This article analyzes internationalization as it relates to diversification and quality in higher education in the Norwegian system following the Bologna Declaration. Considering horizontal and vertical levels of stratification of the higher education system, we find that international activities are very unevenly distributed; the highest concentration of internationalization we find at Master's and PhD levels. Differences are also identified horizontally between various types of institutions and academic disciplines. Natural sciences and technology, the most research-intensive disciplines, tend to be more international than humanities and social sciences. This study concludes that the new modes and policies of internationalization are more likely to become institutionalized if they coincide with the teaching and research related activities and interests of the academic staff. This study is based on national statistics, results from a survey sent to members of the academic staff in higher education, as well as policy documents and reports.

Enthalten in:
Zeitschrift für Pädagogik; 2014/5 (2014)

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Weiterführende Informationen

• weiterführende Informationen

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Serie / Reihe: Zeitschrift für Pädagogik

Personen: Vabo, Agnete Wiers-Jenssen, Jannecke

Schlagwörter: Qualität Empirische Untersuchung Hochschule Norwegen Bologna-Prozess Internationalisierung Diversifikation