willis oct09

7/29/2019 Willis Oct09

1/24

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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2/24

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


3/24

Inter-connectedInter-acting

Nested

Global

International

(Europe)

National University

(Departmental)

Individual

Levels
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4/24

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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5/24

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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6/24

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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7/24

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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8/24

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


9/24

Question: Is it a......

1. Theoretical framework

2. Conceptual framework

3. Organising framework

4. Plain old framework


10/24

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


11/24

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


12/24

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


15/24

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


16/24

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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17/24

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


19/24

Back to the Framework

What is it.........?

Theoretical, Conceptual

Organising or Plain old?

Ask the audience!

Does it work OK?

Questions/comments

Thank you


20/24

Bonus slides follow
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21/24

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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22/24

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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23/24

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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24/24

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

willis oct09

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