In the last three decades, internationalization has become one of the most crucial priorities of scholars and policy makers in higher education. Although, the notion of internationalization had always been a defining feature of the “university” throughout history (De Wit, 2002; Enders, 2004; Marginson, 2000; Yang, 2002), political, economic, social and cultural developments over the last three decades have resulted in a new understanding of internationalization in higher education. In the new understanding of the concept and practice of internationalization, global, national and institutional level networks interact in complex way and reshape practices in at the university. Some scholars argue that higher education can no longer be viewed in a strictly national context (Qiang, 2003) and internationalization became indispensable for universities to survive in an increasingly competitive environment. De Wit (2011) stated that recently the international dimension of higher education has become more central on the agenda of international organizations, national governments, higher education institutions. Internationalization has been shifted from being a marginal mainstream activity to an integral part of university strategy (De Wit & Hunter, 2014).
In this study it is argued that internationalization trends cause multifaceted conflicts at all levels of the university. In other words, the needs and expectations of the institutions (nomethetic dimension) conflicts with the needs, expectation and orientations of the staff members (particularly academic staff members) (idiographic dimension). We argue that these conflicts are largely related to the change and transformation movement caused by internationalization. The universities have a unique history, value system, formal and informal structures, and routines which have been established throughout a long history. Similarly, the academic profession has its own proven norms and value system. However, global trends in higher education have been pushing the “university” and academics to adapt new practices. Being one of these practices, internationalization also brings its own structures and value system, which require systems, universities and individual academics adapt new structures, value systems, behaviors, roles, and understanding. Hence, we argue that tensions between the institutional structures and emerging internationalization dynamics at institutional and individual level are highly visible in the academic context.
Neo-institutionalism and the critique of neo-liberalism guided this study. The neo-institutionalist framework explains the similarities of the institutions with the others in their environment. One of the core concepts of the neo-institutionalist theory is the concept of isomorphism (DiMaggio & Powell, 1983) according to which institutions resemble other institutions in their institutional environment. Oliver (1997) explained that tendency towards conformity with pre-determined norms and traditions lead to homogeneity in structures and activities and to become legitimate by social environment. Moreover, the critique of neo-liberalism theory is used to explain the sources of conflicts emerged in universities. The main premises of neo-liberal theory are commercialization and standardization, one-size-fits-all solutions, more market-oriented policies. In terms of education, neo-liberal policies cause west-dominated academic world, commodification of educational policies, more skilled work force for competitive labor market etc. In terms of internationalization, these policies become a source of conflict by itself which causes internationalization to become a means to compete with the other universities in terms of rankings, publications etc.
Utilizing these two theoretical frameworks, this study investigates internationalization process from the perspective of different key constituencies of the university. The study specifically aims at revealing the conflicts between institutionalized structures and emergent dynamics in relation to internationalization from the perspective of academics, administrative staff members and academic leaders at four flagship Turkish public universities. The study revealed the conflicting nature of the relationships between academic leaders and administrative staff, who represent the agents of the emergent dynamics, and the academics who represent the institutionalized structures.