Internationalisering og progression

Authors

  • Lisanne Wilken Aarhus Universitet
  • Hanne Tange Aalborg Universitet

DOI:

https://doi.org/10.7146/dut.v9i17.16707

Keywords:

internationalisering, tværfaglighed, undervisere, progression

Abstract

I Danmark har vi traditionelt tænkt universiteternes femårige kandidatuddannelser som sammenhængende forløb, hvor den studerende gradvist opbygger en stadig mere specialiseret viden inden for et givet fagområde. Denne idé om progression er i de senere år blevet udfordret fra flere sider. Især er progressionsidéen blevet diskuteret i forhold til tværfaglige uddannelsesforløb, men også de mange internationale uddannelser, der etableres, udfordrer den måde, hvorpå vi traditionelt har forstået progression i det danske uddannelsessystem. På internationale kandidatuddannelser finder vi nemlig typisk både studerende, for hvem kandidatuddannelsen er en forlængelse af en grunduddannelse, og studerende, der har taget deres grunduddannelse et andet sted og muligvis endda i et andet fag. I denne artikel undersøger vi, hvordan undervisere på kandidatuddannelser som både er tværfaglige og internationale forholder sig til progression. Artiklen er skrevet på baggrund af semistrukturerede interviews med undervisere fra tværfaglige, internationale uddannelser ved Aarhus Universitet.

University programs in Denmark have traditionally been perceived as a continuous education consisting of three years of basic education followed by two years of specialization within the same discipline. This idea is now being challenged on several fronts. For instance, it is becoming more common for Danish universities to offer interdisciplinary master programs. Also, the trend for greater internationalization in higher education means that programs can attract students from outside Denmark, and these students often come from different academic backgrounds. To investigate how these changes are affecting the way professors who teach on interdisciplinary international masters programs conceive student progress, we carried out semi-structured interviews with teachers on international programs at Aarhus University, the second largest university in Denmark. The article summarizes their opinions and distinguishes In this article we explore how Danish university professors teaching at interdisciplinary international master programs at Danish universities reflect on progression in education. The article distinguishes between different forms of progression.

Downloads

Published

2014-09-01

How to Cite

Wilken, L., & Tange, H. (2014). Internationalisering og progression. The Danish Journal of Higher Education, 9(17), 20–29. https://doi.org/10.7146/dut.v9i17.16707