Overview of Methodology



Central Question
Constructs
Method
Data
How is epistemic difference perceived in internationalization policies and initiatives in the participating universities?
What value is attributed to difference in what circumstances? (ED)
How is internationalism justified and who are its actors? (TL)
What is the supra-territorial role of the university and of its staff and graduates defined? (GCSR)
Discursive analysis of policy and promotional materials
Interviews
National strategy documents
University strategies of internationalization
University initiatives of internationalization
How is difference constructed and what value is attributed to it in terms of capacity for relevant knowledge production in institutional relations: between international and local faculty, international and local students, faculty and students, curriculum choices, as well as international partnerships?
What counts as relevant knowledge? Whose knowledge counts? What value is attributed to knowledge perceived as global and/or local?(ED)
Who is perceived as a legitimate knowledge producer? (TL)
How do staff and students understand globalization and perceive their relationships and responsibility towards Others? (GCSR)
Quantitative and qualitative  instrument (survey)
Staff and students responses to online survey (4 co-horts from different disciplinary programmes in each university)
How is the role of the university, faculty and graduates perceived in terms of global citizenship and social responsibility ideals?
Who is the agent of global citizenship and how are Others perceived in relation to this subject? (ED)
How are development and poverty perceived, explained and/or justified? (TL)
How does the university construct its role (and those of its graduates) in the world? (GCSR)
Quantitative and qualitative instrument (online survey)
University strategies of internationalization
University mission statements
Staff and students responses to online survey (4 co-horts from different disciplinary programmes in each university)
4.What kinds of educational policies and processes have the potential to resist and disrupt hegemonic patterns of knowledge production that restrict possibilities for ethical relationalities and solidarities in local and global academic spaces?
What kind of discourses/initiatives intend or have the potential:
to contest unethical forms of engagement with the Other? (ED)
to promote ethical globalism and epistemological pluralism? (GCSR)
to fracture Euro-centred and/or neoliberal ideas of the university? (TL)
Discursive analysis of curriculum and
qualitative instruments (interviews and ethnographic observations)
Case studies
Programme documents (course outlines and bibliographies)
Ethnographic observation notes
Transcripted interviews

No comments:

Post a Comment