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Transcript of Willis Oct09
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How important is the local
when thinking global?
Internationalisation at a research
led university
Ian Willis
Research Seminar
28 October 2009
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Local - key emergent theme
Journey Local was NOT starting place
2nd beginning was on rationales, drivers andrestrainers 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-connectedInter-acting
Nested
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
Technology
Key notions:
FlowsGlobal events induce local
responsesAppadurai 1996
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Global
The existence of global
economic, political,
cultural and environmental
interconnections and flowsthat make many of the
existing borders and
boundaries irrelevantSteger 2003
Note:
Complex
Inter-relations, flows, dynamic
Beyond states
Economic 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
Lewins 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 restraininternationalisation
GlobalRejection of globalisation discourse, credit crunch
InstitutionalConflicting university agendas and prioritiesExisting positions and interests
IndividualLocally based research, commitment to local concernsQuestioning of globalisation discourse & marketisation
Views on purpose of university
Existing 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 individualsact/influence at all levels
Layers and conditionsChanges 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
Universitys internationalisation creates
context: individual response
These responses can in turn influence up
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Structure/Agency
Provides an explanation of how individualinterests (projects) are the locus ofconcern/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 wont 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, Conceptual
Organising 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 ?
Debatedheres one view
Four major cycles:
1. 1492 - Spain and Portugal colonise S America etc. World (oceanic) tradeestablished
2. Late 17th
Cent 2nd European colonisation, slave trade, trade gives overto 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 totalimpact)
Most UK national messages are economic Knowledge economy is accepted
Most governments want mass education andspending 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:
Contested
Different views
Different assumptions
Hyperglobalist:
Triumph of global capitalism
Demise of nation state
Sceptical:Just regionalism
Polarisation: developed and developing
Nation state now more important in managingcrisis in capitalism
Education is national
Transformational:
Interconnectedness; both integration andfragmentation.
Some enmeshed in global order others
marginalisedRelationships cross national boundaries
Nations retain power but transformed by ideasof international governance and law
3 broad
approaches -each contains
plurality of views
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Globalisation summary notes
Flows, Intensity, SpeedHomogenisation & localisation
Economics (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 challenges
Global research collaboration