Higher education institutions everywhere are subject to global trends, such as the growing commodification and commercialization of knowledge, which are pulling universities closer to the market (Altbach, 2001). Rationales for the internationalization of higher education, consistent with neo-liberalism, increasingly emphasize the importance of developing human capital and income generation through study and life abroad. Exploring this entrepreneurial turn, my research revealed that international education shows signs of developing a professionalized workforce. Through the use of various theoretical frameworks, including institutional ethnography, a Foucauldian focus on discourse and anti-colonial theoretical perspectives, I disclose how the managerial-driven discourse of professionalism of international educators facilitates control “at a distance” (Fournier, 1999) and prioritizes organizational interests over their everyday/night experiences. At the same time, by conceptualizing professionalization as a site of struggle (Tobias, 2003), I describe ways in which these “ruling relations” may be subverted and how an alternative professionalization strategy may be pursued by international educators in their efforts to advocate for social justice in international education.

Religionsämnet har genomgått stora förändringar de senaste 100 åren, från att ha varit ett konfessionellt kristendomsämne till att ha blivit ett ämne präglat av förståelse för andras kulturer och livsåskådningar samt etik. Ämnet väcker många reaktioner och elever i gymnasieskolan har många åsikter kring ämnets innehåll och nytta. Syftet med denna studie är att undersöka hur ämnet har förändrats genom att studera olika kursplaner. Vad som påverkat dessa förändringar kommer också att granskas. Att ta reda på hur dagens gymnasieelever ser på religionsämnet är också en del av denna studie. Studien bygger på textanalys av kursplaner och tidigare forskning samt gruppintervjuer av elever i årskurs tre på gymnasiet. Resultatet visar att religionsämnet har gått från att ha varit ett fostrande ämne i ren kristendom till att ha blivit ett ämne som behandlar flera världsreligioner, livsfrågor samt etik och moral. Eleverna finner ämnet relevant och intressant. De anser sig ha nytta av ämnet som bidrar med förståelse och motverkar fördomar.Ämnesord: Religion, religionskunskap, elevers attityd, kursplan, Gy 11.

Thesis (Ed. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 212-220). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 248-251). Also available on the Internet.

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 279 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Barbara Lehman, College of Education. Includes bibliographical references (p. 241-255).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 248-251). Also available on the Internet.

Canadian post-secondary institutions have been facing the challenges of integrating ICTs into the design, organization and delivery of educational programs and services, since the rapid proliferation of information and communication technologies (ICT) began in the mid-1990s. The Canadian Bureau of International Education, in collaboration with UBC Distance Education and Technology and FuturEd, have undertaken a four-phase project to contribute to the knowledge base regarding the use and effectiveness of ICTs in international education (IE) activities in Canadian higher education. This report describes the findings of Phase One of the project – a survey of current use of information and communication technologies in international education activities across Canada.

This qualitative research study investigates teaching and learning in an international school, and asks: (1) What are the stories of principle, practice, and mindset that foster internationally-minded teaching and learning in an international school context?; and (2) How might those stories inform the practices of teachers in increasingly culturally diverse domestic schools? A trifold conceptual framework of principle, practice, and mindset (Guo & Jamal, 2007) was used to design the process for data collection: (1) document analysis to examine principles such as intercultural competency; (2) classroom observations to identify elements of internationally-minded teaching practices; and (3) interviews to address the mindset of educators and administrators. The data collected from 25 documents, 60 hours of classroom observations, and 8 interviews were subsequently analyzed using van Manen’s (1997) three steps for hermeneutic phenomenological reflection, and were guided by Fowler’s (2006) approach to understanding narrative. Four resulting themes have been established: (1) personalized learning; (2) creative professionalism; (3) (con)temporary community; and (4) international-mindedness. These themes indicate a complex interconnectedness between stories of principle, practice, and mindset in an international school context, and highlight the significant role that teachers as intercontextual inquirers play in enhancing internationally-minded approaches to teaching and learning. / Thesis (Ph.D, Education) -- Queen's University, 2014-02-03 13:09:11.145

Despite a great deal of research on the international student experience, there is limited research examining internationalized classroom perspectives of domestic students. Existing studies have documented academic and personal issues that arise within the internationalized classroom such as: self-segregation, reluctance to work together, reduced interactions between domestic and international students, and limited academic engagement. This study explores experiences, perceptions and attitudes of students who are currently engaged in graduate programmes in internationalized classrooms. As shown in the data, the individual perspectives on culture, language, goals and expectations, gender and age, which are influenced by internationalization and instruction methods, help us to better understand the challenges associated with university internationalization in Canada. This study adds to the existing literature on the roles of universities in implementing specific strategies in order to provide an environment in which both international and domestic students can benefit from intercultural academic experience and help students develop intercultural competences and expand global citizenship. / Graduate / 0525 / 0727 / 0745 / jjoakes@uvic.ca

This thesis investigates development assistance programming in the research activities of higher education institutions by studying the case of the Norwegian Programme for Education, Research and Development (NUFU) and its activities in two sub-Saharan African (SSA) nations. In this thesis, North-South Research Partnerships (NSRPs) are conceptualized through the construction of an ideal-type based on the historical record of NSRP progrmaming. A conceptual framework and analytical tool are developed in order to present the dominant norms associated with mainstream North-South research programming over the past sixty years, as firmly embedded in exploitative core-periphery dynamics. The main research questions ask to what extent the NUFU model differs from other NSRP programs, including South-South collaborative opportunities, and to what extent the program creates spaces for endogenous research needs and priorities to take precedent over exogenous demands and targets. A qualitative investigation is used to gather data from textual analysis, participant observation and key informant interviews in order to investigate how the NUFU program establishes demand-driven programs in Southern universities while negotiating the Norwegian and global political economies. A case study of a single NUFU North-South-South project demonstrates how the program framework influences the construction of the partnership modality. The findings indicate that the North-South component of the model presents significant opportunities for demand-driven research, but that changing trends in Norway are placing pressure on the program and researchers. With regard to the South-South component, the study concludes that the modality is under-conceptualized, lacks clarity of purpose and has failed to generate sustainable collaboration within the SSA region. The implications of these findings for NSRP programming, the NUFU program in particular, are that historical asymmetries remain firmly entrenched; without a radical reconstitution of the economic and political relations between Northern and Southern states, the most powerful international actors, be they states, private entities or multilateral agencies, will continue to dominate and determine knowledge production capacities and outputs. The study concludes by suggesting opportunities for NSRP programs to augment their support of Southern universities and by reflecting on how ongoing changes in current geo-political configurations could open new spaces for alternative development trajectories.