Nothing to Do with Politics? International Collaboration in Higher Education and Finnish-Russian Relations

Autor/in	Mäkinen, Sirke
Titel	Nothing to Do with Politics? International Collaboration in Higher Education and Finnish-Russian Relations
Quelle	In: European Journal of Higher Education, 13 (2023) 2, S.216-237 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2022.2141814
Schlagwörter	International Cooperation; Educational Cooperation; Political Attitudes; Higher Education; Foreign Countries; International Relations; Academic Degrees; Political Influences; Case Studies; Universities; Stakeholders; Administrator Attitudes; Foreign Policy; Finland; Russia; European Union + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Political attitude; Politische Einstellung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Internationale Beziehungen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Political influence; Politischer Einfluss; Case study; Fallstudie; Case Study; University; Universität; Außenpolitik; Finnland; Russland
Abstract	This paper discusses Finnish-Russian relations from the perspective of cooperation in higher education, and particularly Finnish-Russian double degree programmes prior to 2022. It asks how internal stakeholders, in double degree programmes perceived the role of their cooperation from the point of view of interstate relations, and how cooperation had changed (if at all) after the political crisis intensified between the EU and Russia in 2014. The paper draws on research on EU-Russia relations, and on the link between higher education (collaboration) and international politics. The empirical part of the paper is based on a case study of double degree programmes between Finnish and Russian universities. Semi-structured interviews with internal stakeholders such as administrative and academic heads/coordinators of these programmes serve as the main source of primary materials. The study reveals that even though internal stakeholders explicitly wanted to depoliticise higher education cooperation and denied that interstate (or EU-Russia) relations would have had any impact on their collaboration, many of them still hoped that HE cooperation would help in improving the given relations. Accordingly, they argued for education diplomacy in the sense of 'higher education for diplomacy', but denied it in the sense of 'diplomacy for higher education'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01