Abstract
In this paper, we discuss motivations for internationalisation and the rationalities of higher education institutions based on the APIKS survey. There are two higher education sectors in Finland. Universities of applied sciences emphasise teaching and have a close connection with regional research, development, and the innovation system. Universities emphasise research and academic competition for research resources, as well as teaching based on research. Therefore, the conditions for internationalisation in these two higher education sectors are based on different sets of factors. There are also significant differences between individual institutions within both sectors. Individuals’ career paths depend on factors related to higher education sectors and institutional strategies. International academic activities determine the factors on which career paths are built in these two higher education sectors. Both pathways lead to internationalising institutions but in different ways.
Keywords
Finland higher education institutions institutional outcomes internationalisation performance management
Supporting Institution
University of Lapland
References
- APIKS-IDB (2018). The Academic Profession in the Knowledge-based Society (APIKS) survey 2018. International Database version 1.0. Retrieved from https://www.ulapland.fi/APIKS (May 16, 2021).
- APIKS-IDB (2021). The academic Profession in the Knowledge-based Society (APIKS). International Database version 1.2 (APIKS-IDB 1.2). Retrieved from https://www.ulapland.fi/APIKS (May 16, 2021).
- Belkhir, M., Brouard, M., Brunk K. H., Dalmoro, M., Ferreira M. C., Figueiredo, B., ... Smith, A. N. (2019). Isolation in globalizing academic fields: A collaborative autoethnography of early career researchers. Academy of Management Learning & Education, 18(2), 261–285.
- Chroni, S., Ronkainen, N., Elbe, A.-M., & Ryba, T. (2021). Negotiating a transnational career around borders: Women’s stories in boundaryless academia. Psychology of Sport and Exercise, 56, 101990.
- Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspectives. Berkeley, CA: University of California Press.
- Finnish National Agency for Education (2021). Statistics of international degree students in Finnish higher education. Helsinki: Vipunen. Retrieved from https://www.oph.fi/fi/tilastot/ulkomaalaiset-tutkinto-opiskelijat-suomen-korkeakouluissa (October 31, 2021).
- Gergen, K. J. (2009). Relational being: Beyond self and community. Oxford: Oxford University Press.
- Götze, N., Carvalho, T., & Aarrevaara, T. (2021). Academics’ societal engagement in diverse european binary higher education systems: A cross-country comparative analysis. Higher Education Policy, 34, 88–109.
- Hansen, H. F., Aarrevaara, T., Geschwind, L., & Stensaker, B. (2020). Evaluation practices. and impact: Overload? In R. Pinheiro, L. Geschwind, H. F. Hansen, & K. Pulkkinen (Eds.), Reforms, organizational change and performance in higher education. Cham: Palgrave Macmillan.
- Mathies, C., Kivistö, J., & Birnbaum, M. (2020). Following the money? Performance-based funding and the changing publication patterns of Finnish academics. Higher Education, 79, 21–37.
- Melin, G., & Janson, K. (2006). What skills and knowledge should a PhD have? Changing preconditions for PhD education and post doc work. In U. Teichler (Ed.), The formative years of scholars. Wenner-Gren International Series (Vol. 83, pp. 21–37). London: Portland Press Ltd.
- Ministry of Education and Culture (2021). Higher education funding models. Retrieved from https://okm.fi/en/steering-financing-and-agreements (September 21, 2021).
- OECD (2021). Total business enterprise R&D personnel (Table 31), higher education researchers (Table 48) and government researchers (Table 55) as a percentage of national total. Main Science and Technology Indicators, 2021(1). Retrieved from https://doi.org/10.1787/eea67efc-en (October 31, 2021).
- Paraskevopoulos, P., Boldrini, C., Passarella, A., & Conti, M. (2021). The academic wanderer: Structure of collaboration network and relation with research performance. Applied Network Science, 6, Article 31.
- Pfeffer, J., & Salancik, G. R. (1978). The external control of organizations: A resource dependence perspective. New York, NY: Harper & Row.
- Pölönen, J. (2018). Applications of, and experiences with, the Norwegian model in Finland. Journal of Data and Information Science, 3(4), 31–44.
- Pulkkinen, K. (2021). Managing contradiction. Researchers’ practices in balancing performance, research integrity and societal interaction. Acta Electronica Universitatis Lapponiensis, 298, 1–103.
- Stilgoe, J., Lock, S. J., & Wilsdon, J. (2014). Why should we promote public engagement with science? Public Understanding of Science, 23(1), 4–15.
- Teichler, U. (2006). Per aspera ad astra? The formative years of scholars. In U. Teichler (Ed.), The formative years of scholars. Wenner-Gren International Series (Vol. 83, pp. 1–7). London: Portland Press Ltd.
Abstract
Bu çalışmada, APIKS anketine dayalı olarak uluslararasılaşma motivasyonları ve yükseköğretim kurumlarının rasyonaliteleri tartışılmaktadır. Finlandiya’da iki yükseköğretim sektörü vardır. Uygulamalı bilimler üniversiteleri öğretime önem verir ve bölgesel araştırma, geliştirme ve yenilik sistemi ile yakın bir bağlantıya sahiptir. Diğer üniversiteler, araştırma kaynakları için araştırma ve akademik rekabetin yanı sıra araştırmaya dayalı öğretimi vurgular. Bu nedenle, bu iki yükseköğretim sektöründe uluslararasılaşma koşulları farklı faktörlere dayanmaktadır. Her iki sektördeki bireysel kurumlar arasında da önemli farklılıklar vardır. Bireylerin kariyer yolları, yükseköğretim sektörleri ve kurumsal stratejilerle ilgili faktörlere bağlıdır. Uluslararası akademik faaliyetler, bu iki yükseköğretim sektöründe kariyer yollarının üzerine inşa edildiği faktörleri belirlemektedir. Bu iki kariyer yolunun her biri kurumların farklı şekillerde uluslararasılaşmasına zemin hazırlamaktadır.
References
- APIKS-IDB (2018). The Academic Profession in the Knowledge-based Society (APIKS) survey 2018. International Database version 1.0. Retrieved from https://www.ulapland.fi/APIKS (May 16, 2021).
- APIKS-IDB (2021). The academic Profession in the Knowledge-based Society (APIKS). International Database version 1.2 (APIKS-IDB 1.2). Retrieved from https://www.ulapland.fi/APIKS (May 16, 2021).
- Belkhir, M., Brouard, M., Brunk K. H., Dalmoro, M., Ferreira M. C., Figueiredo, B., ... Smith, A. N. (2019). Isolation in globalizing academic fields: A collaborative autoethnography of early career researchers. Academy of Management Learning & Education, 18(2), 261–285.
- Chroni, S., Ronkainen, N., Elbe, A.-M., & Ryba, T. (2021). Negotiating a transnational career around borders: Women’s stories in boundaryless academia. Psychology of Sport and Exercise, 56, 101990.
- Clark, B. R. (1983). The higher education system: Academic organization in cross-national perspectives. Berkeley, CA: University of California Press.
- Finnish National Agency for Education (2021). Statistics of international degree students in Finnish higher education. Helsinki: Vipunen. Retrieved from https://www.oph.fi/fi/tilastot/ulkomaalaiset-tutkinto-opiskelijat-suomen-korkeakouluissa (October 31, 2021).
- Gergen, K. J. (2009). Relational being: Beyond self and community. Oxford: Oxford University Press.
- Götze, N., Carvalho, T., & Aarrevaara, T. (2021). Academics’ societal engagement in diverse european binary higher education systems: A cross-country comparative analysis. Higher Education Policy, 34, 88–109.
- Hansen, H. F., Aarrevaara, T., Geschwind, L., & Stensaker, B. (2020). Evaluation practices. and impact: Overload? In R. Pinheiro, L. Geschwind, H. F. Hansen, & K. Pulkkinen (Eds.), Reforms, organizational change and performance in higher education. Cham: Palgrave Macmillan.
- Mathies, C., Kivistö, J., & Birnbaum, M. (2020). Following the money? Performance-based funding and the changing publication patterns of Finnish academics. Higher Education, 79, 21–37.
- Melin, G., & Janson, K. (2006). What skills and knowledge should a PhD have? Changing preconditions for PhD education and post doc work. In U. Teichler (Ed.), The formative years of scholars. Wenner-Gren International Series (Vol. 83, pp. 21–37). London: Portland Press Ltd.
- Ministry of Education and Culture (2021). Higher education funding models. Retrieved from https://okm.fi/en/steering-financing-and-agreements (September 21, 2021).
- OECD (2021). Total business enterprise R&D personnel (Table 31), higher education researchers (Table 48) and government researchers (Table 55) as a percentage of national total. Main Science and Technology Indicators, 2021(1). Retrieved from https://doi.org/10.1787/eea67efc-en (October 31, 2021).
- Paraskevopoulos, P., Boldrini, C., Passarella, A., & Conti, M. (2021). The academic wanderer: Structure of collaboration network and relation with research performance. Applied Network Science, 6, Article 31.
- Pfeffer, J., & Salancik, G. R. (1978). The external control of organizations: A resource dependence perspective. New York, NY: Harper & Row.
- Pölönen, J. (2018). Applications of, and experiences with, the Norwegian model in Finland. Journal of Data and Information Science, 3(4), 31–44.
- Pulkkinen, K. (2021). Managing contradiction. Researchers’ practices in balancing performance, research integrity and societal interaction. Acta Electronica Universitatis Lapponiensis, 298, 1–103.
- Stilgoe, J., Lock, S. J., & Wilsdon, J. (2014). Why should we promote public engagement with science? Public Understanding of Science, 23(1), 4–15.
- Teichler, U. (2006). Per aspera ad astra? The formative years of scholars. In U. Teichler (Ed.), The formative years of scholars. Wenner-Gren International Series (Vol. 83, pp. 1–7). London: Portland Press Ltd.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Original Empirical Research |
| Authors | |
| Publication Date | November 30, 2022 |
| Published in Issue | Year 2022 Volume: 12 Issue: Supplement |
