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Articles by Lene Møller Madsen
(Un)wanted bodies and the internationalisation of higher education
Introduction ‘From next year, with a few exceptions, students coming from overseas will be barred from bringing their dependants with them when they come to study in the UK […] What they don’t see are women with small children, families without child-supporting networks back home, and students who – reasonably – would not like to be separated from their partners for a long time’ (Malik, 2023, n.p.).
Travelling in time, between places, and jobs: exploring temporal dimensions of academics’ international trajectories
ABSTRACT Based on the assumption that mobility has both spatial and temporal dimensions, the aim of this paper is to bring forth the often-neglected temporal dimensions of international academic mobility. We explore how time and temporality plays a role in the decisions and lived lives of international academics by analysing their experiences and mobility trajectories.
The establishment of a standardized patient involving PRO‐intervention for patients with prostate cancer treated with Active Surveillance
ABSTRACT The establishment of a standardized patient involving PRO-intervention for patients with prostate cancer treated with Active Surveillance Louise Dorner Østergaard MScN, Corresponding Author Louise Dorner Østergaard MScN Department of Urology, Odense University Hospital, Odense, Denmark Department of Clinical Research, University of Southern Denmark, Odense, Denmark Correspondence Louise Dorner Østergaard, Department of Urology. Odense Universitets Hospital. J.B Winslows vej 4.
Emplacing English as lingua franca in international higher education: A spatial perspective on linguistic diversity
5.2 Spatial hierarchies of English One of the consequences of the discourses about English as internationalisation and as the lingua franca of academia is that language, in this case English, creates spatial hierarchies. This is done in various ways. We first analyse how different kinds of Englishes are viewed as more valuable and universal than others. Then we show how the use of EMI has led to a monolingual curriculum.
Africa: What African Scholars Think of Studying in Denmark
During the 1990s, the World Bank and other major aid organisations focused on primary and secondary rather than higher education in Africa. The Scandinavian countries had another strategy. They made partnerships and so-called research capacity building programmes at higher education level with African countries. Over the past three decades, more than 500 African scholars have been to Denmark as part of such partnerships funded by Danish Development Assistance (Danida).
What African scholars think of studying in Denmark
During the 1990s, the World Bank and other major aid organisations focused on primary and secondary rather than higher education in Africa. The Scandinavian countries had another strategy. They made partnerships and so-called research capacity building programmes at higher education level with African countries. Over the past three decades, more than 500 African scholars have been to Denmark as part of such partnerships funded by Danish Development Assistance (Danida).
What African scholars think of studying in Denmark
During the 1990s, the World Bank and other major aid organisations focused on primary and secondary rather than higher education in Africa. The Scandinavian countries had another strategy. They made partnerships and so-called research capacity building programmes at higher education level with African countries. Over the past three decades, more than 500 African scholars have been to Denmark as part of such partnerships funded by Danish Development Assistance (Danida).
South Africa: Khanya College - a South African Story of Decolonisation
analysis By Hanne Kirstine Adriansen, Aarhus University, Lene Møller Madsen, University of Bath and Rajani Naidoo, University of CopenhagenDecolonisation and Africanisation may appear to be new ideas on South Africa's higher education landscape. But a tertiary college established nearly 30 years ago shows that this is not the case. The story of Khanya College proves that decolonised learning - rooted in Africa but infused with global influences - is entirely possible.
Khanya College: a South African story of decolonisation
Khanya College didn’t use the words “decolonisation” or “Africanisation”, but these were strong themes in its work. It gave students confidence and aimed to empower them by strengthening their identity of where they came from based in part on their African history, language and traditions. This can be labelled “powerful knowledge”. The institution also taught students “knowledge of the powerful”.
Khanya College: a South African story of decolonisation
Decolonisation and Africanisation may appear to be new ideas on South Africa’s higher education landscape. But a tertiary college established nearly 30 years ago shows that this is not the case. The story of Khanya College proves that decolonised learning – rooted in Africa but infused with global influences – is entirely possible. Khanya College didn’t use the words “decolonisation” or “Africanisation”, but these were strong themes in its work.
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