After completing the course, the students will not only be more deeply familiar with the variety of international cooperation projects in education implemented in the European North and HE systems in Russia and Finland, but they will be able to share and evaluate their personal experiences of crossing international borders for educational purposes. They should also be able to suggest some solutions to ongoing challenges in cooperation.

Content: The course examines the link between higher education (cooperation) and international relations, in particular, relations between the EU and Russia. It addresses both the past, present and future of cooperation in the field of education. Also, the reforms in HE in Finland and Russia are addressed, as well as Russia’s attempts to export its education and  its link with its foreign policy goals. During the course students are encouraged to analyse critically both the opportunities and challenges that the cooperation faces in the post-Crimea situation, and in general, the role of education in foreign policies and international relations.

POMCBIR3 consists of seven lectures, study visits to the Consulate General of Finland and German Russian Exchange, and a panel discussion with teachers, students and other experts. In addition students are required to prepare a group presentation for the Consulate visit  and write an essay after the Winter School. The course will be given as part of the CBIR Winter School/FIRST+ intensive course  in St. Petersburg, 21-25 January 2019.

Lectures

Lecture 1. Introduction to Education Cooperation in the European North (Dmitri Lanko & Sirke Mäkinen)

Required reading

1) Chou, Meng-Hsuan, Kamola, Isaac and Pietsch, Tamson. 2016. Introduction. The transnational politics of higher education. In The Transnational Politics of Higher Education: Contesting the Global/Transforming the Local by Chou, Meng-Hsuan, Kamola, Isaac and Pietsch, Tamson. 12-28. Routledge.

2) Wojciuk, Anna, Michalek, Maciej and Stormowska, Marta. 2015. Education as a Source and Tool of Soft Power in International Relations. European political science 14, 298-317.

Lecture 2. International Education and Cultural Imperialism during the Cold War (Natalia Tsvetkova)

Required reading

3) Tsvetkova, Natalia. Universities During the Cultural Cold War: Mapping the Research Agenda, In Entangled East and West: Cultural Diplomacy and Artistic Interaction during the Cold War. Ed. by Mikkonen, Simo, Scott-Smith, Giles, and Parkkinen, Jari. Oldenbourg: De Gruyter, 2018, pp. 139-161;

4) Tsvetkova, Natalia. Soft Power and Public Diplomacy. In Russia and the World: Understanding International Relations, Natalia Tsvetkova (ed.), 231–251. Lanham, Boulder, New York, London: Roman & Littlefield, 2017.

Lecture 3. Educational Reforms in the 1990s and 2000s in Russia and Finland (Lanko & Mäkinen)

Lecture 4. EU-Russia cooperation in the field of education and research (Larisa Deriglazova)

Required reading

5) Deriglazova, Larisa and Mäkinen. Sirke 2019. “Still Looking for a Partnership? EU-Russia Cooperation in the Field of Higher Education”. Journal of Contemporary European Studies. (under review - will be uploaded here in January)

Lecture 5. Educational cooperation or Brain Drain? (Lanko)

Required reading

6) Chankseliani, Maia. 2018. Four Rationales of HE Internationalization: Perspectives of U.K.Universities on Attracting Students From Former Soviet Countries. Journal of Studies in International Education 22:1, 53–70.

Lecture 6. Russia’s Educational Diplomacy and Its Reception Abroad (Mäkinen)

Required reading

7)  Mäkinen, Sirke. 2016. In search of the status of an educational great power? Analysis of Russia’s educational diplomacy discourse. Problems of Post-Communism 63:3, 183-196

Lecture 7. Internationalisation of Higher Education: Why Institutions (do not) Work (Svetlana Shenderova)

Required reading

8) Shenderova, S. (2018). Permanent uncertainty as normality? Finnish-Russian double degrees in the post-Crimea world.  Journal of Higher Education Policy and Management, 40:6, 611-628, DOI https://doi.org/10.1080/1360080X.2018.1529134

Assesment is based mainly on the essay (75%) and group presentation (25%). The basic requirement for passing the course is to attend all the lectures, study the required literature and participate in the discussions.