scholarly journals Re-placing “Place” in Internationalised Higher Education: Reflections from Aotearoa New Zealand

2021 ◽  
Vol 14 (2) ◽  
pp. 410-428
Author(s):  
Vivienne Anderson ◽  
Zoë Bristowe
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Knowledge Economy ◽  
Future Generations ◽  
Small Island ◽  
Global Knowledge ◽  
Aotearoa New Zealand ◽  
Brand Recognition ◽  
Internationalisation Of Higher Education ◽  
Export Revenue

Aotearoa New Zealand is a small, island nation located on the rim of Oceania. Since colonisation by British settlers in the mid-1800s, the internationalisation of higher education (HE) in Aotearoa New Zealand has reflected shifting notions of nationhood – from an extension of Great Britain, to a (separate) bicultural nation, to a player in the global knowledge economy. Since the late 1980s, internationalisation policy has reflected the primacy of market concerns; the internationalisation of HE has been imagined primarily as a means to attract export revenue and human capital to Aotearoa New Zealand, and to increase brand recognition. However, internationalisation, as the movement of people and knowledge between places, can also be seen as pre-dating the development of nations, particularly in the Oceania context.Within mātauranga Māori, or Māori (indigenous) epistemological traditions, place is central to identity. To be human is to be part of something bigger than oneself; care for the land is care both for ancestors and the wellbeing of future generations. In this paper, we (re)consider internationalised HE in light of three questions that are central to mātauranga Māori: “Who am I? What is this world that I exist in? What am I to do?” (Royal, 2012, p. 35). After tracing the connections between internationalisation, colonisation, and nationhood in Aotearoa New Zealand,we consider how attention to Māori place-based epistemologies and values drawn from mātauranga Māori might challenge, stretch and ground contemporary internationalisation policies and practices in Aotearoa New Zealand.

scholarly journals On the Space/Time of Information Literacy, Higher Education, and the Global Knowledge Economy

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Karen Nicholson
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Knowledge Economy ◽  
Academic Library ◽  
Skills Training ◽  
Space Time ◽  
Global Knowledge ◽  
Spatial Turn ◽  
Space And Time ◽  
Information Work

Local sites and practices of information work become embroiled in the larger imperatives and logics of the global knowledge economy through social, technological, and spatial networks. Drawing on human geography’s central claim that space and time are dialectically produced through social practices, in this essay I use human/critical geography as a framework to situate the processes and practices—the space and time—of information literacy within the broader social, political, and economic environments of the global knowledge economy.  As skills training for the knowledge economy, information literacy lies at the intersection of the spatial and temporal spheres of higher education as the locus of human capital production. Information literacy emerges as a priority for academic librarians in the 1980s in the context of neoliberal reforms to higher education: a necessary skill in the burgeoning “information economy,” it legitimates the role of librarians as teachers. As a strategic priority, information literacy serves to demonstrate the library’s value within the university’s globalizing agenda. While there has been a renewed interest in space/time within the humanities and social sciences since the 1980s, LIS has not taken up this “spatial turn” with the same enthusiasm—or the same degree of criticality—as other social science disciplines. This article attempts to address that gap and offers new insights into the ways that the spatial and temporal registers of the global knowledge economy and the neoliberal university produce and regulate the practice of information literacy in the academic library. Pre-print first published online 12/09/2018

scholarly journals Reflexivity, Internal Conversation and Societal Influences on Higher Education Students’ Consideration of Values and Priorities during their Citizenship Studies

2021 ◽  
Author(s):  
◽  
Linda Rowan
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Personal Characteristics ◽  
Reference Points ◽  
Social Worlds ◽  
Framework Analysis ◽  
Daily Lives ◽  
New Graduates ◽  
Aotearoa New Zealand ◽  
Technological Developments

<p>My thesis examines the reflexive processing of knowledge, beliefs, values and personal priorities in the internal and external conversations of students during a period of university study. In higher education, learners encounter the values and views of knowledge prioritised by political, institutional, departmental and academic discourses; beliefs, values and dispositions which may differ from their own. Currently there is little understanding of how university students examine and act on new understandings of knowledge in light of their existing reference points and priorities. I use structure-agency and reflexivity theory as lenses to understand individuals’ agentic responses to the personal, social and structural enablements and constraints encountered in their university studies and daily lives.  Using reflexivity methods drawn from Margaret Archer’s work, I investigated students’ responses to citizenship concepts presented in three compulsory courses at one Aotearoa/New Zealand university. My research involved a unique application of framework analysis methods to draw themes from the 31 participants’ stories while retaining the integrity of each narrative.  In a new application of Archer’s work, I found that some participants demonstrated controlled reflexivity in containing their reflexive thought processes in response to situational changes such as family trauma or mental health. Controlled reflexivity ensured the actor balanced their concerns against their projects and goals to manage and contain both their internal and external deliberations. This research challenges Archer’s idea that the disruptions of late modernity removed people from their natal contexts, increasing their need for higher levels of reflexivity. While reflexivity shifts when students’ values and concerns are challenged, I found that technological developments have allowed individuals to retain more and deeper connections with their natal context than in Archer’s work. Furthermore, I argue that Archer’s claim of a reflexive progression in dominant modes due to increased education is too simplistic and fails to acknowledge that students’ reflexive practices are highly contextual (such as living in a bicultural country like Aotearoa/New Zealand) and strongly influenced by personal circumstances. Internal conversations for my research participants were complemented with external conversations to build reflexivity. Single, dual or multi modes of reflexivity were revealed in study-work life as students’ personal priorities shifted. The specificity of reflexive processing means reflexivity typologies need to be robust to be applied across cultures and contexts.  This work is a reminder to policy developers, universities, teachers and employers that the “invisible” personal characteristics and attributes that society seeks to see in new graduates are neither easy to assess nor to confirm using typologies. Academics need to remain open to understanding the multiple intersections of the study world with individuals’ wider social worlds and circumstances.</p>

scholarly journals Faithfulness and fidelity across identities and contexts for SOTL in the global South

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
KC Lee ◽  
Zach Simpson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The Other ◽  
Scholarship Of Teaching ◽  
Aotearoa New Zealand

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

scholarly journals Higher Education and International Student Mobility in the Global Knowledge Economy

2012 ◽  
Vol 2 (1) ◽  
pp. 128
Author(s):  
Darla Fletcher
Keyword(s):  
Higher Education ◽  
New York ◽  
Knowledge Economy ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
State University ◽  
International Mobility ◽  
Global Knowledge ◽  
International Student Mobility

In the context of internationalization and globalization of higher education, Kemal Gürüz’s book, Higher Education and International Student Mobility in the Global Knowledge Economy, explores contributions made by international students and scholars in higher education from a historical perspective. A native of Turkey, Gürüz studied and worked for a while at Harvard University and the State University of New York in the United States. He presents the international mobility of students and scholars with in-depth historical, cultural and socio-economical perspectives. Gürüz highlights global knowledge economy, institutional patterns of higher education, enrollments, governance, and recent changes in higher education of several countries in this book.

scholarly journals Disrupting Aotearoa New Zealand’s Curricular Consensus: From ‘World-Leading’ Curriculum to Curriculum Refresh 2007–2021

2022 ◽  
Author(s):  
Taylor Alexander Hughson
Keyword(s):  
New Zealand ◽  
Policy Analysis ◽  
Knowledge Economy ◽  
Active Role ◽  
Third Way ◽  
Aotearoa New Zealand ◽  
High Degree ◽  
The Impact

AbstractThis article seeks to explain how Aotearoa New Zealand moved from a consensus that the New Zealand Curriculum (NZC) should grant a high degree of autonomy to teachers, to an emerging view that it ought to be more prescriptive about content. To do this, it takes an assemblage approach to policy analysis, understanding policies as constantly evolving ‘bundles’ of divergent components temporarily woven together. The article first explores the complex intermingling of Third Way priorities, knowledge economy discourses, educational progressivism and narratives of ‘harmonious’ biculturalism which constitute the 2007 NZC. It then explores the sustained critique of the NZC from the 2015 parliamentary petition calling for compulsory teaching of the New Zealand Wars, up to the government’s 2021 ‘curriculum refresh’ announcement. It is argued that this ‘refresh’ moves to reassemble the NZC so that it accommodates a series of demands made of it in recent years, including demands the curriculum take a more active role in redressing the impact of colonisation, and demands from both business-aligned groups and academics that the curriculum become more ‘knowledge-led’.

scholarly journals Academic Freedom: A Realistic Appraisal

2015 ◽  
Author(s):  
Philip Altbach
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Knowledge Economy ◽  
Global Climate ◽  
The Internet ◽  
Global Knowledge ◽  
Almost Everywhere ◽  
Marketization Of Higher Education ◽  
Realistic Appraisal

Problems concerning academic freedom exist almost everywhere—created by changing academic realities, political pressures, growing commercialization and marketization of higher education, or legal pressures. The purpose of this article is to argue that academic freedom needs to be carefully defined so that it can be defended in the global climate of complexity. A new, and probably more delimited, understanding of academic freedom is needed in the age of the Internet and the global knowledge economy.

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