After the Ink Dries: Doing Collaborative International Work in Higher Education

Autor/inn/en	Shore, Sue; Groen, Janet
Titel	After the Ink Dries: Doing Collaborative International Work in Higher Education
Quelle	In: Studies in Higher Education, 34 (2009) 5, S.533-546 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Foreign Countries; Higher Education; Global Approach; Partnerships in Education; Computer Mediated Communication; Qualitative Research; Synchronous Communication; Travel; Time Management; Motor Vehicles; Curriculum; Exchange Programs; Adult Learning; Institutional Cooperation; Negative Attitudes; Self Concept; Australia; Canada + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Hochschulpartnerschaft; Computerkonferenz; Qualitative Forschung; Travelling; Reisen; Reise; Zeitmanagement; Motor vehicle; Kraftwagen; Curricula; Lehrplan; Rahmenplan; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Adulte education; Adult training; Erwachsenenbildung; Institute; Co-operation; Cooperation; Institut; Kooperation; Negative Fixierung; Selbstkonzept; Australien; Kanada
Abstract	This article offers a contribution to the limited literature on internationalization as academic work. Using narrative inquiry incorporating a mode of research known as "car time", the authors generate narratives of practice to analyse the day-to-day work involved in their international university collaboration. The article foreshadows the dialogic opportunities available to academic staff engaged in collaborative international work. This trust-based approach to internationalization involves building and sustaining inter- and intra-institutional relationships, catalytic events which "make things happen", and learning from each other via common and divergent institutional practices. While cognizant of demands for increased regulation, the article argues for a broader consideration of the learning to be gained from such partnerships. Three things keep this partnership going long after the ink had dried on official agreements between institutions: a personal click, shared professional interests and a framework for institutional agreements and structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10