Geographies of internationalisation: from policies to practice (0178)
Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt
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Geographies of internationalisation: from policies to practice (0178). / Adriansen, Hanne Kirstine; Madsen, Lene Møller; Nissen, Camilla Falk Rønne; Juul-Wise, Tilde.
2019. Abstract fra SRHE International conference into Higher Education, Newport, Storbritannien.Publikation: Konferencebidrag › Konferenceabstrakt til konference › Forskning › fagfællebedømt
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TY - ABST
T1 - Geographies of internationalisation: from policies to practice (0178)
AU - Adriansen, Hanne Kirstine
AU - Madsen, Lene Møller
AU - Nissen, Camilla Falk Rønne
AU - Juul-Wise, Tilde
PY - 2019
Y1 - 2019
N2 - This work in progress explores how internationalisation policies and instruments affect perceptions of quality, relevance, and learning in higher education (HE) and how these perceptions travel with internationally mobile students and academics. Inherent in the word inter-national is a focus on geography; this begs the question how geography can improve the quality of HE: how can the integration of a ‘non-national’ dimension or the mobility between countries enhance therelevance and quality of education? We propose that drawing on spatial theories help us tease out implicit understandings of geographies of internationalisation; i.e. what come to be seen as ‘the right knowledge’ when teaching in English, who becomes the ‘good student’ in a classroom with students from all over the world, and how perceptions of pedagogy is negotiated by international staff. Afterdiscussing arguments for a spatial approach to HE internationalisation, we present the ongoing empirical study and its first results.
AB - This work in progress explores how internationalisation policies and instruments affect perceptions of quality, relevance, and learning in higher education (HE) and how these perceptions travel with internationally mobile students and academics. Inherent in the word inter-national is a focus on geography; this begs the question how geography can improve the quality of HE: how can the integration of a ‘non-national’ dimension or the mobility between countries enhance therelevance and quality of education? We propose that drawing on spatial theories help us tease out implicit understandings of geographies of internationalisation; i.e. what come to be seen as ‘the right knowledge’ when teaching in English, who becomes the ‘good student’ in a classroom with students from all over the world, and how perceptions of pedagogy is negotiated by international staff. Afterdiscussing arguments for a spatial approach to HE internationalisation, we present the ongoing empirical study and its first results.
M3 - Conference abstract for conference
Y2 - 11 December 2019 through 13 December 2019
ER -
ID: 231860201