Internationalising Higher Education
This page presents several connected research projects within the field of Internationalisation of Higher Education, and their outputs
Internationalising Higher Education: Challenges and opportunities for Universities and academics in Sweden
The purpose of this project is to examine how internationalisation policies are understood and interpreted by universities in Sweden. The research has been funded by the Swedish Research Council (grant number 2017-03434) and Umeå School of Education.
The project is designed as an institutional and comparative research, and studies single institutions (Stockholm and Umeå Universities) but also applies cross-institutional and cross-disciplinary (science and social science faculties) lenses. These comparisons contribute to a deeper understanding of how internationalisation and its consequences are filtered and shaped in different types of university, and disciplinary cultures.
The research connects to an earlier project (HEIM) funded by the EU Horizon 2020 research and innovation programme, under the Marie Skłodowska-Curie (grant agreement number H2020-RISE-2014-643739). That project focused on inclusion and equality as they apply to internationalisation programmes in higher education. It was a partnership between the Univesity of Sussex (UK, PI: Louise Morley), Umeå University (Sweden), the University of Seville (Spain), and the Roma Education Fund (REF) based in Hungary.
The projects' themes and publications are presented below:
Sweden and internationalisation policy
Sweden follows an approach to internationalisation that draws on national and European policy priorities. It is a political instrument to promote social mobility; develop economic competitiveness and employability capacity; and a response to the EU and Bologna requirements. In the post-2022 period, it is also a way to balance global innovation with national security. Internationalisation is used to legitimise national reform goals, but also as a policy objective on its own with the ambition to position Sweden globally as a competitive knowledge nation (see article: Transcending borders in higher education)
University responses
Universities respond to internationalisation policies taking into account: The global research environment, manifested in the partnerships universities pursue; The national HE sector, a context of comparisons and competition but also a source of collaborative learning. The universities in our study exhibit strategic autonomy in constructing their responses according to their institutional needs, framed by size and geography. These two dimensions constitute a constraining physical and discursive context, underpinning the links between a global environment and the universities’ self-image and positioning. Internationalisation is viewed differently across faculties. Science faculties have more developed policies and practices for internationalisation-linked research and education compared to Social sciences, although with significant variations within faculties (see article: University responses to internationalisation).
Academic mobility
Academic mobility, a mechanism of internationalisation, offers complex sets of opportunities and constraints. Different degrees/types of mobility are practiced across the studied universities. Mobility offers enhanced research opportunities, intercultural learning, and networking possibilities. But, it also entails dimensions of isolation and epistemic marginalisation (see article: The hidden narratives of mobility). The nature of mobility-immobility and the degree of institutional and collegial support shape experiences and gains for individuals and departments.
Student responses and Internationalisation at Home
The disciplinary paradigm within which students are educated shapes their view of internationalisation. Business, Economics, Politics, Natural science students are strongly oriented towards internationalisation, seeing it as strengthening of their discipline. Education and Service management students view their discipline as national, professionally-oriented and contextual, with little relevance for internationalisation approaches (see article: Through the eyes of the disciplines). Teacher education students and programs emphasize interculturality (see chapter: IaH and education), one of the key internationalisation dimensions (see article: Internationalisation and education students).
Published papers:
Alexiadou, N., Kefala, Z., Rönnberg, L. 2023. Through the eyes of the disciplines – student perspectives and positionings towards internationalisation-at-home. European Journal of Higher Education. https://doi.org/10.1080/21568235.2023.2168719
Alexiadou, N., Rönnberg, L. 2023. Reading the internationalisation imperative in higher education institutions: External contexts and internal positionings. Higher Education Policy, 36, 351-369.
Alexiadou, N., Rönnberg, L. 2022. Transcending borders in higher education: Internationalisation policies in Sweden. European Educational Research Journal, 21:3, 504-519.
Alexiadou, N., Kefala, Z., Rönnberg, L. 2021. Preparing education students for an international future? Connecting students' experience to institutional contexts. Journal of Studies in International Education, 25:4, 443-460. ISSN 1028-3153.
Morley, L., Alexiadou, N., Garaz, S., González-Monteagudo, J. and Taba, M. 2018. Internationalisation and migrant academics: the hidden narratives of mobility. Higher Education. 76, 537-554.
Nafsika Alexiadou and Lange, B. (2024). “Learning and transfer: Hierarchical and reflexive lessons in higher education policy”. In A. Barabasch, S. Bohlinger & S. Wolf (Eds) The Palgrave Handbook on TVET and beyond. Forthcoming.
Kefala, Z., Alexiadou, N., Rönnberg, L. 2021. “Internationalisera mera på hemmaplan: Lärarstudenters erfarenheter av utbildningensinternationella dimensioner”. I: Ämnet som blev: rapporter från den fjärde nationellakonferensen i pedagogiskt arbete / [ed] Per-Olof Erixon, Anna Martín Bylund och Jakob Cromdal, Umeå: Umeå Universitet, s.37-52. ISBN: 978-91-7855-603-8.
Alexiadou, N., Findlow, S. 2014. Developing the educated citizen: Changing frameworks for the roles of universities in Europe and England. Annales, Series Historia et Sociologia, 24:3, 371-382. ISSN 1408-5348