1. Internationalisation in Denmark
Lektor Hanne Tange Dept of Culture & Global Studies Aalborg University

2. Internationalisation in Denmark (I)
: Odense University College of Engineering Dramatic growth in exchange students (EU, Central/Southern Europe + Baltic) Parallel English/Danish; international programmes launched
: ‘English Only’ Dramatic internationalisation in Business Studies/Natural Sciences Internationalisation increasingly accepted as ‘benchmark’ in all faculties
: Designing international education 43% of MAs, 8% BAs, characterised as ‘international’ in 2014 Two thirds of newly created MA programmes are English-medium

3. Internationalisation in Denmark (II)
In 2017 we find that: 49% of MAs are English-medium, compared to 10% BAs Internationalisation particularly prominent in Natural Science, Engineering, Information Technology and Business No. of international students: , or 11,3% of total 2018: cutting down on internationalisation Aug. 2018: Govt. announces decision to cut 1200 spaces in international programmes; argument: int. graduates do not find jobs in Denmark (= ‘employability’) Background: The Danish People’s Party has campaigned for a re-nationalisation of HE Govt. is concerned with rising costs of the Danish student grant, SU, which is claimed by an increasing number of EU students.

4. International education: pedagogic challenges
The BA-MA connection: Traditionally, a Danish ‘MA’ degree would involve 5 years of consecutive studies within a specific discipline: ”The Master education will enable a further development of the knowledge and qualifications a students has gained through the BA education. The purpose of the education is that students develop their competences through in-depth disciplinary learning.” (Ministry definition, translated from Danish) Compare to the English version: “All Master's degree programmes are research-based and provide students with theoretical knowledge, analytical and scientific (and/or artistic) skills combined with the ability of practical application.” (Ministry)

5. International education: pedagogic challenges
Two types of MA programmes: Old type: MA courses building on BA education (specialisation) New type: MA courses designed as ‘international’ (recruiting broadly) BUT: Are all lecturers aware of the difference? Challenges related to the BA-MA connection: Progression: what knowledge can the MA lecturer build on? Socialisation: a need to ‘re-socialise’ all MA students? Interdisciplinarity: do students/lecturers recognise knowledge from other disciplines?

6. Select articles on international education
Tange “Caught in the Tower of Babel: University lecturers’ experiences with internationalisation.” Language and Intercultural Communication vol. 10 (2), pp Tange/Jensen “Good teachers and deviant learners? The meeting of practices in university international education.” Journal of Research in International Education vol. 11 (2), pp Tange/Kastberg “Coming to terms with ‘double knowing:’ an inclusive approach to international education.” International Journal of Inclusive Education, vol. 17 (1), pp Tange “Inclusive and exclusive knowledge practices in interdisciplinary, international education.” International Journal of Inclusive Education.