Geographies of internationalisation: from policies to practice

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This work in progress explores how internationalisation policies and instruments affect
perceptions of quality, relevance, and learning in higher education (HE) and how these perceptions
travel with internationally mobile students and academics. Inherent in the word inter-national is a
focus on geography; this begs the question how geography can improve the quality of HE: how can
the integration of a ‘non-national’ dimension or the mobility between countries enhance the
relevance and quality of education? We propose that drawing on spatial theories help us tease out
implicit understandings of geographies of internationalisation; i.e. what come to be seen as ‘the right
knowledge’ when teaching in English, who becomes the ‘good student’ in a classroom with students
from all over the world, and how perceptions of pedagogy is negotiated by international staff. After
discussing arguments for a spatial approach to HE internationalisation, we present the ongoing
empirical study and its first results.
Original languageEnglish
Publication year2019
Number of pages5
Publication statusPublished - 2019

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