By Anneke Luijten-Lub.
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De Wit & Verhoeven (2001) who combine the historical analysis with a view from political science, continued this overview until the late 1990s. Main concepts and previous research 41 De Wit (2002), compares Europe with the United States of America and provides another historical overview of internationalisation. He also goes into the rationales and strategies used for internationalisation in higher education. Finally, he discusses thematic issues in internationalisation in higher education: 1) globalisation, regionalisation, and internationalisation, 2) quality issues, 3) English as the common language, 4) rise of networks, and 5) research.
In principle however, both cooperation and competition can be seen as a way to respond to the external pressures of globalisation and internationalisation (Van der Wende, 2007). , 2002). Deciding on a more cooperative or competitive response can thus be seen a part of the strategic options of both HEIs and national governments in responding to internationalisation, Europeanisation, and globalisation. 2, Van der Wende (2007: 282) combines this with the decision to be either more or less international, thus creating a mix of competitive/cooperative and national/international strategic options, to enhance the global competitiveness of a country or HEI.
10) Marginson and Van der Wende (2007) point out that it might seem that since the EU is cooperation oriented the role of nation states is unchallenged, but that reality is more complex. Competition in higher education and research is starting to play a more important role within the EU; and some elements of the Bologna and Lisbon processes, reinforced by supra-national Main concepts and previous research 31 political mechanisms such as the EU itself, constitute a partial integration across European nations.