![]() Examples from Danish higher education are used to illustrate how university lecturers are affected by and contribute to a changing conception of knowledge. The second part looks beyond such narrow frameworks, asking what ‘true’ internationalisation means for the knowledge produced and presented in university research and education. Departing from the author’s own experience of having to address postcolonial issues because this was considered ‘natural’ by peer reviewers, it is suggested that the so-called ‘global’ knowledge economy can result in a closing rather than an opening of the academic mind. ![]() The first part of the paper reflects on the consequences that the current drive towards Anglo-American ‘international’ journals has for the way we think and write about university internationalisation. The focal point is the author’s own research area of university internationalisation, which is used partly to illustrate the domination of established Anglo-American ideologies, partly to suggest an alternative and more multi-faceted understanding of academic knowledge. The paper explores the implications of a global knowledge economy for the way we conceptualise and communicate knowledge within the fields of higher education and research.
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