This article analyses the internationalisation of higher education through the lens of student mobility, by exploring how mobility is realised in contexts that are shaped by different needs, purposes and actors. Drawing on interview data, this article explores perceptions and practices of student mobility as understood and described by a range of actors in three teacher education programmes in Norway. Findings show that mobility is mainly understood in terms of its professional relevance for students’ future teaching practice, but that this understanding increasingly competes with both academic and bureaucratic purposes. These different understandings are, in turn, found to create tensions in enactments of mobility, notably with regard to how different types of mobility are approached, how faculty and staff engage with mobility, and how the mobility agenda is constrained by student demands for mobility. The analysis suggests that (a) both programme-specific and more general contextual factors influence the enactments of mobility and that (b) the preconditions for internationalisation may vary across higher education contexts—a point that is rarely addressed by policymakers.

中文翻译：

---

动员国际学生的流动性：探讨挪威师范教育中的政策法规

本文通过探讨学生流动性的角度，分析高等教育的国际化，探索在不同需求，目的和参与者所塑造的环境中如何实现流动性。本文利用访谈数据，探讨了挪威三项师范教育计划中一系列参与者所理解和描述的学生流动性的观念和实践。研究结果表明，流动性主要是根据其与学生未来教学实践的专业相关性来理解的，但是这种理解与学术和官僚主义目的之间的竞争越来越激烈。反过来，发现这些不同的理解会在制定出行方式时造成压力，特别是在如何处理不同类型的出行方式，教职员工如何参与进来方面，以及如何通过学生对出行需求的限制来限制出行议程。分析表明，（a）特定于计划的背景因素和更一般的背景因素都会影响流动性的制定，并且（b）国际化的前提条件可能会因高等教育背景而异，这一点政策制定者很少解决。