality of variations of experiences described in the study’s’ outcomespace/results. It is of great importance that this must be a natural component of (credible) qualitative research. My concern is that qualitative research do not critical reflect on and do not distinctly acknowledging the deep impact that social discourse at work have on humans’ gendered constitution of knowledge, meaning and understanding. As a result of the lack of a gender-sensitive approach and not bringing out a gender aspect in data and analysis, in order to transcend into the variation outcome in the results, something crucial in terms of experiences are missing out. Rationale: drawing on the assumption that descriptions of variations in humans’ constitutions of meaning and understanding and approaches in learning that emerge from empirical data gathered, embedded in a western learning environmental context, raises questions about the quality of the differences in the variations described. However, if, the pattern of variation is embedded and constituted in the ruling social discourse at work, and also assuming that the pattern of variation in meaning and understanding builds on fundamental values shaped in a mainly western (liberal) humanist discourse, then there is a considerable risk of gender blindness in the shaping of variations in meaning(s). The critical view presented in this paper draws partly on the presumptions in post-modern discourse and feminist research in general and a post-structural discourses in particular, and draws attention to the critique concerning dominant discursive regimes and regulatory frameworks in relation to gender (values)
Teachers’ Understanding of Internationalization as an Essential Part of Nursing Education in Sweden
No full texthis study investigated how 60 teachers' in Swedish nurse education, in higher education, understood and taught internationalization. The teachers answered a self-administered questionnaire. A phenomenographic, contextual and content analysis approach was used. The results show that teachers were found to experience and understand internationalization in different ways, which could be related to two perspectives within their working context; an organizational didactic or an educational didactic. The findings imply the importance of reinforcing an understanding of internationalization in connection with a didactical theoretical awareness
Critical viewpoints on the Bologna Process in Europe: Can we do ohterwise?
No full textThe starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process
Using a Process of Collective Biography Writing in Higher Education fo Develop an Ability to Explore, Reveal and Critically Reflect
No full textABSTRACT Teaching and learning are frequently treated as processes that are separate from each other, while teachers and learners are considered as disembodied entities with a neutral position towards the content which is negotiated. In collective biography writing (CBW), a very different approach is taken. Writing, reading and learning are seen as an integrated whole, where teachers and educators and students participate in the same practice(s) and context(s), thus learning through a collaborative approach, with a particular focus on themselves as learners (teachers as well as students). In this article, a memory story example is used to show the process of being a subject and of being subjected in a social context. The example provides opportunities to become aware of how social forces work when the individual is socially approved and positioned. It is argued that the use of CBW as a methodological tool, informed by post-structural theory, is useful in learning processes that aim at revealing underlying social forces. The method supports critical reflection and opens up space for becoming more aware of differences and the construction of our ‘selving’
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