Abstract
Currently, higher education is in a state of flux, not only with regard to standards, economy, and curriculum, but also student cohorts and pedagogical and didactic approaches. This becomes more apparent every day with increasing internationalization and raises many questions about differing degrees of student readiness for learning and socialization. What happens, for example, when students brought up on the principles of ‘Tiger Mothers’ (Chua, 2011) meet students from ‘laxer’ environments? That situation is increasingly frequent as universities, especially in the inner circle of English-speaking countries, enrol growing numbers of students from China and other East Asian countries, not to mention the diasporas. Are the universities — and not least the professors, lecturers, and instructors — prepared to meet the expectations and challenges of the new composition of students? The question implies a potential field of conflict, but that is not the view taken in this chapter. Rather, the situation opens the possibilities of change leading to improvement and beneficial outcomes for all, and this is especially true in Europe.
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© 2013 Jane Vinther and Gordon Slethaug
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Vinther, J., Slethaug, G. (2013). The Danish Educational Tradition: Multiple Heritages and International Challenges and ‘Conversation’. In: Jin, L., Cortazzi, M. (eds) Researching Intercultural Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9781137291646_4
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DOI: https://doi.org/10.1057/9781137291646_4
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