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Title: Internationalisation and English medium teaching in higher education : comparing Denmark and Sweden
Author: Carroll-Boegh, Ann
ISNI:       0000 0004 2704 5364
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2008
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Intemationalisation presents a challenge to higher education at many levels. For many universities, it is a process that has been considered synonymous with teacher and student mobility. Mobility is indeed an important part of this process and in some places the ultimate test of intemationalisation but changes also influence curriculum development. The focus on teaching and learning in an intercultural environment, particularly on language instruction and competence is not without prerequisites and stimulates debate about the degree of accommodation made between local and global needs within academic disciplines. This study looks at two national contexts, Denmark and Sweden, which represent similar but different aspects of higher education in the Nordic countries. Both have languages which are little used beyond their national boundaries. The cross-institutional quantitative comparative analysis tests hypotheses about the impact of intemationalisation policy on the availability of English taught courses and conversely that of English medium teaching on intemationalisation. The study uses university organisational settings, policies and activities to determine if there is a causal relationship between policies of intemationalisation and an increase in English medium teaching in higher education. The study is a two-phase, sequential mixed methods approach where the focus group is directors of studies at Danish and Swedish university campuses. Findings from the study show that while the university profiles of Denmark and Sweden are similar, the two countries differ in having policies of intemationalisation and providing English language taught programmes at undergraduate and graduate levels. At a time when efforts to increase English medium teaching in European institutions are moving through various response stages, the Nordic perspective shows that while intemationalisation policy is not a pre-requisite for English medium instruction, practice is significantly influenced by national level explanations.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available