Tag: internationalization

New study on how Norwegian students make decisions about outward mobility

A new report from NIFU has examined in more detail why Norwegian students choose to go abroad and how they find information about countries and  institutions they would want to study in.

According to most recent OECD Data (Education at a Glance 2016), about 6% of the students in OECD countries are international students, and the ratio of incoming and outgoing students can vary substantially between countries. While studies have examined the motivation of students to go abroad in other contexts (see for example this study for UK), there are few comprehensive studies in the Norwegian context, the last study of this kind being conducted about 15 years ago.  One could argue that Norway is an interesting case for studying outgoing students in a European context. It has traditionally had a large number of outgoing students and a student loan/support system that is favourable for studies abroad, as it also opens for support for tuition fees (up to a limit).

The NIFU study is based on a survey that was the largest of its kind in Norway, covering 5464 students who had obtained support from the State Loan fund to study abroad for a full degree. The survey shows that students are in general rather happy with their choice to study abroad.

Call for contributions: next generation insights into internationalization of higher education

Are you a young scholar on higher education and are working on themes related to internationalization?

Douglas Proctor (Melbourne Centre for the Study of Higher Education) and Laura Rumbley (Boston College Center for International Higher Education) have launched a call for chapter proposals for an edited collection focusing on next generation perspectives on the internationalization of higher education. The title for the volume Future Agenda for Internationalization in Higher Education: Next Generation Insights into Research, Policy, and Practice. The book will be part of Routledge’s “Internationalization in Higher Education” series.


The book has an aim to focus on new contexts for internationalization in higher education, new topics of enquiry, and new or innovative modes or methodologies of research, outlined on the webpage as following:

  • New contexts – contexts or environments for internationalization which have not previously been explored in detail
  • New modes – new or alternative methodologies or frames of reference for exploring, understanding and/or researching internationalization
  • New topics – aspects of internationalization and/or international activities which have not previously been explored or have limited exposure in the current discourse.

As the title suggests, the book will also give primacy to next generation perspectives from emerging researchers and analysts. The call for proposals and key timelines are now available online at www.nextgenizn.org. This website also contains background information about the rationales for the book and its structure, as well as bios for the editors.

Proposals are due 30 September 2016. Check the website for the remaining of the timeline.

EAIE report: Strategic partnerships in Europe

70385492-eaieLOGOEAIE has compiled a report examining strategic partnerships in Europe, a topic that has gained attention in European policy debates. The report is based on an EAIE survey “The EAIE Barometer: Internationalisation in Europe”.

The survey was sent out to EAIE members and beyond, yielding 2411 responses in total. Just over 2000 of these came from about 1500 European higher education institutions. One of the findings from the survey was that international strategic partnerships have been on the rise in recent years, 79% of the respondents in the survey had indicated that partnerships were an element of internationalization strategies. The current report examines the survey data that concerns strategic partnerships.

In this context, strategic partnerships are in the report defined as concrete agreements that are continuous, that is that they “encourage durable collaboration between institutions and organisations by building sustainable academic networks, strengthening exchanges among students and staff, and enhancing exchanges of knowledge and practices” (p.5).

Guest blogger: Is Internationalisation of Higher Education a ‘Fuzzy Concept’?

Sintayehu Kassaye Alemu (University of Ljubljana)

Sintayehu Kassaye Alemu
(University of Ljubljana)

This guest entry is written by Sintayehu K Alemu. He is a graduate of the Hedda master programme and is currently working on his PhD at the Center for Educational Policy Studies (CEPS) at University of Ljubljana as a part of the UNIKE project. Earlier, he has studied history at Addis Abbaba University, and obtained a MA degree in general education at Umea University in Sweden. His PhD project is titled: ‘’A Comparative Analysis of Practices and Impacts of Internationalization of Higher Education on the Academic life in the Centers and Peripheries’. 

Markusen has defined ‘fuzzy concept’ as ”one which posits an entity, phenomenon or process which possesses two or more alternative meanings and thus cannot be reliably identified or applied by different readers or scholars” (Markusen, 2003, p.702).

“We use the term more and more and seem to pay less and less attention to what it means. While the need for global and international studies is generally accepted, there is no agreement as to what it means or how this can be implemented” (Schoorman, 2000, p.3).  Internationalisation of higher education is understood differently by different people. It sounds a fuzzy concept  probably because the concept is built upon the experiences and activities of the global North. Its fuzzines also emanates from the unidirectional articulation of its  perspective. Internationalisation of higher education seems to be fuzzy because the ”commonly accepted” definition and conceptualization have done little to address the specific approaches emerging from different  contexts. Due to these facts, there is little agreement about what internationalisation means and what strategies are most effective for its implementation in different regions and countries (Cross et al., 2011). In spite of these assumptions,  internationalisation of higher education is increasingly growing in importance in terms of programs, research, mobility of faculty and students, and institutions’ environment.  Inter alia, perspectives and definitions of internationalisation are focused  under the following questions: Is internationalisation of higher education an outward or inward looking or both? which perspective does the most common definition reflect?

Importance and Expansion of Internationalisation

Since the 1990s, globalisation, the neoliberal ideology, and the emergence of knowledge economy and society have expanded and diversified activities, rationales and actors, and shaped policies and strategies of internationalisation. From more or less traditional forms such as student and academic staff mobility, internationalisation policies and practices nowadays have moved to ”at home” and abroad activities: such as exporting higher education via branch campuses and institutional cooperation, developing transnational university networks and virtual delivery of higher education, and the harmonization of higher education systems. Because of the diversified rationales, activities, actors and approaches, internationalisation of higher education has become an overextended and complex concept, whose perspective and definition are not well enunciated.

Call for contributions: IAU essay competition on internationalization!

IAUInternational Association of Universities (IAU) and the publisher Palgrave Macmillan Ltd have announced the IAU – Palgrave Prize in Higher Education Policy Research 2014-15.

The prize will be awarded to the winner of the essay competition. The theme for the essay competition is: Internationalization of Higher Education: Moving beyond mobility. The winning essay will be awarded a prize valued at £2,000.

The theme is also linked to the theme of the IAU 2015 International Conference. The conference takes place 28 – 30 October 2015 at the University of Siena (Siena, Italy).

Criteria – participant must be a scholar from a IAU member organisation (including both 590 universities across the world and a number of higher education associations). The submissions must be reasearch-based and analytically oriented, descriptive papers will not be retained. The essay should not be more than 7500 words, and needs to be submitted in English or French.

Deadline for submission: 15 June 2015. Read more here.