Internationalization, diversification and quality in higher education.

Autor/inn/en	Vabø, Agnete; Wiers-Jenssen, Jannecke
Titel	Internationalization, diversification and quality in higher education.
Quelle	In: Zeitschrift für Pädagogik, 60 (2014) 5, S. 710-723Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0044-3247
URN	urn:nbn:de:0111-pedocs-146791
Schlagwörter	Empirische Forschung; Ausländer; Auslandsstudium; Englisch; Norwegen; Qualität; Student; Universität; Hochschulpolitik; Analyse; Studentenzahl; Dokument; Hochschulbildung; Hochschulorganisation; Internationalisierung; Studentenaustausch; Unterrichtssprache; Empirische Forschung; Bologna-Prozess; Unterrichtssprache; Englisch; Internationalisierung; Hochschulbildung; Universität; Bologna-Prozess; Hochschulorganisation; Hochschulpolitik; Studentenzahl; Studentenaustausch; Auslandsstudium; Master-Studiengang; Bachelor-Studiengang; Analyse; Dokument; Qualität; Ausländer; Personal; Student; Norwegen
Abstract	This article analyzes internationalization as it relates to diversification and quality in higher education in the Norwegian system following the Bologna Declaration. Considering horizontal and vertical levels of stratification of the higher education system, the authors find that international activities are very unevenly distributed; the highest concentration of internationalization they find at Master's and PhD levels. Differences are also identified horizontally between various types of institutions and academic disciplines. Natural sciences and technology, the most research-intensive disciplines, tend to be more international than humanities and social sciences. This study concludes that the new modes and policies of internationalization are more likely to become institutionalized if they coincide with the teaching and research related activities and interests of the academic staff. This study is based on national statistics, results from a survey sent to members of the academic staff in higher education, as well as policy documents and reports. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/1