ACVOIHE
The academic voice in quality and internationalisation of Czech and British higher education
| Coordinatore | THE CHANCELLOR, MASTERS AND SCHOLARS OF THE UNIVERSITY OF OXFORD
Organization address
address: University Offices, Wellington Square contact info |
| Nazionalità Coordinatore | United Kingdom [UK] |
| Totale costo | 75˙000 € |
| EC contributo | 75˙000 € |
| Programma | FP7-PEOPLE
Specific programme "People" implementing the Seventh Framework Programme of the European Community for research, technological development and demonstration activities (2007 to 2013) |
| Code Call | FP7-PEOPLE-2009-RG |
| Funding Scheme | MC-IRG |
| Anno di inizio | 2010 |
| Periodo (anno-mese-giorno) | 2010-05-10 - 2013-05-09 |
Partecipanti
| # | ||||
|---|---|---|---|---|
| 1 |
THE CHANCELLOR, MASTERS AND SCHOLARS OF THE UNIVERSITY OF OXFORD
Organization address
address: University Offices, Wellington Square contact info |
UK (OXFORD) | coordinator | 75˙000.00 |
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Obiettivo del progetto (Objective)
'The proposed research concerns the issue of internationalisation in higher education and its relation to higher education quality. Quality in higher education has gained attention particularly over the last two decades (Westerheijden et al, 1994). Internationalisation in higher education is a phenomenon which has also recently become a widespread and strategically significant topic in higher education (Van der Wende and Westerheijden, 2001), and has developed in parallel with quality in higher education. In particular, the research proposes to investigate internationalisation and its relation to higher education quality through the academic voice in the Czech and British higher education systems. These issues are currently high on the agenda of many European higher education systems, including the Czech and British systems. The research study will utilise a “critical event” narrative inquiry method, which is a novel qualitative method ideally suited to investigate complex issues, such as internationalisation and quality in higher education. The essence of the “critical event” narrative inquiry method is in the identification of “critical events” in professional practice of individuals, in the case of this proposed research it will be the British and Czech academics and higher education leaders. To the researcher’s knowledge, higher education quality and internationalisation have not yet been investigated utilising such a method, nor have they both been previously investigated from an academic perspective. Thus, it is proposed that such research would be of great value to European higher education and potentially to other higher education systems worldwide, particularly in terms of further policy development.'
Introduzione (Teaser)
A qualitative research study explored perceptions of internationalisation in the higher education systems of three countries: Australia, the Czech Republic and the United Kingdom. It did this through the narratives of senior academics, highlighting how their backgrounds and experiences impacted their current practices.
Descrizione progetto (Article)
With the support of EU funding, the project 'The academic voice in quality and internationalisation of Czech and British higher education' (ACVOIHE) drew on critical events relayed by 81 senior academics within the three higher education (HE) systems. The approach has refined the critical event narrative inquiry method as particularly suited to exploring complex, human-centred environments.
Research underlined the complexity of the phenomena of internationalisation and quality, and how they relate to each other. This helped ACVOIHE to highlight how socioeconomic, cultural, historical and political contexts played a central role in shaping Australian, Czech and English HE.
Various issues raised by the academics were taken into account, and certain similarities were identified. The interviewees emphasised the need to consider context when adopting or proposing particular models in relation to internationalisation. Concerns were also noted, within all three systems, about the current hegemony of English as the global language of communication.
Many of the academics, in discussion of critical events, referred to the complexity of developing international and intercultural competencies in themselves and then developing these in others. This called for substantial interest and engagement on their part, as well as support and engagement across their institution.
Project work was extended to research on the employability of graduates and graduate attributes in situations where internationalisation plays a key role.