Internationalising teaching and learning: Perspectives and issues voiced by senior academics at one Australian university (original) (raw)

Internationalisation of the curriculum: Challenges & opportunities

International Journal of Higher Education Management

Internationalized curriculum development is critical to all institutions aiming to approach internationalisation coherently. Research on the internationalisation of the curriculum (IoC) focuses on the curriculum concept encompassing all aspects of learning and teaching (Kemmis & Fitzclarence, 1991). It works at formal, hidden and informal levels. The present work is a critical review of a research piece opinion by Sue Robson (2015) ‘Internationalisation of the Curriculum: Challenges and opportunities’ emphasising the contribution to this matter of the Higher Education Academy (HEA internationalisation framework but also showing what is missing and needs to take place concluding that a more comprehensive framework would have better-added value for internationalising higher education

Internationalising the curriculum – Future challenges

The next 25 years will present interesting challenges for those who seek to fully internationalise the higher education curriculum. Developments such as MOOCs could open up the sector to a much more diverse, global range of students, but the lack of campus interaction could impede the kind of multicultural learning that goes on when students from different cultures and countries mix. Much has been written about the purpose of internationalisation and what it means for universities, for students and for staff. My standpoint is that if internationalisation aims to enhance institutional and academic quality, the ultimate beneficiaries will be students and they should be at the heart of our efforts. We can do this, in part, through internationalising the curriculum.

University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Higher Education, 2019

Internationalisation of the curriculum (IoC) is on the agenda of many higher education (HE) institutions worldwide. Typically seen as associated with a top-down strategy, IoC often meets resistance from university teachers, many of whom struggle to understand its relevance to teaching practice. This phenomenographic study investigates university teachers' conceptions of IoC. Five conceptions ranging in sophistication have been identified. The least sophisticated focuses on making the curriculum content internationally relevant, whereas the most sophisticated centres around developing self-awareness, awareness of others, and a change in mindset in students. The latter is realised by embracing reflexivity and criticality and, more importantly, utilising societal and political issues as learning opportunities for identity development. Situated in the Hong Kong context, the findings not only suggest the need for teachers to shift their focus from curriculum content to value-based development but also for educators to reflect on their role in helping students to reconcile their identity in relation to their counterparts regionally and globally.

Introduction: Internationalising the Curriculum – Reflections on Process, Design and Delivery

European Political Science, 2015

This paper explains the key themes and areas of debate covered by this symposium. While the focus of these papers is predominantly on the US higher education systemwith just one paper from the context of a UK HEI it is clear that some common themes and issues can be identified from the various case studies that are discussed. The question of how to define internationalisation; the process of how to encourage and measure internationalisation; and the design and delivery of an internationalised curriculumparticularly in relation to study abroad schemesare themes that run across the five papers. Drawing from the work undertaken in this symposium, this paper concludes by suggesting a number of areas and questions that merit further investigation and evaluation.

Disciplinary perspectives on internationalising the curriculum

2016

Embedding and debating global exemplars and perspectives Embedded opportunities for international mobility International and intercultural learning Adapting to learner diversity Ongoing intercultural and international dialogue: Partnership and collaboration Utilising the diversity of the academic community as a learning resource Pro-active development of inclusive learning outcomes, attitudes and skills18 Conclusions Vignettes Vignette 1: Mobilising partnerships and academic networks Vignette 2: Fostering ethical engagements Vignette 3: Virtual mobility-using social media to connect with global industry Vignette 4: Integration of international and home students Vignette 5: Subject adaptation of language support Vignette 6: Embedded short-placements