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Internationalization of higher education has been overwhelmingly embraced by Canadian universities (Beck 2009). Yet, the decentralized nature of higher education institutions, coupled with the absence of a national governing body with responsibility for higher education, creates an interesting terrain for internationalization. Institutions assert autonomy in their international strategies but processes of internationalization involve many different actors working together and the relationship between government, national organizations and higher education institutions is not thoroughly interrogated in the Canadian scholarly literature (Shubert, Jones and Trilokekar 2009). In this paper, I examine the ideas related to internationalization pursued by one Canadian organization, the Association of Universities and Colleges of Canada (AUCC). In particular, I examine the AUCC's response to the European strategy for internationalizing higher education, which is part of the Bologna Process. Responding to concerns from Canadian institutions and government ministries regarding their potential exclusion from global markets, the AUCC took a national lead to better acquaint Canadian institutions with the Bologna reforms, declaring an urgent need to respond to the reforms taking place in the Europe (AUCC 2008a). This response was problematic: it positioned Canadian institutions' engagement with internationalization as necessary for national economic well-being while also re-articulating the autonomous nature of institutions. I analyze the policy knowledge, spaces and actors involved with internationalization through the AUCC's interaction with the Bologna Process to argue a deeper entangling of universities in the ideational market-based competition embedded in neo-liberal reforms, thereby creating tensions in how autonomy can be conceived in Canadian higher education.

Based on a qualitative case study that examined elementary teachers' understandings of a professional development policy, we question the conceptual disconnection between professional learning and professional practices in some conceptualizations of professional learning communities. We analyse the research data using Actor-Network Theory and report that the teachers in the case study perceived a disconnection between the scenarios of professional knowledge creation and the scenarios of professional practice. Such disconnection is exacerbated due to an ambiguous treatment of the concept of professional practice in the policy documents that endorse the idea of professional learning communities. We conclude that a key element in the transformation of professional practices is the teacher's awareness that his/her professional knowledge is enacted through his/her actions and practices; thereby concluding that professional learning is situated in the context of professional practices.SAVOIR PROFESSIONNEL "DE TERRAIN": IMPOSER LA FORMATION PROFESSIONNELLE DANS UN CONTEXTE PRATIQUEFaisant suite à une étude de cas qualitative étudiant la compréhension d'enseignants du primaire à l'égard d'une politique de développement professionnel, nous questionnons la coupure conceptuelle existant entre la formation en milieu de travail et les pratiques professionnelles au cœur de certaines conceptualisations d'une communauté de formation professionnelle. Nous analysons les données de recherche en utilisant la Théorie de l'Acteur-Réseau. Nous révélons que les enseignants participant à l'étude de cas ont perçu une différence entre les scénarios de création de savoir professionnel et ceux de pratique professionnelle. Une telle coupure est exacerbée par l'utilisation ambiguë du concept de pratique professionnelle qui, dans les documents formulant les politiques, soutient l'idée de communautés professionnelles d'apprentissage. Nous en concluons qu'un élément-clé de la transformation des pratiques professionnelles réside dans la prise de conscience, par les enseignants, que leur savoir professionnel est activé à travers leurs actions et pratiques et est donc, au cœur de leurs pratique professionnelle. ; Faisant suite à une étude de cas qualitative étudiant la compréhension d'enseignants du primaire à l'égard d'une politique de développement professionnel, nous questionnons la coupure conceptuelle existant entre la formation en milieu de travail et les pratiques professionnelles au cœur de certaines conceptualisations d'une communauté de formation professionnelle. Nous analysons les données de recherche en utilisant la Théorie de l'Acteur-Réseau. Nous révélons que les enseignants participant à l'étude de cas ont perçu une différence entre les scénarios de création de savoir professionnel et ceux de pratique professionnelle. Une telle coupure est exacerbée par l'utilisation ambiguë du concept de pratique professionnelle qui, dans les documents formulant les politiques, soutient l'idée de communautés professionnelles d'apprentissage. Nous en concluons qu'un élément-clé de la transformation des pratiques professionnelles réside dans la prise de conscience, par les enseignants, que leur savoir professionnel est activé à travers leurs actions et pratiques et est donc, au cœur de leurs pratique professionnelle.

Internationalization processes are at the fore of university strategic plans on a global scale. However, the work of internationalization is being performed through the connections between many actors at different policy levels. Our purpose here is to ask, what is happening with internationalization of higher education at the Canadian national policy level? To do so, we suggest that we must look at policies at the national level not as individual entities but rather as these policies exist in relation to each other. We examine three recent policy statements from different organizations at the national level in Canada: a federal governmental agency, a pan-Canadian provincial organization and a national educational association. Our approach involved mapping the actors, knowledges and spaces that are discursively produced through these texts and engaging a relational approach to policy analysis that questions what comes to be assembled as these policies co-exist in the national landscape. ; À l'échelle mondiale, les processus d'internationalisation se trouvent à l'avant-centre des plans stratégiques universitaires. Toutefois, le travail d'internationalisation s'effectue par des relations entre de nombreux acteurs, à différents niveaux de politique générale. Nous étudions le statut d'internationalisation de l'enseignement supérieur à l'échelle des politiques nationales du Canada. Nous émettons la possibilité d'étudier les politiques à l'échelle nationale, plutôt qu'à une échelle individuelle. Nous analysons également comment ces politiques coexistent entre elles. Nous décortiquons trois récents énoncés de politique émis par différentes organisations de niveau national au Canada : une agence fédérale gouvernementale, une organisation provinciale pancanadienne et une association éducative nationale. Notre approche consistait à cartographier les acteurs, à analyser les connaissances et espaces produits de manière discursive par ces énoncés de politique, et à entreprendre une approche relationnelle d'analyse de politiques qui remet les énoncés en cause, tandis que ces politiques coexistent sur la scène nationale.

The mismatch between graduates' skills and the needs of the labour market is a continuing discourse in Canada and on a global scale. Yet, arguments on how to restructure PSE are not united. Given these competing discourses, we ask the following research questions: What should we make of the various representations of the skills gap, and how are contemporary PSE students positioned in this discursive space? We use Bacchi's problem representation approach to policy analysis to examine four policy actors' statements influencing Canadian PSE to examine the discourses surrounding the perceived skills gap in Canadian PSE. We argue that, while these policies call for disparate PSE reforms, they are all underpinned by the same neoliberal rationality. The different calls for reform reflect a harmonized and complementary set of discourses that reify PSE students as a single subject—a one-dimensional, homogenous, economic subject, devoid of difference. We suggest discourses that position PSE students as political actors in determining their education and roles in a democratic society are needed.

The mismatch between graduates' skills and the needs of the labour market is a continuing discourse in Canada and on a global scale. Yet, arguments on how to restructure PSE are not united. Given these competing discourses, we ask the following research questions: What should we make of the various representations of the skills gap, and how are contemporary PSE students positioned in this discursive space? We use Bacchi's problem representation approach to policy analysis to examine four policy actors' statements influencing Canadian PSE to examine the discourses surrounding the perceived skills gap in Canadian PSE. We argue that, while these policies call for disparate PSE reforms, they are all underpinned by the same neoliberal rationality. The different calls for reform reflect a harmonized and complementary set of discourses that reify PSE students as a single subject—a one-dimensional, homogenous, economic subject, devoid of difference. We suggest discourses that position PSE students as political actors in determining their education and roles in a democratic society are needed.