Internationalization as Myth, Ceremony and Doxa in Higher Education. The Case of the Nordic Countries between Centre and Periphery

Autor/in	Musial, Kazimierz
Titel	Internationalization as Myth, Ceremony and Doxa in Higher Education. The Case of the Nordic Countries between Centre and Periphery
Quelle	In: Nordic Journal of Studies in Educational Policy, 9 (2023) 1, S.20-36 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Musial, Kazimierz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20020317.2023.2166344
Schlagwörter	International Education; Higher Education; Educational Policy; Strategic Planning; College Administration; Organizational Change; Attitude Change; Political Attitudes; Global Approach; Stakeholders; Misconceptions; Educational Trends; Futures (of Society); Study Abroad; Teacher Exchange Programs; Foreign Students; Educational Cooperation; International Cooperation; Social Change; Social Systems; Foreign Countries; Educational Philosophy; Denmark; Norway; Sweden; Finland + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Strategy; Planning; Strategie; Planung; College administrators; Hochschulverwaltung; Organisationswandel; Attitudinal change; Einstellungsänderung; Political attitude; Politische Einstellung; Globales Denken; Missverständnis; Bildungsentwicklung; Future; Society; Zukunft; Studies abroad; Auslandsstudium; Education; cooperation; Kooperation; Internationale Kooperation; Internationale Zusammenarbeit; Sozialer Wandel; Social system; Soziales System; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Dänemark; Norwegen; Schweden; Finnland
Abstract	The article deals with the validation of the internationalization imperative in higher education institutions (HEIs) of the Nordic countries. I focus on both the goals and motives behind activities supporting internationalization, but also on the manner of their habitualization and institutionalization in the practice of academic administration and organizational management. The issue of legitimization of institutional changes is addressed by means of the rationalized myths that create durable dispositions for specific practices, changes in procedures and attitudes in a given socio-political setting. I draw on empirical examples that include practical solutions and strategies developed under the conditions of semiperipheral positionality of the Nordic states. This perspective makes their internationalization policies an interesting frame of reference for other countries and the paper concludes by pointing to the latest trends that can serve either as an inspiration or a warning for other states. The Nordic countries offer an example of how institutionalizing the 'strategic gains' narrative from globalization may lead to a recalibration of an earlier knowledge regime along with attempts to change centre-periphery relations, including the reframing of priorities and rationalities of different stakeholders in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01