Internationalization in turbulent times: revealing tensions and paradoxes in a comparative case study of Nordic-Baltic higher education institutions

Purpose This paper examines the tensions and paradoxes faced by Nordic-Baltic universities of applied sciences (UAS) in the context of internationalization, particularly within tourism management programs. By analysing case studies from Germany, Sweden and Lithuania, the research highlights the conflicting expectations UAS encounter as they balance regional development mandates with internationalization imperatives. The study reveals persistent paradoxes – such as the “cooperation-competition” dynamic and the struggle between vocational education and research ambitions – exacerbated by EU-driven policies like the Bologna Process and Lisbon Agenda. These findings underscore the need for nuanced strategies that reconcile local relevance with global competitiveness, while addressing resource constraints and stakeholder pressures. The paper contributes to critical debates on HE internationalization, advocating for adaptive frameworks that acknowledge the unique challenges of non-elite institutions. Design/methodology/approach This study employs a qualitative, comparative case study approach to investigate the tensions and paradoxes arising from internationalization in Nordic-Baltic UAS. By analysing three UAS institutions in Germany, Sweden and Lithuania, the methodology integrates historical and contemporary data from policy documents, legislative sources and academic literature, supplemented by firsthand observations and stakeholder reflections. This multi-layered approach ensures reliability and credibility, while acknowledging the inherent limitations of case study generalizability. The analysis is structured around the dimensions of spatial orientation and academic identity, drawing on the paradox theory to interpret the conflicting expectations and operational challenges faced by UAS in a poly-crisis environment. Findings The study reveals that Nordic-Baltic UAS face persistent tensions between their regional mandates and internationalization ambitions. Case studies from Germany, Sweden and Lithuania highlight paradoxes such as the “cooperation-competition” dynamic, the clash between vocational education and research expectations and the struggle to integrate international students into locally anchored programs. These challenges are exacerbated by EU policies like the Bologna Process, which prioritize competitiveness while undermining cohesion. The findings underscore the resource constraints, stakeholder conflicts and systemic barriers UAS encounter, emphasizing the need for adaptive strategies that balance local relevance with global engagement in an increasingly turbulent higher education landscape. Research limitations/implications This study's limitations stem from its qualitative case study design, which, while offering depth, restricts generalizability to broader higher education contexts. The focus on three Nordic-Baltic UAS may not capture the full diversity of internationalization challenges across Europe. Data reliance on policy documents, stakeholder reflections and institutional reports introduces potential bias, and the dynamic nature of EU policies may render some findings time-sensitive. Additionally, the absence of quantitative metrics limits the ability to measure the scale and impact of identified tensions and paradoxes. Practical implications The paper's findings offer critical insights for policymakers and UAS leaders navigating internationalization. Institutions must develop adaptive strategies to reconcile regional mandates with global ambitions, such as targeted support for international students and faculty, and streamlined administrative processes for EU-funded projects. Strengthening partnerships with local industries and investing in applied research capacities can enhance both regional relevance and international competitiveness. Addressing resource constraints and stakeholder conflicts requires innovative governance and funding models, ensuring UAS can sustainably balance vocational education with evolving academic and international expectations. In particular, this includes differentiated research expectations that recognise the applied orientation of UAS rather than imposing metrics designed for research universities. Social implications The study exposes how internationalization in higher education amplifies social tensions within Nordic-Baltic UAS, particularly between local communities and global aspirations. The influx of international students and faculty staff enriches cultural diversity but risks marginalizing regional stakeholders, exacerbating disparities in access, integration and resource allocation. Rising nationalism and anti-immigration sentiments further complicate efforts to foster inclusivity and cohesion. These dynamics challenge UAS to act as bridges – promoting social mobility and intercultural dialogue while mitigating inequalities. The findings underscore the need for policies that align internationalization with social equity, ensuring that global engagement does not come at the expense of local belonging and collective well-being. Originality/value This paper advances the discourse on higher education internationalization by focusing on the understudied context of Nordic-Baltic UAS, which occupy a distinct niche between vocational training and academic research. Unlike prior studies centered on elite or research-intensive institutions, this research uncovers the unique tensions and paradoxes UAS face – such as the dual pressures of regional embeddedness and global competitiveness – through a comparative, qualitative lens. By integrating paradox theory with empirical case studies, the paper offers a novel framework for understanding how poly-crisis environments and EU policies like the Bologna Process reshape institutional identities and operational realities, contributing fresh insights to both theory and practice in international higher education.