Higher education, internationalisation, and the nation-state: Recent developments and challenges to governance theory

Abstract

The new phenomenon of European integration has again challenged our conceptual and empirical tools for higher education studies to integrate the international dimension into frameworks that tend to concentrate on the single nation state and domestic policies even where international comparisons are made. It drives as well the awareness of certain blind spots: namely (1) the concentration on policy effects, neglecting the input side of policy formation, and (2) the concern with macro level policy-making and meso level organisational adaptation, neglecting to some extend the micro dynamics and effects in the actual practices and performances of academic work. This paper makes an attempt to contribute from a certain perspective on governance studies to the ongoing debate on the challenges "internationalisation" or "globalisation" bring up for higher education policy analyses and especially for comparative research in that area. The development of governance theory towards a multi-level and multi-actor approach is discussed and its strengths and weaknesses for higher education studies in an internationalising environment are addressed.

East-Asian Students' Choice of Canadian Graduate Schools

“…The two most-used approaches to defi ning internationalization, which also have a direct impact on international students, are the activity approach described as a series of activities, programs, and services ( Harari, 1977( Harari, , 1989Arum and Van de Water, 1992 ), research, scholarly, and international organization collaboration ( Beerkens and Derwende, 2007 ), export of knowledge and education ( Harman, 2002 ;Mazzarol and Soutar, 2002a ), and the process approach that involves policies ( Callan, 1998 ;Enders, 2004 ) and moves the higher educational institutions in an international direction ( Schoorman, 1999 ;Harman, 2005 ). Harari defi ned internationalization as " the international content of the curricula, the international movement of scholars and students concerned with training and research, and the arrangements that engage a system of education cooperation programs beyond its national boundaries " (1977, p. 2293), while Knight sees internationalization as " the process of integrating an international / intercultural dimension into the teaching, research and service functions of the institution " (1999, p. 16).…”

Higher education and its communities: Interconnections, interdependencies and a research agenda

“…These relationships have local, regional, national and international ingredients (e.g. Dill and Sporn 1995;Castells 1996;Clark 1998;Huisman et al 2001;Enders 2004;OECD 2007). Such interconnections and interdependencies relate to both the external functions of higher education, for example in terms of the economic and social functions it carries out, and the services in terms of teaching, research and knowledge transfer.…”

Issues in Malaysian Higher Education: A Quantitative Representation of the Top Five Priorities, Values, Challenges, and Solutions From the Viewpoints of Academic Leaders

“…The shift from the elite higher education (HE) paradigm to mass HE (Daniel, 1993;Ramsden, 1998), internationalization and globalization (De Wit, 2011;Enders, 2004;Karim & Maarof, 2012;Rostan & Ceravolo, 2015;Shin & Harman, 2009;Van Damme, 2001), wide utilization of information technology (Scott, Tilbury, Sharp, & Deane, 2012;Stensaker, Maassen, Borgan, Oftebro, & Karseth, 2007), and the new fundraising approaches in HE (Keener, Carrier, & Meaders, 2002;Shin & Harman, 2009;Teixeira & Koryakina, 2013) deem to be a few of the main sources of the change forces for the newly emerged challenges. Not only the universities are facing challenges, but also they cause many changes in societies.…”