This study aims to investigate how the Norwegian Students at Risk (StAR) program works, from primarily a student perspective, and how this further can be understood from internationalization and critical internationalization as the theoretical framework. To gain better insight and understanding of this, the focus has been on the participants of the program, together with a thorough understanding of the term Academic Freedom. The literature review, therefore, consists of information about academic freedom, historically but with a particular focus on the European context as it is of great relevance to the subject matter. The literature review also includes information on internationalization and critical internationalization as the study’s theoretical framework, which directly connects to programs similar and comparable to the Students at Risk program. The students involved in the Students at Risk program constitute a central point of the analysis, as a case study and qualitative methodological approach in the form of semi-structured interviews were conducted. The analysis is furthermore based on a thematic analysis, where similarities between the interviews were coded into common themes and then the theoretical framework was applied. The study results show characteristics and essential information about the Students at Risk program, from a practical personal perspective. This furthermore helps us understand how the program works practically and how it is experienced and perceived from the participant's point of view. Subsequently, it also demonstrates how a internationalization perspective as well as an critical internationalization perspective is important in understanding the current global higher education discourse. Furthermore, the result hopes to act as guidance for future implementations of similar programs in other countries and universities.

This study aims to investigate how the Norwegian Students at Risk (StAR) program works, from primarily a student perspective, and how this further can be understood from internationalization and critical internationalization as the theoretical framework. To gain better insight and understanding of this, the focus has been on the participants of the program, together with a thorough understanding of the term Academic Freedom. The literature review, therefore, consists of information about academic freedom, historically but with a particular focus on the European context as it is of great relevance to the subject matter. The literature review also includes information on internationalization and critical internationalization as the study’s theoretical framework, which directly connects to programs similar and comparable to the Students at Risk program. The students involved in the Students at Risk program constitute a central point of the analysis, as a case study and qualitative methodological approach in the form of semi-structured interviews were conducted. The analysis is furthermore based on a thematic analysis, where similarities between the interviews were coded into common themes and then the theoretical framework was applied. The study results show characteristics and essential information about the Students at Risk program, from a practical personal perspective. This furthermore helps us understand how the program works practically and how it is experienced and perceived from the participant's point of view. Subsequently, it also demonstrates how a internationalization perspective as well as an critical internationalization perspective is important in understanding the current global higher education discourse. Furthermore, the result hopes to act as guidance for future implementations of similar programs in other countries and universities.

Students at Risk - A Norwegian Approach for Supporting Academic Freedom

BERGSTEN, JULIA MARIA THERESE
2022/2023

Abstract

This study aims to investigate how the Norwegian Students at Risk (StAR) program works, from primarily a student perspective, and how this further can be understood from internationalization and critical internationalization as the theoretical framework. To gain better insight and understanding of this, the focus has been on the participants of the program, together with a thorough understanding of the term Academic Freedom. The literature review, therefore, consists of information about academic freedom, historically but with a particular focus on the European context as it is of great relevance to the subject matter. The literature review also includes information on internationalization and critical internationalization as the study’s theoretical framework, which directly connects to programs similar and comparable to the Students at Risk program. The students involved in the Students at Risk program constitute a central point of the analysis, as a case study and qualitative methodological approach in the form of semi-structured interviews were conducted. The analysis is furthermore based on a thematic analysis, where similarities between the interviews were coded into common themes and then the theoretical framework was applied. The study results show characteristics and essential information about the Students at Risk program, from a practical personal perspective. This furthermore helps us understand how the program works practically and how it is experienced and perceived from the participant's point of view. Subsequently, it also demonstrates how a internationalization perspective as well as an critical internationalization perspective is important in understanding the current global higher education discourse. Furthermore, the result hopes to act as guidance for future implementations of similar programs in other countries and universities.
2022
Students at Risk - A Norwegian Approach for Supporting Academic Freedom
This study aims to investigate how the Norwegian Students at Risk (StAR) program works, from primarily a student perspective, and how this further can be understood from internationalization and critical internationalization as the theoretical framework. To gain better insight and understanding of this, the focus has been on the participants of the program, together with a thorough understanding of the term Academic Freedom. The literature review, therefore, consists of information about academic freedom, historically but with a particular focus on the European context as it is of great relevance to the subject matter. The literature review also includes information on internationalization and critical internationalization as the study’s theoretical framework, which directly connects to programs similar and comparable to the Students at Risk program. The students involved in the Students at Risk program constitute a central point of the analysis, as a case study and qualitative methodological approach in the form of semi-structured interviews were conducted. The analysis is furthermore based on a thematic analysis, where similarities between the interviews were coded into common themes and then the theoretical framework was applied. The study results show characteristics and essential information about the Students at Risk program, from a practical personal perspective. This furthermore helps us understand how the program works practically and how it is experienced and perceived from the participant's point of view. Subsequently, it also demonstrates how a internationalization perspective as well as an critical internationalization perspective is important in understanding the current global higher education discourse. Furthermore, the result hopes to act as guidance for future implementations of similar programs in other countries and universities.
Academic Freedom
Critical
Internationalization
Case Study
Norway
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.12608/50045