|dc.description.abstract||This study is concerned with examining the process of the intemationdsation of education and
teaching within UK higher education in general, and in particular, with the impact on the
working practices, values and norms of professionals in higher education. The research was
placed within a conceptual framework which draws on models of higher education which
contrast the classic model of the autonomous higher education institution and academic
profession with more dependent institutions and professionals who respond to exogenous
values and policies.
The fieldwork included 65 interviews with academics and senior administrators at four
universities in the UK. The findings examined the existence of institutional polices and plans
related to internationalisation, the organisational structure and whether this had resulted in a
shift in working practices and power relations within universities. The content of the curriculum
and delivery styles were also examined to see whether internationalisation had caused any
changes to these.
The results show that current internationalisation policies are a development in higher
education which is the result of exogenous new public policy concerns which may be in tension
with those working in higher education as it is a movement away from traditional academic
values and norms. These concerns include the need for universities to increase nongovernmental
income through increasing fees from overseas students and attracting external
research funding from such bodies as the European Commission.
The thesis examines existing models of the internationalisation of higher education. It
concludes with an examination of possible future trends of the internationalisation of higher