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The Government's recent commitment to inclusive education aligns English policy in special needs education with the international inclusion movement. One of the founding assumptions of that movement is that mainstream schools can and should develop structures and practices which will allow them to respond more fully to the diversity of their pupil populations. This article reports a study of four comprehensive schools seeking to develop in this more inclusive direction. It finds, however, that their attempts were beset by difficulties and ambiguities which call for an explanation. It considers, and finds inadequate, accounts within the literature in terms of theories of educational change, theories of inclusive schools and micro-political theories. These accounts, it argues, need to be supplemented by a perspective which sees responses to diversity as being beset by dilemmas arising from contradictory imperatives within mass education systems. Such a dilemmatic perspective suggests that movement towards inclusive schooling is likely to be more problematic and more complex than we have supposed.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence Newcastle University ePrints -eprint.ncl.ac.uk

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License Newcastle University ePrints -eprint.ncl.ac.uk Wihlborg M, Robson S. Internationalisation of higher education: drivers, rationales, priorities, values and impacts.

Competitive and cooperative impulses to internationalization: reflecting on the interplay between management intentions and the experience of academics in a British university AbstractThe paper This paper explores some of the practical tensions associated with Higher Education internationalization through the introduction of an institutional case study. The case highlights the interplay between policy-makers and academics around the emergence of an 'internationalization' agenda in a British university. It aims to illustrate aspects of the debate within the literature which discuss the gap between competitive and cooperative international motivations and to explore the impact of commercial internationalization upon the academic community. The key conclusions are that: cooperative and competitive impulses to internationalization respond to different ideological positions; linking a commercial revenuegenerating approach with internationalist rhetoric may frustrate the development of an international orientation in an institution; and increasing academic disengagement with the commercial agenda possesses the potential to obstruct management intention.