how important is the local when thinking global? internationalisation at a research led university...
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How important is the local when thinking global?
Internationalisation at a research led university
Ian WillisResearch Seminar28 October 2009
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‘Local’ - key emergent theme• Journey
– Local was NOT starting place– 2nd beginning was on rationales, drivers and
restrainers for internationalisation • University is NW & research led!
– Confidential– Major changes underway
• Internationalisation & globalisation: brief• Theoretical focus• Local considerations
– emerged as a strong theme in analysis
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Inter-connected Inter-actingNested
• Global• International• (Europe)• National • University• (Departmental)• Individual
Levels
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Globalisation – what on earth is it?
Globalisation in terms of:•Ethnicity•Ideas•Media•Finance•TechnologyKey notions:Flows Global events induce local responses
Appadurai 1996
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GlobalThe existence of global economic, political, cultural and environmental interconnections and flows that make many of the existing borders and boundaries irrelevant
Steger 2003
Note: ComplexInter-relations, flows, dynamicBeyond statesEconomic dimension inescapable but much more going on
BUT: states remain very powerful including in education
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Globalisation and internationalisation Related and interconnected but not the same
Internationalisation is one of the responses that HEIs are making through their strategies, policies and activities (UNESCO 2004, Altbach & Knight 2007)
Responses will be local, situated and prescribed by the realities of individual HEIs
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Internationalisation
The process of integrating an international, intercultural and/or global dimension into the goals, functions (teaching/learning, research, services) and delivery of higher education
(Knight 2005)
This is very commonly cited
•Note: integration
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Rationales – why bother?Rationales Constituent elements or focus
Social and cultural
Intercultural understanding, Citizenship, Social and community development
Economic Economic competitiveness, Labour market, Income generation
Academic International dimension to research and teaching, Institution-building, Profile and status, Enhancement of quality and curriculum, Collaborations
Competitive International branding and positioning, Strategic alliances, Knowledge production & exchange
Developmental Student and staff development, Institutional learning and exchange, Capacity building
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Question: Is it a......
1. Theoretical framework
2. Conceptual framework
3. Organising framework
4. Plain old framework
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Force field analysis Lewin
Social Practice Theory Trowler
Transformative globalisation Held et al, Tikly, Appadurai
Internationalisation rationales Knight, Middlehurst & Woodfield
‘Glonacal-agency’ heuristic Marginson & Rhoades
Organisational Isomorphism/Allomorphism
Vaira
Structure/Agency Giddens, Archer, Bhaskar
‘Philosophy of Higher Education’ Barnett
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Organising the level & complexity
• Lewin’s Force field analysis– Driving and restraining forces for change
• Social Practice Theory: Trowler– ‘Situates’ change
• Transformative globalisation– Emphasises local responses to global flows/forces
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Forces potentially acting to restrain internationalisation
GlobalRejection of globalisation discourse, credit crunch
InstitutionalConflicting university agendas and priorities
Existing positions and interests
IndividualLocally based research, commitment to local concernsQuestioning of globalisation discourse & marketisation
Views on ‘purpose’ of universityExisting positions and interests
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Forces: potential to drive internationalisation
GlobalNeo-liberal economics, trade agreements
New markets, competition, demand
Global research, Global challenges
ICT, English worldwide, staff & student mobility
National policiesEconomic view of internationalisation
Relative reduction in funding
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More Forces: potential to drive
InstitutionalEconomic pressure, competition
‘Global University’, Reputation (research led)International league tables
Existing traditions & international collaborationsEducational drive for international dimension
IndividualInternational research interestsAcceptance of market discourseExisting positions and interests
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‘Glonacal-agency’ heuristic
• Global - National – Local– All important
• Agency: looking at how individuals act/influence at all levels
• ‘Layers and conditions’–Changes mediated by local histories
and aims Marginson & Rhoades
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Structure/Agency
• Argued that each level creates a structure within which level below acts agentially
• Global forces create context that calls for a university response– Often meaning internationalisation
• University’s internationalisation creates context: individual response
These responses can in turn influence ‘up’
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Structure/Agency
• Provides an explanation of how individual interests (projects) are the locus of concern/action
• Shows agential action can shape structures– Over time
• Theoretical argument– Why to engage with individual interests– Supported in the findings
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University / Individual
• University linking internationalisation aims to individual ‘projects’ can be a key to successful development
• Doing it just for the money won’t work• Need for a nuanced message• Monash require any internationalisation
activity to explicitly serve an academic function
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Back to the Framework
What is it.........?Theoretical, ConceptualOrganising or Plain old?
Ask the audience!
• Does it work OK?• Questions/comments
• Thank you
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Bonus slides follow
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How new is it ?Debated – here’s one viewFour major cycles:1. 1492 - Spain and Portugal colonise S America etc. World (oceanic) trade
established
2. Late 17th Cent – 2nd European colonisation, slave trade, trade gives over to conquest
3. Late 19th Cent – huge increase in trade, mass migration to Americas. Last colonies fought for. Ends with 1930s depression
4. Post WW2 – trade liberalisation, intensifies 1967 – 1980s
• Initial gains unequally distributed, but eventually trickle down (?) • Greater gains overall to those that globalised. Often caused great suffering• ‘Elites’ have more in common with elites in other countries than with own people
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National messages & pressures• HE as a business is very important to UK economy
– Income: ~ £17bn, Economic impact: £42.5bn, – 1.2% of workforce: 330,000 direct (600,000 total
impact)• Most UK national messages are economic• Knowledge economy is accepted • Most governments want mass education and
spending contained– These are real pressures for HEIs– Leads to mix of public/private income– 61% public, 27% private, 12% ‘export’
Figures from Universities UK for 2003-4
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Globalisation:ContestedDifferent viewsDifferent assumptions
Hyperglobalist: Triumph of global capitalismDemise of nation state Sceptical: Just regionalismPolarisation: developed and developingNation state now more important in managing
crisis in capitalismEducation is national Transformational: Interconnectedness; both integration and
fragmentation. Some enmeshed in global order others
marginalisedRelationships cross national boundariesNations retain power but transformed by ideas
of international governance and law
3 broad approaches - each contains plurality of views
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Globalisation – summary notesFlows, Intensity, SpeedHomogenisation & localisationEconomics (neo-liberal) as major driver
Knowledge Economy, Competition, GATs
Education: a product and part of globalising process WW educational (credentialing) system, English, Staff & Student mobility
Global challengesGlobal research collaboration