Internationalisation and Teaching through English: A Danish Perspective

Abstract

Contextualisation This article reflects on the changing relationship between internationalisation and the emergence of English as the common language in higher education (HE). With the help of empirical data from Danish universities, the paper addresses the complexity of aligning the issues of curriculum policy and practice. While it is generally acknowledged that broadening the working definition of internationalisation will make it more appropriate for use in a wide variety of contexts, there is still a need to relay more on-site experiences from these contexts. This article is part of the growing body of internationalisation literature and activity written from a local and European perspective. Abstract: The purpose of this study is to examine where, and how, internationalisation policies have become operational within the traditional Danish university setting. ‘Internationalisation’, in this context, refers to specific internal changes in the teaching and research function of Danish higher education. The extent and availability of course teaching through English is used as a means of measuring the internationalisation process at institutional level. Participants included a stratified random sample of 100 Heads of Department at Danish universities. The forces of globalisation have accentuated the ongoing domestic debate in Denmark over the medium of instruction and the legitimacy of English as the lingua franca. This paper therefore commences with a contemporary discussion of internationalisation and globalisation as it relates to European and Danish higher education. It then moves to an analysis of questionnaire feedback from five regionally separate Danish universities. Results from this autumn 2003 survey indicate that due to the absence, at that time, of general government procedures with regard to internationalisation, departments were defining their own statements and actions and there were many variants of institutional commitment to internationalisation. The results also suggest that while acknowledging the widespread use and need for English, particularly in research, a multi-lingual approach would better address current trends and developments. The study concludes that some Danish universities are now rethinking internationalisation issues and moving away from a preoccupation with student mobility activity to an emphasis on developing global and international competencies.