Tracking the traces of intercultural dialogue in internationalization policies of three EU universities: towards a framework

Abstract

The internationalization of higher education has been a major concern in the last decades for a variety of reasons. This concern has been addressed by policymakers in a number of ways, most commonly through increased international partnerships and recruitment of international students. Much of the underlying motivation for internationalization is underpinned by a desire for raising European universities’ financial and/or academic position. This article argues that it is advantageous for all to develop internationalization policies in a creative, equal and reciprocal manner, focusing on the concept of ‘intercultural dialogue’. Through the consideration of policy documents of three higher education institutions in Spain, Sweden and the UK, we identify opportunities for developing an intercultural dialogue approach to internationalization. Finally, a conceptual framework is proposed through which internationalization could be related to intercultural dialogue in universities.

Keywords:

• intercultural dialogue
• internationalization
• intercultural education higher education

Notes

1. The Council of Europe is an over-arching body with 47 European member countries. Its aim is to ‘develop throughout Europe common and democratic principles, most prominently, human rights, democracy and the rule of law’ (see http://www.coe.int/).

2. A white paper is an authoritative document often produced by policymakers, which helps guide people in their strategic decision-making and the implementation of policy.

3. For the Year of Intercultural Dialogue, the EU Commission (which is the political and economic policymaker of the EU) asked all EU nation states to produce a national strategy for implementing ICD. The strategy reports from the three countries concerned here (Spain, Sweden and the UK) revealed that the Spanish strategy focused on autonomous regions and social cohesion, the Swedish highlighted a more openly committed political attitude, and the UK considered the concept largely from the perspective of the Arts. (see http://ec.europa.eu/culture/archive/dialogue/strategies_en.html). There is no mention in these country strategies of the role of higher education.

4. Some of the national policy documents cover policy for England only (Higher Education Funding Council for England), others make reference to Britain (British government), and Bone (2008) covers the UK. We have decided, therefore, to use England as our nation, but make reference to Britain/UK where cited authors do so.