Conscientious internationalisation in higher education: contextual complexities and comparative tensions
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Conscientious internationalisation in higher education: contextual complexities and comparative tensions Susan Ledger1 · Colleen Kawalilak2 Received: 13 March 2018 / Revised: 12 October 2020 / Accepted: 20 October 2020 / Published online: 19 November 2020 © The Author(s) 2020
Abstract In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity. Keywords Internationalisation of higher education · Comparative education · Ethical education · Education policy · Higher education
Overview This comparative study, responds to Crossley and Watson (2003) call for increased cultural and contextual sensitivity in educational research in order that the field might make a more effective contribution to educational theory, policy and practice. It brings a humanitarian focus to the internationalisation of higher education discourse and draws from eminent international scholars and research trends, in the field. The theoretical review is overlayed with a critical dialogue between two academics from universities in different hemispheres and contexts. We focus on how internationalisation is defined, interpreted, and responded to within Australia and Canada, two decades after de Wit’s (1995) comparison of internationalisation in four higher education * Susan Ledger [email protected] 1
Murdoch University, 90 South Street, Perth, WA 6150, Australia
Werklund School of Education, University of Calgary, 2500 University Drive, NorthWest, Calgary, AB T2N1N4, Canada
2
contexts. We undertake a comparative analysis through the lens of de Wit’s findings through exploration and examination of factors and features that influence or disrupt the potential for intercultural transformation of universities. We juxtapose our comparative analysis against the backdrop of what
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