After the ink dries: doing collaborative international work in higher education

• Published in: Studies in higher education (Dorchester-on-Thames) Vol. 34; no. 5; pp. 533 - 546
• Main Authors: Shore, Sue, Groen, Janet
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.08.2009; Taylor & Francis Ltd
• Subjects: Adult Learning; Australia; Canada; Collaboration; Computer Mediated Communication; Curriculum; Dialogue; Educational output; Exchange Programs; Foreign Countries; Global Approach; Higher Education; Institutional Cooperation; Institutions; Motor Vehicles; Negative Attitudes; Partnerships in Education; Qualitative Research; Scholarly publishing; Self Concept; Synchronous Communication; Time Management; Travel; University research; Australia; Canada
• ISSN: 0307-5079; 1470-174X
• DOI: 10.1080/03075070802597267

This article offers a contribution to the limited literature on internationalization as academic work. Using narrative inquiry incorporating a mode of research known as 'car time', the authors generate narratives of practice to analyse the day-to-day work involved in their international university collaboration. The article foreshadows the dialogic opportunities available to academic staff engaged in collaborative international work. This trust-based approach to internationalization involves building and sustaining inter- and intra-institutional relationships, catalytic events which 'make things happen', and learning from each other via common and divergent institutional practices. While cognizant of demands for increased regulation, the article argues for a broader consideration of the learning to be gained from such partnerships. Three things keep this partnership going long after the ink had dried on official agreements between institutions: a personal click, shared professional interests and a framework for institutional agreements and structures.