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11.Федеральный государственный образовательный стандарт дошкольного образования [Текст] // Дошкольное воспитание. – 2014. – № 2. – С. 4–18.

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GLOBALIZATION, UNIVERSITY NETWORKS AND NORWEGIAN-RUSSIAN UNIVERSITY COLLABORATION IN THE BARENTS REGION: SOME REFLECTIONS

ON THE BACHELOR OF NORTHERN STUDIES PROGRAM

Abstract. This article is introducing some of the relevant local/global dynamics found in the development of the Bachelor of Northern studies (BNS). Its aim is to address the importance of close collaboration between small universities connecting regional specific competence and knowledge to global processes. This effort can position the institutions favorably in order to face the increased competition on a global higher education market (Ferguson & Mansbach 2012). By looking at the development of the Bachelor of Northern Studies, it shows every sign of an educational program that goes

“global” in accordance with the mechanisms and political discourses involved in developing it. The programme was developed in close cooperation with international university networks (University of the Arctic) in combination with Russian partners (MSHU), international higher education agreements, supported by an international political agenda emphasizing development perspectives in European North and the arctic region more specifically. All of these interwoven discourses coupled with standardization of higher education in Europe (Bologna Declaration), ICT technology and online teaching is the reason why hundreds of students in the Northern areas have been able to take part in, and share the same knowledge gaining interdisciplinary competence on relevant circumpolar North and the Barents region issues in particular.

Key words: globalization, local/global connections, university networks, Internationalization of Higher education in the Barents region and circumpolar north, Norwegian – Russian Cross border cooperation.

Globalization and the Arctic region; centripetal and centrifugal forces

When discussing internationalization of higher education and the development of the BNS program at former Finnmark University College, it is fruitful to pay attention to some of the discussions regarding the consequences of globalization. Two concepts should be mention in this regard, globalizations centrifugal forces and fragmenting effects on society, and more importantly; what is understood as its centripetal, unifying forces. It has been argued that in order to understand the underlying dynamics of the last century politics it is important to be aware of the two complementary tendencies and relate the two processes to each other (Eriksen 2008). Centrifugal forces has been associated with the dissolution of a collective identity framed in a national state authoritative decision making context (Шsterud 1999). At the contrary, the national state today understood as institutions of global governance to quote Castells (2010); a society with open borders, multiculturalism and increased global economic cooperation

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where peoples (and goods) to an increasing extent is being part of an uncertain and unpredictable liquid modernity (Baumann 2000). The counterreaction has been associated with centripetal forces where “new” social categories is found in the new localization/regionalizing processes, illustrating that new forms of bounded units are emerging. Interest groups is teaming up, finding their own

“politics of cultural identity” (Friedman 1994: 234) drawing on local/global (periphery/center) processes. They develop new unique collective forms of cooperation in response to a larger global context. The centripetal aspect of globalization is in this article understood as important in order to understand the form of identity based motivation behind the development of the BNS program. How and why it could find its place in the local/global context of international education.

Centripetal forces and the BNS program

The arctic region and the northern areas of the world far away from national state centers has in the last decades gradually become more integrated in, and received more attention in global political/society discourses. When new questions have been raised regarding the building of new arenas for international cooperation concerning the arctic region, it is argued that a new international regime complex for the Arctic dealing with questions emphasizing the Arctic life in transformation is needed (see Young 2012). Naturally, Finnmark Univeristy College would in the years before the merger with UiT, incorporate these recent national/international discourse concerning the Arctic region and Circumpolar world into their strategy and programs. The slogan of the institution: “We are building the High North” suggests an awareness of the recent national and international discourses regarding the development in the European Arctic and the High North. Moreover it also suggest a new form of territorial anchoring of the institution linking it to a wider “northern” geographical context.

The development of the BNS program is an implementation of the university college strategy and an exemplification of how regional competence on Arctic issues in changing political times can take advantage of the new regional/global balance found in the context of emerging institutional complex considering the arctic and European Arctic1.

Barents Euro Arctic Region and Finnmark

Finnmark university college was an institution situated in the county of Finnmark. Finnmark is the only county in Norway bordering Murmansk Oblast and Russia. Since 1993 the region has been heavily influenced by the identity politics of the regional building program launched by the Norwegian government called Barents Euro Arctic Region (BEAR). It was a starting point of Russian and the Nordic countries political bilateral and multilateral collaboration

1The authors would like to thank former colleague and friend Associate Professor Bjшrn K.

Sagdahl for his contribution to the development of the BNS program.

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(Hшnneland 2010). It is illustrative of the center models decline in hegemony where national state politics is downscaled and national/global interests emphasized through the regional peripheries of the countries (see Friedman 1994). BEAR is an identity project in which aspired to unite the former separated land areas of East and West and unite the “natural” brotherhood of the European Arctic people separated by decades of political tension and Cold War. BEAR and other post – Cold War discourses is leaving the “two block system” emerging from the 1940ties framing geopolitics, transnational communication, international trade in antagonistic world orders associated with the two parties; Soviet and US (Eriksen 2008, Ferguson & Mansbach 2012). Former totally separated land areas known as “East” and “West” is united in the imagined community and geographical construction seen in the “Barents Region” (see Anderson 1983).

Moreover, time and space are comprised as geography, culture and history is reworked in its effort of strengthening the principles of democracy and civil society downplaying military political tension of the past. Later the Norwegian High North Strategy continued to emphasize the strengthening of ties with Russia through more functional cooperation in its all-inclusive approach towards the European Arctic (The Norwegian Government’s High North Strategy 2006). The political discourses of BEAR and more recently, the High North strategy, gave institutions in the county of Finnmark and northernmost part of Norway incentives to engage in transnational cooperation with Russia. A part of the picture is new forms of internationalization of higher education (Bologna declaration) where new ways of university collaboration in the Barents region and Circumpolar North (University of the Arctic) was established in order develop new knowledge and competence in addition to promoting the Northernmost part of the world.

BNS, Russia and U-Arctic. Region building and university cooperation

The BNS program was from spring 2010 developed as a bachelor double degree program (BNS)1 and from the start based on cooperation with universities in Barents Russia specifically. Cooperation agreements were made with universities all over the Barents region, and students were recruited for the BNS degree program.

The first students in spring 2010 were from Ukhta State Technical University in Komi Republic. From autumn 2010 onwards, the cooperation was extended to several universities in Murmansk region. Murmansk State Humanities University (MSHU) and Murmansk State Technical University (MSTU) in particular, but also with Murmansk Institute of Business Education, University of Petrozavodsk, Kola branch (Apatity), St. Petersburg University of Management and Economics, Murmansk Branch (MIE) Syktyvkar Forest Institute in Syktyvkar, North East Federal University in Yakutsk, Mirny and Neryungri and Hertzen University in St. Petersburg.

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The educational platform was built on some core modules developed by the University of the Arctic (U-Arctic) a network of universities being able to share resources and expertise on subjects regarding the circumpolar North. The network developed teaching modules and studies at undergraduate level called Circumpolar Studies (CS)1. The core teaching modules being developed by the transnational cooperative network of universities is part of the overall goal for U-Arctic; to create a strong, sustainable circumpolar region by empowering northerners and northern communities through education and shared knowledge2. It coincides with the strategy of UiT – the Arctic University of Norway, Finnmark Faculty’s High North focus.

The CS courses was made available to all institutions being member of U- Arctic and this effort made it possible to reach out to students scattered around in the Circumpolar world (and the world). The use of ICT technology and online teaching would transcend physical distance and geography.

The CS modules were supplemented with other modules and formed as the Bachelor of Northern Studies at former Finnmark University College. This program has been developed further in close cooperation with Russian partner institutions in Murmansk (MSHU and MSTU). Three of the four specializations and advanced emphasis courses are being taught at campus Alta.

1.Arctic Innovation and Entrepreneurship (Autumn/30 credits).

2.Management of Local and Regional Development (Spring/30 credits).

3.North American Studies and Intercultural Communication (spring/ 30 credits).

One BNS AE online program (30 credits) was made possible by close collaboration with Russian partners, mainly Murmansk State Humanities Universi-

ty. The AE program is called High North Politics, intercultural communication and Barents Cooperation3. The students get insights in the Nordic and Russian political system, High North politics and the European Arctic and Cross-border

cultures, cultural identity in the Barents region from both the Russian and Norwegian perspectives4.

The cooperation between former Finnmark University College, now UiTThe Arctic University of Norway, and Russian partners is based upon mutual interest and delivery of credits to the program. UiT-The Arctic University of Norway would provide 90 BNS credits and given the rules and regulations opening for internationalization of education, students from the Russian institution could choose among 90 credits from their home university as electives when composing a bachelor double degree of 180 ECTS.

1http://www.uarctic.org/.

2The University of the Arctic (U-Arctic) was established and launched officially in Rovaniemi in 2001.

3Murmansk State Technical University was also participating in developing core teaching modules in BNS.

4The BNS projects were supported by the Barents Secretariat, U-Arctic and SIU.

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Coordinating the two educational systems was made possible by the main objectives outlined in the Bologna process emphasizing easy readable and comparable degrees, focusing on the use of credits and the European Credit Transfer System (ECTS)1.

In the following years, MSHU became the closest partner for the BNS program due to its commitment as the only institution implementing the BNS program as obligatory program/courses for MSHU students in language and media studies.

Students recruited through Russian Partner Universities have mostly taken the BNS-program as a double degree program, meaning they take the core courses of 60 credits and one advanced emphasis program, either by spending one semester in Alta, or by receiving it by on-line studies and intensive teaching at Campus Kirkenes. Guest lectures have been held and we have gradually begun to embed video lectures and intros to different courses. Conference system has also been used in order to “meet” the students and lecture to them face to face.

Hundreds of students living in the Barents region and the circumpolar north have by now been able to gain multi-disciplinary knowledge, insights and competence on the circumpolar north and the Barents region. They have developed an competence in its geopolitical global context, the complex ethnical composition of the area and different indigenous peoples issues, nature and resources, state governance and market mechanisms. Students have been able to develop their own unique approach and understanding of sustainable regional development in the subarctic and arctic regions.

Students evaluation: Local/Global circumpolar knowledge

It is new insights and knowledge in the region specific issues connected to global processes found in the Circumpolar North and the Barents region that often are regarded as the most positive outcome of studying the BNS program. Many students address the fact that they did not know much about the circumpolar North and the Arctic region, issues connected to indigenous peoples or geopolitical situation in the High North, before they started studying the BNS programme. Russian informants from Yakutsk and Ukhta introduced the following perspectives:

I think these studies are very helpful and useful, especially for people in the circumpolar countries, in order to get to know the history of the indigenous People, the nowadays life, diversity of cultures, geography and politics.

And;

The best of this program is that it provides increased awareness about, and changed perspectives on living in the north, it makes you feel proud to live in northern areas, whether you are an immigrant to the region or you belong to an indigenous group.

1http://www.eua.be/eua-work-and-policy-area/building-the-european-higher-education-area/ bologna-basics.aspx.

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A student from the Canadian Arctic is not opposing the perspective addressed above but would also prove to herself that it was possible to live in the Canadian Arctic and still take an university degree:

The BCS/BNS programs have been up to my reality, they reply to the reality in the north, and I know that I would not have found these programs in the south of Canada. The programs reconfirm that we are connected across the north and it was good for me to get these connections drawn.

Both the Russian and Canadian informants refer to the program's interdisciplinary focus on the northern life they themselves live in. It has made them more informed about the northern region they live in. They relate the program to sustainable life perspectives where peoples living in the northern areas can make active choices on behalf of themselves, even though they might live in the periphery and far away from the center of the national states. Their perspectives are identity based and their realities are related to a larger transnational northern circumpolar territory. This competence and knowledge is made possible by the BNS programs flexible nature both when it comes to its interdisciplinary approach to the northern circumpolar area, but also because of its online teaching platform transcending geographical barriers. Many Russian students for instance hope the international BNS diploma in the future will help them to get a job in the Barents region working with Norwegian-Russian cross-border cooperation specifically. Due to this, the BNS program is popular among students in Russia who seek opportunities in the north1.

By now over 60 Bachelor of Northern study Diplomas have been issued to students who have graduated from the BNS program. The students are most often from Russia, Norway and central Europe2.

1The quality of the studies mentioned by the students is backed by more recent general national evaluation from 2014. BNS scores higher than the national average for similar studies in social sciences. It is rated above average when it comes to teaching (teaching, supervision, evaluation) and learning outcomes (students own assessment of learning outcomes) and about the national average in most of the other categories in the survey. The evaluation was arranged by the Norwegian Agency for Quality Assurance in Education (NOKUT). Approximately 10% of the students responded to the survey.

2BNS has also developed into a more general Norwegian – Russian higher education network of education and research. In addition to the development of BNS as a double degree program, many joint seminars/conferences have been held from 2011 and onwards. Some examples are: Living in the North (2011), Living in the Centre-Periphery (2012) and Living in the Barents region (2013). Research projects on the Russian Barents borderland funded by RFNORD/Norwegian Research Council has also from 2013–2015 involved Norwegian and Russian partners in research cooperation also relevant for continued development of BNS AE courses. Two of the projects have resulted in the internal publications series at former Finnmark University College (Living in the Barents region and

Comparative Nordic and Russian Government (Sagdahl 2013). Hif-Rapport, ISBN 978- 82-7938-176-1) and Norwegian partners have contributed to several book chapters in books published by MSHU (2014) (Jazykovoje i kulturnoje vzaimodejstvie v uslovijakh arktitsjeskogo regiona: Materialy mezjdunarodnoj konferentsii, 23–25 sentjabrja 2014 go-

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Conclusion

In this article we have discussed internationalization of higher education and the development of the BNS program at UiT-The Arctic University of Norway, Finnmark faculty (former Finnmark University College) from a wider globalization perspective. Globalizations centrifugal forces has in this article been said to challenge the national state as an authoritative decision maker and collective identity builder. The other side of the coin has been illustrated by the centripetal forces of globalization which can create new forms of identity based networks. The building of new competence on the Circumpolar North and Barents region, connecting Norwegian and Russian institutions to each other in totally new ways through the BNS programme, can be taken as a result of “new” social categories found in the centripetal forces and new localization/regionalizing processes occurring as an counterreaction to the fragmentation effects of globalization. BNS and cooperation in the Barents region and circumpolar North, is illustrating the fact that new forms of bounded units are also emerging in the sector of Higher education. Universities are teaming up, finding their own “politics of cultural identity” drawing on local/global (periphery/center) processes as they negotiate new unique forms of cooperation through global education networks. The centripetal aspect of globalization in this article can be taken as an example of how a network of small Russian and Norwegian institutions connecting to university networks in the circumpolar World supported by political discourses concerning the development of the arctic region and European North, found their unique place in the local/global context of international education. The result of developing unique interdisciplinary knowledge and competence on northern issues has been the education of students all over the Barents region and the circumpolar world.

References

1.Anderson, B. (1983). Imagined Communities: Reflections on the origin and spread of Nationalism. London: Verso.

2.Bauman, Z. (2000) Liquid Modernity. Cambridge: Polity Press.

3.Castells, E. (2010). The Power of Identity. Singapore: Wiley-Blackwell.

4.Eriksen, T.H. (2008). Globalisering. Åtte Nøkkelbegreper. Oslo: Universitetsforlaget.

5.Ferguson, Y.H. & Mansbach, R.W. (2012). Globalization. The return of borders to a

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СОДЕРЖАНИЕ

Колосова Н.В.

Подготовка детей с ограниченными возможностями здоровья к обучению грамоте как условие профилактики школьной дезадаптации…. 3

Корельская Н.В.

Развитие мелкой моторики рук у детей дошкольного возраста посредством пластилинографии……………………..……………………..……………… 9

Кочугова Н.А.

Применение здоровьесберегающих технологий в логопедической работе с детьми, имеющими речевые нарушения…………………………………… 14

Кравченко О.Н.

Создание условий для позитивной социализации детей на основе

сотрудничества со взрослыми……………………..……………………..…………………… 18

Кузьмичева Т.В., Горчакова Т.В.

Развитие творческих способностей у старших дошкольников с нарушениями зрения в условиях инклюзивного образования………………… 23

Литвиненко О.П.

Современные технологии оценки достижения личностных результатов на уровне начального общего образования…………………………. 30

Мазуренко Н.В.

Внедрение ФГОС ДО в Мурманской области: проблемы и пути

решения……………………..……………………..……………………..……………………………. 35

Максимкина О.С.

Сетевые формы образования в условиях Севера……………………..……………… 39

Мариничев С.В.

Личностные характеристики успешного руководителя………………………….. 45

Медведева И.Н., Мартынюк О.И., Панькова С.В., Соловьева И.О.

Оценка общекультурных компетенций студентов с применением

технологии ассессмент-центра……………………..……………………..………………… 49

Новицкая Г.М.

Формирование знаково-символических универсальных учебных действий учащихся с ОВЗ средствами моделирования в условиях

логопедического пункта образовательной организации…………………………. 57

Оганова И.Н.

Требования к участникам образовательных отношений в рамках реализации ФГОС дошкольного образования……………………..…………………. 65

Пастушкова М.А.

Воспитание толерантности у учащихся начальной школы…………………….. 71

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