Internationalisation of universities; two roads, two meanings of the term internationalisation

1. Internationalisation of universities; two roads, two meanings of the term internationalisation CALPIU Cultural and linguistic practices in the international university Roskilde Dec. 15.-18.2008 Tove Bull University of Tromsø Norway

2. Introduction • Internationalisation versus globalisation

3. Background Fig. 1

4. Fig. 2. Sami Language Areas: SS and SN = South Sami, U = Ume Sami, Pi = Pite Sami, L = Lule Sami, NT and NF = North Sami, I = Inari Sami, Sk = Skolt Sami, A = Akkala SK= Skolt,, Kid = Kildin Sami, T = Ter Sami.

5. Sámi allaskuvla/Sámi University college With a foundations in Sámi conditions Sámi University College shall develop and strengthen the Sámi community, industries, knowledge, competence, language and culture. Sámi language, tradition-based knowledge and renewal are the starting point. With the help of research and higher education, Sámi University College shall serve the entire Sámi community. Sámi University College in particular wants to collaborate with indigenous peoples in the northern regions in connection with higher education and research, and otherwise strengthen contacts and networks with the world’s indigenous institutions and other academic and scientific institutions. (Eligibility Application to WINHEC 2006:8)

6. Why? Reasons behind different language choices. [T]here has been a great emphasis on shifting university teaching and research from its ivory-towered intellectual isolation back into closer and more continuous contact with the economy, the state and the community as vital co-producers and consumers of useful knowledge. This is especially clear in technology, the sciences and medicine, and has also penetrated the social sciences so that it is not merely graduates but faculty members themselves who are expected to develop extensive links with users in industry, business, the professions, governments and local communities.

7. There is a growing emphasis on external fund-raising, patenting, technology transfer, research parks, commercial spin-offs, science and technology parks incubators, consultancy services - amounting to a veritable ‘academic capitalism’ in liberal economies that encourages entrepreneurial universities and transforms faculty members into enterprising bearers of intellectual capital. (Jessop 2008:32)

8. Vision Sámi University College is an indigenous institution and it is important that we are acknowledged as that by an independent third party such as WINHEC. The institution offers studies that meet Sámi and indigenous societies’ needs for education by combining traditional knowledge with scientific and academic knowledge.

9. Sámi University College is an all-Sámi/Nordic institution, which implies that the institution does not only have to meet Norwegian quality requirements. Sámi University College is a multi-language institution with Sámi as the main language, and the institution has students from Norway, Sweden, Finland and Russia, as well as incoming and outgoing students and staff with other indigenous institutions mainly in the arctic area.

10. Sámi University College acknowledges and integrates Sámi traditions, history, culture and world-view in the studies. One of the goals of the institution is to take into account the individual’s and groups’ knowledge about conditions of existence, harmonic relationship with the nature and nature-based trades and integrate it to the study curricula. Sámi University College is the only institution of higher education where practically all of the teaching and research is conducted using Sámi language. This makes Sámi University College unique also in comparison with other indigenous institutions, where majority languages dominate in most cases.

11. WINHEC guidelines 5. The accreditation process will include the role of locally respected elders and recognised cultural practitioners and the use of the heritage language(s) as reflected in the institution/Programme under review. 6. The WINHEC Accreditation Authority will promote indigenous research that is respectful of cultural and intellectual property rights and closely integrated with the communities being served.

12. References: Bull, Tove 2004: “Dagens og gårdagens akademiske lingua franca. Eit historisk tilbakeblikk og eit globalt utsyn”, Dag F. Simonsen (red.): Språki kunnskapssamfunnet. Engelsk – elitenes nye latin? Oslo: Gyldendal Norsk Forlag, s. 35-45. Bull, Tove 2007: ”Engelsk som lingua academica. Er norsk språk tapt for akademia – og akademia for sivilsamfunnet?”. I: Akselberg, Gunnstein og Johan Myking: Å sjå samfunnet gjennom språket. Festskrift til helge Sandøy på 60-årsdagen 14.06.2007. Oslo: Novus, s. 43-51. Greller, Wolfgang 1996: Provision and Regulation of the Sámi Languages, Coleg y Drindod, Caerfyrddin. Jessop, Bob 2008: “Acultural political economy of competiveness and its implications for higher education”, in Jessop, Bob, Norman Fairclough and Ruth Wodak (eds.): Education and the Knowledge-Based Economy in Europe. Sense Publishers: Rotterdam/Taipei, p. 13-39. Sámi allaskuvla/Sámiinstituhtyta: Stategiplan 2006 – 2011, Sámi allaskuvla 2005. Sámi allaskuvla/Sámi University college: Eligibility Application, Submitted to World Indigenous nations Higher Education Consortium Accreditation Authority. Kautokeino June 30, 2006. Sámi allaskuvla: Self study, Submitted to World Indigenous nations Higher Education Consortium Accreditation Authority, October 2007. Sammallathi, Pekka 1998: The Saami Languages. An Introduction. Davvi Girji, K疵疽johka. Svonni, Mikael 1998:”Sami”, in Ailbhe ÓCorráin and Séamus Mac Mathúna 8 eds): Minority Languages in Scandinavia, Britain and Ireland, Acta Universitatis Upsaliensis, p. 21-49.