Рыжкова, И. В. Современный университет в рамках европейского "Северного измерения": феномен интернационализации : монография / Инна Витальевна Рыжкова ; М-во образования и науки Рос. Федерации, Мурм. гос. гуманитар. ун-т. - Мурманск : МГГУ, 2013.

ФЕНОМЕН ИНТЕРНАЦИОНАЛИЗАЦИИ 149 quantitative and qualitative characteristics of the above-mentioned systems, analyzing at the same time the specific character and the dominant trends in the development of every university in the BEAR involved in international activity. While speaking of Finland and Norway in a comparatively long perspective, one can emphasize these countries' peaceful development and coexistence. It is these countries, with their low population density, that possess strong and highly developed systems of general and higher professional education, in accordance with both European and world tendencies. United by the BEAR project, they are in fact competing not so much with the entire Russian system of general and higher professional education as with the regional educational models in the Murmansk and Arkhangelsk Regions and the Republics of Karelia and Komi. Thus, one of the competitors happens to be no more than a small part of a country, in this particular case of Russia, while the other is a strong conglomerate of three countries with a high economic and intellectual potential. An analysis of the information obtained from university websites in Finland, Sweden, Norway and Russia, all of them BEAR countries, combined with the experience of practical cooperation within different projects and programs show that internationalization is considered by all the partners to be a dominant element of their international activity. The premises for the internationalization of the BEAR higher education systems lie, first of all, in the stable political and economic ties between the countries that are largely due to the specific geopolitics of this region. There also exist certain educational and pedagogical premises connected with the realization of three-level training programs comprising bachelor, master and PhD degree programs in accordance with the provisions of the Bologna process, as well as sustained cooperation on the level of various network projects including the University of Arctic. At the same time, the BEAR educational systems are also characterized by their participation in the development and realization of joint educational programs and double degree programs and, as a result, by a highly developed students' and teachers' academic mobility system. The fourth section of Chapter One focuses on the key point of internationalization, i.e. students' academic mobility in the BEAR. The author analyzes a number of high-profile projects and programs, aimed at developing students' academic mobility. Among other things, a detailed analysis is provided of the activity of the University of Arctic which is an international network of universities, colleges, scientific research institutes and centers the aim of which is to develop highereducation and promote scientific research in the North. The author characterizes such academic programs as «BNS» («Bachelor of Northern