Abstract
In this article, we aim to identify university teachers’ experiences of their roles and practices in different internationalising higher education environments. Reflections on the university teachers’ self-conceptions are examined using a specific story-writing assignment and content analysis of the stories teachers produce. The method was adapted for different target groups of university teachers in Finland, Switzerland and Germany during the years 2011–2013. The findings show two main orientations of university teachers’ self-conceptions and provide an overview for sustainable action within the internationalisation context.
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