Internationalisation of Canadian Higher Education: Troubling the Notion of Autonomy through an Examination of Policy Actors, Knowledge and Spaces

Autor/in	Viczko, Melody
Titel	Internationalisation of Canadian Higher Education: Troubling the Notion of Autonomy through an Examination of Policy Actors, Knowledge and Spaces
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 6 (2013) 1, S.26-46 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2013.060103
Schlagwörter	International Education; Higher Education; Foreign Countries; Educational Change; Educational Policy; International Cooperation; Student Mobility; Policy Analysis; Institutional Autonomy; Competition; Neoliberalism; Canada + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsreform; Politics of education; Bildungspolitik; Internationale Kooperation; Internationale Zusammenarbeit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Politikfeldanalyse; Institutionelle Autonomie; Wettkampf; Neo-liberalism; Neoliberalismus; Kanada
Abstract	Internationalisation of higher education has been overwhelmingly embraced by Canadian universities (Beck 2009). Yet, the decentralised nature of higher education institutions, coupled with the absence of a national governing body with responsibility for higher education, creates an interesting terrain for internationalisation. In this paper, I examine the ideas related to internationalisation pursued by one Canadian organisation, the Association of Universities and Colleges of Canada (AUCC). Responding to concerns from Canadian institutions and government ministries about their potential exclusion from global markets, the AUCC took a national lead to better acquaint Canadian institutions with the Bologna reforms, declaring an urgent need to respond to the reforms taking place in Europe (AUCC 2008a). I analyse the policy knowledge, spaces and actors involved with internationalisation through the AUCC's interaction with the Bologna Process, to argue that a deeper entangling of universities in the ideational market-based competition embedded in neoliberal reforms has created tensions in how autonomy can be conceived in Canadian higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10