| Summary: | This study presents a phenomenographic approach used to reveal the understanding 60 university teachers in the Swedish nursing program in higher education, had of internationalisation. A 28-page self-administered questionnaire, which was especially designed for this study, was distributed to universities in southern, central, and northern Sweden. Teachers ’ qualitatively different ways of experiencing and understanding internationalisation were based on two perspectives, the organisational didactic perspective and the educational didactic perspective, described in themes (5) and subthemes (10). The findings suggest the importance of reinforcing an understanding of internationalisation and the need for didactic theoretical awareness.
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