31 SES 13 B, Planning and Policies in Education
Internationalisation in Higher Education is often construed along economic lines as the development of strategic partnerships with private enterprises or along political lines as the internationalisation of educational policy and the promotion of student mobility across national borders. Whilst these are key aspects of internationalisation, the complex process through which ideas meet, intermingle, contest, converge, and are communicated across horizons ranging from the local to the global signals the importance of the socio-cultural and academic dimensions of internationalisation in HE. De Wit (2002, 2011) suggests that these various rationales for internationalisation are not mutually exclusive but rather intersect, overlap and vary over time.
The central role language and culture play in generating and disseminating knowledge, the core mission of universities, highlights the need for a more systematic plurilingual paradigm in curricular design and delivery in higher education, one that reflects the mobilities of knowers and of knowledge in the twenty-first century (Smit and Dafouz: 2012). A transversal, multilingual model of education, embedded in both the purposes and processes of knowledge-making and knowledge-sharing, can support the creation of an international, cross-disciplinary community of learners and researchers engaged in building transnational networks of knowledge.
The experimentation of a new language model at the Free University of Bolzano is instructive as it helps define what constitutes a quality initiative in fostering language skills and scientific language competences in higher education (Fandrych 2015). The need to develop university-wide teaching practices that are "language sensitive" emerges as a significant outcome of integrating content and language in higher education. The lessons learned through the implementation of FUB’s multilingual initiative represent a contribution that goes far beyond the local context of the multilingual province of Südtirol / Alto Adige, offering a paradigm for rethinking how internationalisation can be conceived and implemented in HE in Europe.
De Houwer, Annick/Wilton Antje (Eds.). English in Europe Today. Sociocultural and educational perspectives. Amsterdam/Philadelphia: John Benjamins B.V., 2011. de Wit, Hans. An Introduction to Higher Education Internationalisation. Milan: Vita e Pensiero, 2006. ------. “Internationalisation of Higher Education in Europe: Assessment, Trends and Issues.” http://nvao.com/page/downloads/Internationalisation_of_Higher_Education_in_Europe_DEF_december_2010.pdf ----. “Globalisation and Internationalisation of Higher Education.” Revista de Universidad y Sociedad del Conocimiento (RUSC) 8:2 Barcelona: 2011. Fandrych, Christian/Sedlazcek. “I need German in my life” Eine empirische Studie zur Sprachsituation in englischsprachigen Studiengängen in Deutschland. Tübingen, Stauffenburg-Verlag: 2012. Fandrych,Christian. Mehrsprachigkeit an Hochschulen im deutschsprachigen Raum: sprachenpolitische und sprachendidaktische Herausforderungen. In Drumbl, H./Hornung A. (Eds.) IDT 2013 Hauptvorträge. Bolzano-Bozen: BU Press: 2015, 93-126. Knapp, Annelie/Agiado, Karin (Eds.). Foreign Languages in Higher Education. Opportunities and Challenges for the Acquisition of Knowledge. Frankfurt am Main: Peter Lang, 2015. Knight, Jane. Higher Education in Turmoil. Rotterdam: Sense Publishers, 2008. -----. Higher Education: Crossing Borders. Paris: COL/UNESCO, 2006. Smit, Ute and Emma Dafouz. “Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe.” In ICLHE: Gaining Insights into English-Medium Instruction at European Universities. AILA Review, Vol. 25. Amsterdam: John Benjamins Publishing Company, 2012, 1-12. Unterberger, Barbara. “English-medium programmes at Austrian business faculties. Integrating Content and Language: Meeting the challenge of a Multilingual Higher Education.” In ICLHE: Gaining Insights into English-Medium Instruction at European Universities. Eds. Ute Smit and Emma Dafouz. AILA Review. Volume 25. Amsterdam: John Benjamins Publishing Company, 2012, 80-100. Van Leeuwen, Charles. “Multilingual universities in Europe: Models and realities.” Integrating Content and Language: Meeting the challenge of a Multilingual Higher Education. Ed. Robert Wilkinson. Maastricht: 2004, 576-584. Veronesi, Daniela and Christoph Nickenig. Bi- and Multilingual Universities: European Perspectives and Beyond. Conference Proceedings: Bozen-Bolzano: BU Press, 2009.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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