From Bologna to welfare nationalism: international higher education in Denmark, 2000–2020

Tange, Hanne; Jæger, Kirsten

doi:10.1080/14708477.2020.1865392

Cited by 21 publications

(5 citation statements)

References 23 publications

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“…The landscape of intensified international interconnectedness and the increasing expectation that universities will become global players, turn national and institutional internationalisation policies into instruments that drive competition between universities within the same country and beyond (De Haan, 2014;Hazelkorn, 2018). There are of course exceptions, visible in patterns of cooperation, more commonly associated with European HE systems (Marginson & Wende, 2007), or, in more politicized reactions against globalization and towards shifts to nationalism (Tange & Jaeger 2021). The higher education literature acknowledges the role of national and organisational cultures in mediating university positions towards globalization and internationalisation (Agnew & Van Balkom, 2009;Burnett & Huisman, 2010;Johnstone & Proctor, 2018), and in designing strategies that account for the different contexts that filter globalized discourses (Buckner, 2019;Iosava & Roxå, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Alexiadou

Rönnberg

2022

High Educ Policy

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Sweden has actively pursued internationalisation policies at national level, in parallel to the pursuit of internationalisation strategies of individual universities. This article focuses on university responses towards internationalisation, and the interplay between external higher education environments and institutional positioning. We draw on empirical qualitative research in two of Sweden's largest universities, to examine institutional responses to internationalisation, expressed through documentary material and interviews with 32 senior leaders. Our findings suggest that the global research environment acts as a strong discursive driver for internationalisation actions, manifested in the strategic partnerships pursued by the two institutions. An equally powerful driver, is the national higher education sector as a context of constant comparisons and competition but also as a source of collaborative learning and exchange. The two universities exhibit strategic autonomy in their reading of the internationalisation imperative, and in constructing their actions and responses, although these are significantly framed by size and geography. In the Swedish higher education landscape, these two dimensions constitute a constraining physical and discursive context, underpinning the links between a global, internationalised environment, and the universities' self-image and positioning.

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Section: Introductionmentioning

confidence: 99%

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Alexiadou

Rönnberg

2022

High Educ Policy

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“…In the decoupling of scientific relations between the USA and China after 2018, defensive national geopolitics trumped the benefits of global collaboration and national/global synergy (Lee & Haupt, 2020). Likewise, in Denmark, mobile student numbers have been reduced following induced tensions between, on one hand, global openness and English language use, on the other hand local-national sensibilities (Tange & Jaeger, 2021). Multiple scales trigger anxieties as well as opportunities.…”

Section: Intersections Of Scalesmentioning

confidence: 99%

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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“…At its peak in 2018, 48% of Masters' programmes in Danish universities were offered in English (Lønsmann & Mortensen, 2021) and labelled ‘international programmes'. In 2013, the European Court of Justice confirmed all EU citizens' rights to Danish student grants, which led the Danish parliament to discuss ways to reduce the number of EU students (Tange & Jæger, 2021). The consequence was a significant reduction of EMI programmes from 2018 within social science and especially arts, while the natural sciences still use English at their MA programmes with around 90% of all programmes offered in English.…”

Section: Analysing the Space‐making Properties Of Englishmentioning

confidence: 99%

“…At its peak in 2018, 48% of Masters' programmes in Danish universities were offered in English (Lønsmann & Mortensen, 2021) and labelled 'international programmes'. In 2013, the European Court of Justice confirmed all EU citizens' rights to Danish student grants, which led the Danish parliament to discuss ways to reduce the number of EU students (Tange & Jaeger, 2021).…”

Section: English As Internationalisation and The Language Of Academiamentioning

confidence: 99%

Emplacing English as lingua franca in international higher education: A spatial perspective on linguistic diversity

Adriansen

Juul‐Wiese

Madsen

et al. 2022

Population Space and Place

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Within higher education, internationalisation is increasingly important for students and academics alike. In this context, English as the lingua franca has gained prominence. The ostensible ubiquity of English rests on a particular rendering of the language as unitary, fixed, and undifferentiated. In this paper, we challenge this notion of English and use a spatial approach to explore the multiplicity of Englishes on display within the higher education context. Increasingly, within higher education outside Anglophone countries, English Medium Instruction (EMI) is seen as a crucial indicator of internationalisation: the term 'international programmes' is often used as a proxy for programmes taught in English. Hence, the aim of this paper is to explore the role of English in internationalisation of higher education, and to show how a spatial approach can illuminate what English means and how it is experienced in its multiple and shifting forms. We examine Danish higher education to explore the multiple usages of English amongst so-called 'native' and 'nonnative' speakers and show the spatial and hierarchical complexity of language. We suggest that a spatial perspective on English in the context of international higher education can help nuance debates about internationalisation and language in important waysthere is not one, but multiple forms of English, displayed at different times and in different places, with differing effects in the creation of spatial hierarchies.

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From Bologna to welfare nationalism: international higher education in Denmark, 2000–2020

Cited by 21 publications

References 23 publications

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

Reading the Internationalisation Imperative in Higher Education Institutions: External Contexts and Internal Positionings

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

Emplacing English as lingua franca in international higher education: A spatial perspective on linguistic diversity

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