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Organizational inertia: Demystifying the false dichotomy of serving either the local or global community

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Abstract:

Abstract

This multi-case qualitative study examined the interplay between ideology and university culture at three institutions of higher education in the United States with a focus on cultural readiness for internationalization. It sought to identify which conditions for cultural readiness are present or lacking and the degree and types of changes needed to support internationalization. Methods of data collection included interviews and focus groups across three levels of analysis: faculty, deans, and senior leadership. State and federal educational reform initiatives were examined.
Ideology and university culture are considered as a conceptual framework to examine cultural readiness for internationalization. Ideologies are embedded in educational discourse on internationalization that informs policy-makers and influence understandings and approaches to internationalization.
Findings indicate that the political economy contextualized the interplay between ideology and university culture. Market forces, state priorities, and academic concerns highlight a constant struggle for control and coordination of education. Reduced government funds, a weak local economy, and new immigration patterns shaped participants’ perceptions of internationalization along disciplinary and professional lines as well as institutional type. Although all 54 participants generally agreed that internationalization was desirable, many participants resisted internationalization. Divergent understandings of and motivations to engage in internationalization, and a false dichotomy of serving either the local or the global context prevented many participants from actively engaging in internationalization. The extent to which the false dichotomy of serving the local or global community impedes the development of meaningful social, cultural, economic, and political connections between the local and the international community is considered.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492762_index.html
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MLA Citation:

Agnew_, Melanie. "Organizational inertia: Demystifying the false dichotomy of serving either the local or global community" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492762_index.html>

APA Citation:

Agnew_, M. , 2011-05-01 "Organizational inertia: Demystifying the false dichotomy of serving either the local or global community" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492762_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Abstract

This multi-case qualitative study examined the interplay between ideology and university culture at three institutions of higher education in the United States with a focus on cultural readiness for internationalization. It sought to identify which conditions for cultural readiness are present or lacking and the degree and types of changes needed to support internationalization. Methods of data collection included interviews and focus groups across three levels of analysis: faculty, deans, and senior leadership. State and federal educational reform initiatives were examined.
Ideology and university culture are considered as a conceptual framework to examine cultural readiness for internationalization. Ideologies are embedded in educational discourse on internationalization that informs policy-makers and influence understandings and approaches to internationalization.
Findings indicate that the political economy contextualized the interplay between ideology and university culture. Market forces, state priorities, and academic concerns highlight a constant struggle for control and coordination of education. Reduced government funds, a weak local economy, and new immigration patterns shaped participants’ perceptions of internationalization along disciplinary and professional lines as well as institutional type. Although all 54 participants generally agreed that internationalization was desirable, many participants resisted internationalization. Divergent understandings of and motivations to engage in internationalization, and a false dichotomy of serving either the local or the global context prevented many participants from actively engaging in internationalization. The extent to which the false dichotomy of serving the local or global community impedes the development of meaningful social, cultural, economic, and political connections between the local and the international community is considered.


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