Anne Welle-Strand

Asian Social Science 6(10) s. 3-13

European Education : Issues and Studies 41(3) s. 60-73

Magma forskning og viten 10(4) s. 30-35

We.liu Lin, Profesionalization of the Principalship: International and Taiwanese perspectives

European Education : Issues and Studies 38(1) s. 16-30

Managing Global Transitions 3(1) s. 23-50

Wen-liu Lin (ed), Professionalization of the Principalship: International and Taiwanese perspectives

Journal of Higher Education in Africa 3(1) s. 51-75

Higher Education 50 s. 593-611

Journal of Higher Education in Africa 3(1)

Acta Paedagogica Vilnensis 16(11) s. 72-84

Evaluation and Program Planning 26 s. 185-192

Scandinavian Journal of Educational Research 47 s. 359-372

European Education : Issues and Studies 34(2) s. 74-92 Doi: https://doi.org/10.2753/EUE1056-4934340274

The New Review of Libraries and Lifelong Learning 2 s. 135-151

European Education : Issues and Studies 34(1) s. 70-87

Journal of Education Policy 17(6)

Issues and Problems of Contemporary European Education/E. Beauchamp (ed.)

Læring gjennom økonomi, system og prosjekt : festskrift til Erling S.Andersen/ Welle-Strand, A. og Gottschalk, P. (red)

Læring gjennom økonomi, system og prosjekt : festskrift til Erling S.Andersen s. 122-138

The New Review of Libraries and Lifelong Learning 2

Kunne ikke finne tidsskrift Olsen, M

Quality in Higher Education 6(3)

Curriculum Vitae

Higher Education at the Crossroads – Tradition or Transformation

NOKUT Nasjonalt organ for kvalitet i utdanningen

Handelshøyskolen BI

Handelshøyskolen BI

Aftenposten (morgenutg. : trykt utg.)

Aftenposten (morgenutg. : trykt utg.)

BI Magasinet

Dagbladet

BI Norwegian School of Management, CEM Centre for Education Management Research

Norwegian School of Management, CEM Centre for Education Management Research

BI Norwegian School of Management, Centre for Education Management Research (CEM)

BI Norwegian School of Management

BI Norwegian School of Management

University Development and Globalisation. Academic Report Series Department of Teacher Education, NTNU

BI Norwegian School of Management

Handelshøyskolen BI

BI Norwegian School of Management

BI Norwegian School of Management

UNIQUAL conference

Handelshøyskolen BI

This report addresses the issues of internationalization and how information and communication technologies are parts of internationalization processes in higher education. It is frequently assumed that Information and Communication Technologies (ICTs) are pivotal in globalization of higher education and in internationalization processes, by posing opportunities for integration across time and space enabling distributed nodes to work as units in real time. Moreover, it is claimed that globalization and new technologies has lead to a global market for education, in which new providers of higher education operate, and that this competitive agenda poses significant threats to traditional providers. This report investigates these assumptions through a case study. To provide some background and focus for the empirical work central concepts are discussed related to globalization and higher education, international competition and cooperation, and the role of Information and Communication Technologies in internationalization related to potentials for overcoming space and time boundaries. Guided by these considerations, we present qualitative data derived from policy documents and interviews with key actors at the institution, focused on four main themes: Internationalization as strategy, international operations, ICTs for internationalization, and challenges for internationalization. In terms of internationalization as strategy, internationalization is seen as a competitive strategy in both domestic and foreign markets. The way to achieve competitiveness is unanimously recognized as through cooperative means and the way to achieve international presence is through cooperation with local partners. In terms of the second main focus, how ICTs are related to internationalization, we highlight the difference in perspectives of ICTs for internationalization and ICTs in international activities and internationalization processes. In terms of the first perspective, ICTs, though important, are not considered to be a driving force for internationalization in higher education. ICTs are however regarded as very central supporting in ongoing international activities, and as such is regarded as a success criterion.

Education Policy and the Global Social Order

Handelshøyskolen BI

What are effects of the ICT-revolution on the organising of learning within universities and corporations and on the “learning relations” between corporations and universities? The pilot study has responded to this question by reviewing a sample of existing relevant literature and by conducting policy analysis and interviews with key persons of two Norwegian organisations, The Norwegian School of Management (BI) and Telenor. The research question was specified into three sub questions: How does universities and corporations e-react as organisations to the current context of a global informational society and a global conomy? How well are educational rationales understood and implemented by universities’ and corporations’ management and staff? To which extent has a functional e-Learning Meeting Place for learning partnerships between university and corporation been established? The literature review and the empirical pilot have confirmed that the ICT-revolution has had a dramatic effect on universities’ and corporations’ policies and implementation of ICT expected to facilitate learning, and to make it more efficient. However, it was not found convincingly empirically underpinned that all ICT investments for learning purposes are goal- and cost-effective. There is a lack of overall strategies for the use of ICT based learning. And, an organisational schizophrenia has been found between policy writers and staff in terms of the need for pedagogical understanding. Such understanding is absent in the policy documents, while strongly expected by staff. The top management does not show sufficient concern for a pedagogically rational use of ICT based learning. A pedagogically sound solution needs to focus on how people actually learn and how to best facilitate for different modes of learning. This also touches on the need to balance individual and corporate needs and goals. Such considerations ought to be reflected in an articulated corporate learning strategy endorsed by the top management and implemented in such a manner that both time and space are created to facilitate for learning. E-learning meeting places between universities and corporations have not yet been developed. The findings of and conclusions have given direction, motivation and new ideas for a follow-up comprehensive research project, including several universities and corporations in three countries.

Addis Ababa University Institute of Educational Research.

NKI publishing

conference of Nordic Network of International and Comparative Education (NICE)

Handelshøyskolen BI