How Does International Cooperation Change the Quality and Organization of School Work?

Conference: The IAFOR Conference on Educational Research & Innovation (ERI2022)
Title: How Does International Cooperation Change the Quality and Organization of School Work?
Stream: International Education
Presentation Type: Oral Presentation
Authors:
Michal Pachocki, Graduate School for Social Research of the Polish Academy of Sciences, Poland

Abstract:

It is widely debated that the schools' internationalization plays an important role in a wider global perspective of education (Jackson 2008, Goodwin 2010, Serin 2017, Pandey and Joshi 2013). However, it is also worth considering how internationalization impacts schools' daily functioning, especially in terms of their internal organization and quality of teaching. While the knowledge transfer often occurs between foreign schools (Nordholm 2016, Lai et all 2019), the internationalization claims to be worth of efforts only if its profits outweigh the costs (Buckley and Casson 1976, Rugman 1981), and if the entire scope of internationalization mainly stems from genuine institutional needs (Strang and Soule 1998, Rogers 2003). This paper discusses data collected during 24 in-depth interviews with the heads of primary and secondary schools in Poland, involved in regular international activities carried out by the learners and teachers. The research shows that they have knowledge about internationalization processes in their schools. They are able to define the goals of undertaken international cooperation, and to diagnose their schools internationalization needs. On the other hand, the data shows that the primary function of the school is rather to ensure high-quality education, therefore the international activities are more about bringing added values to teaching and learning, that about playing a dominant role over primary schools' activities. On the other hand, the data shows that the primary function of the school is to ensure high-quality education, therefore the international activities rather bring added values to teaching and learning than play a dominant role over primary schools' activities.

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