Relevant bibliographies by topics / Internationalisation of curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Internationalisation of curriculum'

Author: Grafiati
Published: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Internationalisation of curriculum.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Internationalisation of curriculum"

1

Salehi‐Sangari, Esmail, and Tim Foster. "Curriculum internationalisation." European Journal of Marketing 33, no. 7/8 (August 1999): 760–72. http://dx.doi.org/10.1108/03090569910274401.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nagarajan, Srivalli, and Lindy McAllister. "Internationalisation of curriculum at home: Imperatives, opportunities and challenges for allied health education." Journal of Teaching and Learning for Graduate Employability 6, no. 1 (December 9, 2015): 88–99. http://dx.doi.org/10.21153/jtlge2015vol6no1art575.

Full text
Abstract:
Preparation of globally competent health graduates who have a good understanding of local and international healthcare is an important goal for allied health education. Internationalisation of curriculum and Internationalisation at home strategies are needed to prepare students to work in culturally diverse contexts. A critical review of issues, challenges and future needs in internationalisation of allied health curricula is the focus of this paper. Current approaches to internationalisation from a range of disciplines are considered and their applicability to allied health courses is discussed. Important challenges for progress on internationalisation goals and integration of internationalisation experiences into allied health curricula are identified. Suggestions for progressing internationalisation of allied health curricula through formal and informal curriculum are presented. Future research needs that are key to progressing internationalisation goals in allied health education are considered. Important questions that will prompt academic, clinical educators and students to consider how well internationalisation goals are being addressed in allied health education are also raised.
APA, Harvard, Vancouver, ISO, and other styles
3

de Haan, Donna, and Emma Sherry. "Internationalisation of the Sport Management Curriculum." Journal of Studies in International Education 16, no. 1 (July 19, 2011): 24–39. http://dx.doi.org/10.1177/1028315311403487.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Law, Kate, and Nita Muir. "The internationalisation of the nursing curriculum." Nurse Education in Practice 6, no. 3 (May 2006): 149–55. http://dx.doi.org/10.1016/j.nepr.2005.11.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Brown, Patricia M., Anita S. Mak, and James T. Neill. "Internationalisation at home: Intercultural learning for social psychology students." Psychology Teaching Review 22, no. 2 (2016): 30–40. http://dx.doi.org/10.53841/bpsptr.2016.22.2.30.

Full text
Abstract:
An internationalised curriculum could better prepare graduates for globalising and increasingly culturally diverse workplaces. There is a need to provide students with intercultural learning opportunities at home because many students do not have access to study abroad opportunities. This paper describes curriculum changes designed to enhance students’ intercultural learning in a third year social psychology course at an Australian university. Two novel classroom activities based on the alliance building and cultural mapping methods of the Excellence in Cultural Experiential Learning and Leadership (EXCELL) programme were used. Students reported increased intercultural learning in this course, especially regarding awareness and knowledge, compared to another third year psychology course they participated in that did not include such activities. Suggestions for embedding intercultural l arning throughout the psychology curricula are discussed along with the challenges in sustaining such curriculum changes.
APA, Harvard, Vancouver, ISO, and other styles
6

AYEBARE, JUSTIN, and MUHAMADI KAWEESI. "How Internationalised Is Your Curriculum? University Graduate Students Speak Out." Uganda Higher Education Review 10, no. 1 (December 20, 2022): 244–60. http://dx.doi.org/10.58653/nche.v10i1.15.

Full text
Abstract:
Internationalisation of the curriculum has created changes to the traditional curriculum but little attention in research has been paid to the student perspective on these changes, and how they experience them. This paper aims to fill the gap by reporting on the findings of graduate students’ perceptions of the internationalisation of the curriculum at Makerere University in Uganda. This study adopted a sequential explanatory survey study in which we collected both quantitative and qualitative data from a sample of 180 graduate students. The findings showed that the majority of the respondents agreed that their curricula had an international dimension. This was commonly seen by graduate students in terms of international academic staff, international students, travel abroad programmes for students, courses with an international focus, comparative studies and focus on ICTs. The participants voiced concerns about logistical constraints and the universality of knowledge. These findings reinforced the earlier research that proposed that the above aspects are critical in the IoC and can act as benchmarks to guide further work in the direction of the university’s internationalisation agenda. No earlier works had similar results, at least in the context of the Global South where this study was conducted. Further studies need to involve other actors in higher education to explore more fully the notion of IoC to explain better the basis of students’ perceptions and experiences of IoC reported in this study.
APA, Harvard, Vancouver, ISO, and other styles
7

Killick, David. "Curriculum internationalisation: identity, graduate attributes and ‘altermodernity’." Enhancing Learning in the Social Sciences 2, no. 1 (July 2009): 1–33. http://dx.doi.org/10.11120/elss.2009.02010006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jessop, Nadia, and Glenn Adams. "Internationalising the psychology curriculum: Preliminary notes on conception and assessment of anticipated benefits." Psychology Teaching Review 22, no. 2 (2016): 41–52. http://dx.doi.org/10.53841/bpsptr.2016.22.2.41.

Full text
Abstract:
Advocates for internationalisation of the undergraduate psychology curriculum anticipate a variety of beneficial outcomes strongly associated with forms of intellectual growth – including critical thinking, appreciation for diversity, and global awareness – that are the defining purpose of a university education. As a prelude to an intervention to internationalise an introductory psychology course, we examined relationships between measures of these anticipated benefits in an online survey of 107 undergraduate students enrolled in an introductory psychology course at a public research university in the US. Results indicated moderately strong relationships among measures of anticipated benefits of internationalisation but little relationship with conventional measures of academic performance. These results raise doubts about any necessary connection between anticipated benefits of internationalisation and conventional understandings of educational success. Accordingly, results motivate greater reflection among both proponents of internationalisation and psychologists in general about the learning outcomes that inform conventional approaches to undergraduate education in psychology.
APA, Harvard, Vancouver, ISO, and other styles
9

Heffernan, Troy, Dave Morrison, Polly Magne, Simon Payne, and Debby Cotton. "Internalising internationalisation: views of internationalisation of the curriculum among non-mobile home students." Studies in Higher Education 44, no. 12 (July 27, 2018): 2359–73. http://dx.doi.org/10.1080/03075079.2018.1499716.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Khuong, Cam Thi Hong, and Ly Thi Tran. "Internationalisation at home for tourism training programmes: case studies from Vietnam." Higher Education Evaluation and Development 12, no. 1 (April 9, 2018): 19–35. http://dx.doi.org/10.1108/heed-01-2018-0003.

Full text
Abstract:
Purpose Tourism is one of the most notable features of the contemporary globalised world. The tourism industry is becoming increasingly vital to the economy of many developing and developed countries around the globe. The demand of the tourism industry has posed a challenge for tourism training providers to move towards a more responsive and internationalised curriculum to enhance work readiness for tourism graduates who are expected to work with an increased number of international tourists. The purpose of this paper is analyse whether and how internationalisation has been implemented in the tourism training programmes across six institutions in Vietnam. Design/methodology/approach The research deployed case studies as research strategy with interviews and document analysis as two instruments of data collection. Findings The major findings show that even though the tourism industry demands graduates to possess global competency, knowledge and skills, the curriculum does not prioritise the internationalisation dimensions and the faculty members are not facilitated to be internationally active in their roles. Overall, internationalisation is still fragmented and ad hoc in these institutions even though the private institutions in this research appear to be more responsive to the trend of internationalisation in education than their public counterparts. Research limitations/implications The paper provides recommendations on how to effectively embed internationalisation components into local tourism training programs in Vietnam. Originality/value The research bridges the gap in the literature on internationalisation of the local tourism programme in non-English-speaking countries.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Internationalisation of curriculum"

1

Bell, Maureen. "Internationalisation of the curriculum in higher education through study abroad and global learning." Faculty of Education, 2008. http://ro.uow.edu.au/theses/130.

Full text
Abstract:
Internationalisation of the curriculum is a major issue for academics, administrators and policy makers in an era of market-driven changes affecting the higher education sector. It is a key program strategy within the wider activity of internationalisation of higher education. The latter is increasingly seen by policy makers and university administrators as driven by international student mobility and the need for revenue from international student fees. These are critical issues for universities in the globally competitive market environment.Despite its importance as a concept, it is not yet clear just what internationalisation of the curriculum means, or how it should be implemented. Thus it attracts a variety of perspectives and understandings. For example, it could be described simultaneously as a systemic reaction to the neo-liberal economic imperatives of marketisation and as an educational response to globalisation. One important outcome of the work described herein is the development of recommendations for internationalisation of the curriculum to assist and empower academics in providing international learning outcomes for their students.The literature review carried out as part of this study revealed that only a relatively small amount of research, evaluation and guidance on internationalisation of the curriculum has been published. It was also clear that very little is known about the ways in which academics and students experience internationalisation of the curriculum.The research reported herein was designed to fill this gap by documenting and analysing the staff and student experience. The research is therefore grounded in the interpretive paradigm and utilises case study method. Using the curricular areas of the Best Practice Guidelines for Internationalising the Curriculum (Whalley, 1997) as a framework, two summer study abroad programs and one global learning course at Australian and Singaporean universities were chosen for study. These programs were offered within science faculties however the curriculum for the study abroad programs included languages and commerce subjects. After data gathering the Presage, Process and Product structure of the 3P Model of Learning (Biggs, 2003) was used as an interpretive tool.The cross-case analysis surfaces common themes and highlights contradictions and tensions that were seen to lead to problems in practice. In particular, the two study abroad programs were found to be top-down and failed to offer students an authentic international learning opportunity. In contrast, the third case, a global learning course, was found to be both top-down and education-led and afforded a level of international engagement for students.Academic goodwill was found to be the most critical factor for success of internationalisation of the curriculum initiatives. Other factors that were found to have negative impacts include: the absence of theoretical frameworks underpinning internationalisation of the curriculum and curriculum planning; the non-alignment of assessment policy and practice across partner institutions; and the failure to develop student learning communities.From the themes identified in the cross case analysis a set of recommendations for internationalisation of the curriculum is offered by the author to help academics and administrators develop policy and a disciplinary vision for courses and programs that lead to international outcomes for students. These recommendations refer to the need for: theory-based, education-led models and disciplinary visions for internationalising the curriculum; equity of student access; student engagement within and across institutions; local and transnational student learning communities; policy-based procedures and professional development and support for academics.
APA, Harvard, Vancouver, ISO, and other styles
2

Haji, Abdul Mumin Khadizah. "An exploration of the internationalisation of the nursing and midwifery curriculum in Brunei Darussalam." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/362827/.

Full text
Abstract:
This study explored curriculum developers’ experiences of developing and internationalising the nursing and midwifery curriculum in Brunei Darussalam (henceforth: ‘Brunei’), and students’ and graduates’ views of learning from the curriculum. The internationalisation of the curriculum, in education generally and health care and nursing in particular, has featured as a phenomenon in much global literature, describing attempts to ensure that curricula are fit for purpose, both to meet globally acceptable standards and accommodate an increasingly mobile workforce. A qualitative case study approach was used for the research. Data were collected from 34 participants (curriculum developers [n=17], students [n=8], graduates [n=9]) through semi-structured in-depth individual interviews. Qualitative data analysis used grounded theory principles and thematic analytic methods. Literature indicated that the evolution of the internationalisation of the nursing and midwifery curriculum in Brunei initially occurred due to the influence of the British over Brunei, from 1888 until 1983. The findings in this study showed that, in contemporary times, the integration of international perspectives into the curriculum has been culturally influenced whereby only perspectives considered as usable, culturally acceptable and applicable in Brunei would be selected for the curriculum. These international perspectives were further adapted to ensure relevancy to the Brunei context, in order to preserve its local identity. Data also indicated that curriculum users have contrasting perceptions on what constitutes relevance. Importantly students and graduates have particular views which characteristically were ignored in curriculum development. This study has implications for the development of an internationally oriented curriculum in nursing and midwifery which takes into account the cultural context of a specific country. Since there existed different perceptions of curriculum developers and those engaging with and learning through the curriculum, the study also points to a need to involve students in the curriculum design, an inclusion that is not apparently commonplace.
APA, Harvard, Vancouver, ISO, and other styles
3

Khasseneyeva, Aliya. "A case study of the conception of curriculum internationalisation in a secondary school in Kazakhstan." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12559/.

Full text
Abstract:
Curriculum internationalisation has been long associated with higher educational institutions (e.g. Knight, 2012, 2003; De Haan, 2013; Deardorff, de Wit & Heyl, 2012; Brewer, E. & Teekens, H., 2007; James, 2005; Wilkinson, 1998; Starr, 1979). However, globalisation and the growing interconnectedness of the world have led to the urgent need for internationalising the curriculum of national secondary education. Therefore, the importance of research in secondary education curriculum internationalisation has been recognised (Yemini, 2014). This thesis aims at exploring the perception of school curriculum internationalisation within one secondary school in Kazakhstan. In order to achieve that aim this research employed interpretative case study methodology to explore the phenomenon under examination. Thematic analysis of the interviews with the school stakeholders and the school policies was applied. The sampling was purposeful and included school stakeholders at different levels: senior management, local and international teachers, students and parents. The school policies and documents were selected on the basis of the interviews. The selected school is notable for being an experimental platform for educational reforms of secondary education in Kazakhstan. The research revealed that the perceptions can be divided into two converging definitions of school curriculum internationalisation in terms of the outcome: educating a global citizen and educating a competitive graduate. Those definitions were supplemented with the perceived strategies or aspects that can help achieve the aim of curriculum internationalisation. Furthermore, the participants identified the challenges associated with curriculum internationalisation. Those challenges included tension between national identity and global citizenship education, the challenge of innovating a teaching and learning approach, and the difficulty in diversifying the staff and student body.
APA, Harvard, Vancouver, ISO, and other styles
4

MARANTZ, GAL AMIT. "INTERNATIONALISING THE CURRICULUM IN AN ISRAELI COLLEGE: RESPONSES, MOTIVATIONS, INTERPRETATIONS AND ENACTMENT ACROSS THREE ACADEMIC DISCIPLINES." Doctoral thesis, Università Cattolica del Sacro Cuore, 2019. http://hdl.handle.net/10280/87888.

Full text
Abstract:
L’internazionalizzazione di un curriculum accademico è un processo globale volto al miglioramento complessivo della qualità dei curricula attraverso l’aggiunta di una dimensione interculturale e internazionale. L’internazionalizzazione del curriculum è riconosciuta come un processo altamente contestualizzato che viene accolto e interpretato in modo diverso a seconda delle discipline accademiche o dagli ambiti territoriali. Precedenti ricerche comunicano che si tratta di un processo in cui il personale accademico svolge un ruolo critico e il loro continuo impegno è necessario alla sua riuscita. Sono state individuate molte sfide nel reclutamento del personale addetto all’internazionalizzazione dei programmi di studio. Negli ultimi anni, l’internazionalizzazione dell’educazione superiore è divenuta una priorità strategica per i politici e la leadership istituzionale in Israele. Le risorse sono state dirette allo sviluppo di strategie istituzionali per l’internazionalizzazione, con l’obiettivo di aumentare la mobilità degli studenti e del personale, e migliorare la qualità dell’insegnamento e della ricerca. L’internazionalizzazione del curriculum è vista come parte integrante di questa tendenza. Sebbene in Israele vi siano ricerche sul processo di istituzionalizzazione dell’istruzione superiore, in questo campo esistono pochi studi sul processo di internazionalizzazione del curriculum. L’obiettivo di questo studio è quello di esplorare il processo di internazionalizzazione del curriculum in tre dipartimenti accademici in un’università israeliana e registrare l’impegno del personale accademico in questo processo, prestando particolare attenzione alle loro risposte, motivazioni, interpretazioni e attuazioni. Lo studio utilizza, come lente teorica, il quadro concettuale di Leask (2015) per l’internazionalizzazione del curriculum, in cui il processo di internazionalizzazione è posizionato all’interno di un ambiente estremamente complesso e influenzato da molteplici strati di contesto. La ricerca adotta un approccio partecipativo con un disegno di ricerca qualitativa, costruito intorno a tre casi di studio. Quest’ultimi sono triangolati utilizzando tre canali di dati: interviste approfondite, analisi di programmi dei corsi, canali informali. Un totale di 17 partecipanti provenienti da tre dipartimenti accademici sono stati intervistati e le trascrizioni delle interviste sono state analizzate tematicamente. Inoltre, 15 programmi dei corsi sono stati sottoposti ad analisi documentale, utilizzando gli Indicatori dell’Internazionalizzazione del Curriculum, strumento sviluppato come parte dello studio. I risultati della ricerca dimostrano che l’internazionalizzazione del curriculum funge da catalizzatore per la progettazione di programmi di studio per individui e team accademici in un istituto di istruzione superiore in Israele. Lo studio segnala che gli accademici sono motivati ad avviare il processo anche nel caso in cui non vi sia una necessità evidente, come la presenza di studenti internazionali nel campus. Inoltre, questo lavoro mostra modalità contestualizzate di coinvolgimento nell’internazionalizzazione del curriculum in tutte le discipline, sostenendo ed estendendo le ricerche precedenti in questo settore. Nella fattispecie, lo studio offre importanti spunti di riflessione sul processo di internazionalizzazione del curriculum, suggerisce miglioramenti al quadro di Leask (2015), e formula diverse raccomandazioni pratiche che sono rilevanti per il singolo ambito dell’istruzione superiore in Israele, ma che potrebbero estendersi anche oltre.
Internationalising an academic curriculum is a comprehensive process directed towards the overall improvement of curricula quality through the addition of intercultural and international dimensions. Internationalisation of the curriculum is recognised as a highly contextualised process which is received and interpreted in many different ways across academic disciplines and regional settings. Previous research also reports that it is a process where academic staff play a critical role and their continuous engagement with it is necessary. Many challenges in recruiting staff to engage in internationalisation of the curriculum have been raised. Internationalisation of higher education has become a strategic priority of policy makers and institutional leadership in Israel in the past few years. Resources are directed towards the development of institutional strategies for internationalisation, with the goal of increasing student and staff mobility and raising the quality of teaching and research. Internationalisation of the curriculum is seen as an integral part of this trend. Although there is research on the process of internationalisation in higher education in Israel, little research exists on the process of internationalisation of the curriculum in this space. The objective of this study is to explore the process of internationalisation of the curriculum in one Israeli college across three academic departments and record the engagement of academic staff in it focusing on responses, motivations, interpretations and enactment. The study uses Leask’s (2015) conceptual framework for internationalisation of the curriculum as a theoretical lens, where the process of internationalisation of the curriculum is positioned within a super complex environment and impacted by multiple layers of context. The research assumes a participatory action research approach with a qualitative research design, constructed around three case studies. The case studies are triangulated using three data channels: in-depth interviews, analysis of syllabi documents and insider, informal channels. A total of 17 participants from three academic departments were interviewed and interview transcripts were subjected to thematic analysis. In addition, 15 syllabi documents were subjected to document analysis, using the Internationalisation of the Curriculum Indicators tool which was developed as part of this study. The results of the research demonstrate the role of internationalisation of the curriculum as a catalyst for curriculum design for academic individuals and teams in one higher education institution in Israel. It shows that academics are motivated to embark on the process even in a case when there is no obvious need such as the presence of international students on campus. In addition, it shows contextualised modes of engagement with internationalisation of the curriculum across the disciplines, supporting and extending previous research in this area. Specifically, the study offers important insights into the process of internationalisation of the curriculum and suggests enhancements to Leask's (2015) framework and makes several practical recommendations which are relevant for the unique space of Israeli higher education and possibly beyond.
APA, Harvard, Vancouver, ISO, and other styles
5

Channon, David. "Exploring the dynamics of higher education curriculum change in Myanmar : a case study of internationalisation in an English department." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052077/.

Full text
Abstract:
The thesis problematises the rationales for international and regional engagement in Myanmar’s higher education sector, with a particular focus on the curriculum, through Critical Discourse Analysis (CDA) of key documents related to the beginning of reform process in 2010 through to 2015. Two reports on Higher Education produced under the umbrella of the Comprehensive Education Sector Review (CESR) were analysed as well as a 2014 conference report on higher education in Myanmar. Interviews were carried out with development partners involved in the HE sector to determine their priorities for engagement. The analyses found evidence of a complex set of overlapping and competing policy discourses and rationales for the future of higher education in Myanmar related to economic growth, quality, autonomy, and regionalisation. A case study exemplifies competing rationales in the context of internationalisation. A small scale action research initiative, aimed at redesigning a strand of undergraduate curriculum at the English department of Yangon University was supported as part of a British Council led strategy aimed at establishing a nationwide teacher-training programme. Whilst the English department sought academic modernisation the international agency’s motives were predominantly political.
APA, Harvard, Vancouver, ISO, and other styles
6

Oakes, Ivan Alvin James. "Two Western Australian Primary Schools’ Responses to the Australian Curriculum, Assessment and Reporting Authority Guidelines on internationalisation in schools." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/70387.

Full text
Abstract:
This study explores the extent to which two Western Australian primary schools are embracing internationalisation in response to the expectations set by the Australian Curriculum Assessment, and Reporting Authority (ACARA). Findings indicate that to some extent the two schools are internationalising their learning and teaching, curriculum and school activities but the focus is limited due to many intervening factors. The thesis makes recommendations for the improvement of internationalisation strategies in schools.
APA, Harvard, Vancouver, ISO, and other styles
7

Chalapati, Supaporn, and Supaporn chalapati@rmit edu au. "The Internationalisation of Higher Education in Thailand: Case Studies of Two English-Medium Business Graduate Programs." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.145018.

Full text
Abstract:
This thesis discusses the impact of economic globalisation on Thai higher education and society. Thailand's severe economic crisis in the second half of 1997 through 1998 has led to education reform at all levels. Since the crisis, Thailand has been focusing on the development of its human potential and creativity and enhancing the capability of communities, societies and the nation as a whole. The education system of Thailand is being redirected away from nation-building objectives towards 'human capital' creation; education is seen as a form of economic investment. Thailand, like its industrialising neighbours in Southeast Asia and close Western neighbours, is striving to adjust to the pressures of economic globalisation. As a result, Thailand's higher education system is undergoing significant intellectual and strategic reorientation to meet the demands of the modern global economy. Urged by government and employers to produce graduates with more globally relevant knowledge and skills, Thai universities are attempting to redefine their relevance with increased emphasis on proficiency in English. This imperative explains the expansion of full-fee English-medium education and the emergence of government policies encouraging the internationalisation of curricula. Since the mid-1990s, successive Thai governments have paid some attention to the concept of internationalisation but have yet to produce a clear statement of what internationalisation means in the Thai context. Thailand's internationalisation policy, such as it is, aims to cultivate a globally skilled workforce and has directly encouraged the establishment of English-medium business graduate programs, branded as 'international' at a number of leading universities in Bangkok. This thesis examines concerns as to the level of English proficiency achieved by students passing through these programs and questions the appropriateness of the term 'international' for programs, many of which appear to be cloned from business studies degrees offered in major native English-speaking countries. While government policies assert the need to reform education at all levels, both the idea and the parameters of 'internationalisation' remain ill-defined. Consequently, this thesis maps out the scope of internationalisation in education from a global and a local Thai perspective to present a more integrated framework for analysing the implications of the policies. The approach taken presents a multilayered and holistic reading of significant economic and cultural change taking place in Thailand through the lens of higher education reforms and public debates about globalisation and education. More specifically, this thesis examines internationalisation of Thai higher education as an aspect of globalisation and 'global' practice at the 'local' level, observable in the policies, statements, actions and intentions expressed by political leaders, government officials, university administrators, teachers, students and employers. Significantly, Thai cultural characteristics have a profound impact on these key acto rs' attitudes towards practice of international education, particularly in the cross-cultural teaching and learning settings. This thesis argues that a more holistic and integrated approach to internationalisation across all related policy domains is needed if the country is to more effectively respond to the challenges of a globalising world.
APA, Harvard, Vancouver, ISO, and other styles
8

Kelly, Patricia. "Towards Globo Sapiens : using reflective journals to prepare engineering students able to engage with sustainable futures." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16301/1/Patricia_Kelly_Thesis.pdf.

Full text
Abstract:
How do we help students to integrate their tertiary education with their development as " wise" global citizens and professionals? The study engages with this question through exploring the use of Reflective Journals as a central and integrating strategy for learning and assessment for a socially and culturally diverse group of students in a large, compulsory, first year, one-semester Engineering unit [BNB007: Professional Studies] between 2000 and 2004. The study supports the hypothesis that Reflective Journals can be an effective strategy for improving the often-criticised poor communication skills of domestic and international students in technical fields. For many students, the process of reflection also became a means of learning about their learning. Attitude surveys administered to students pre and post the teaching intervention in the years 2000-2002 showed positive changes in anticipated directions that encouraged further research. If attitude change was occurring in BNB007, what was the nature of the change? The research showed that at a deeper, longer term and more complex level, this new self-awareness supported many students to develop the kind of futures thinking and social learning " that will be necessary to navigate the transition to sustainable futures" (Raskin et al., 2002). The study contributes to the literature and to methodology through the first complementary use of two new methodologies, Sense-Making and Causal Layered Analysis. Thirty in-depth Sense-Making based interviews, including four with staff, indicate that 'meta-reflection' and transformative learning did take place. Expressing these qualities in the discourse of internationalisation as " global portability" or even " global competence" is unsatisfactory because these popular terms do not embody the qualities graduates need to create sustainable futures. As currently used, they mainly serve a market-dominated version of globalisation and its allied internationalisation-as-profit discourse. Raskin et al proposed a more appropriate term, " sustainability professionals", emerging from a preferred, valuesbased globalisation inspired by a vision of humane, sustainable futures that see " rights assured, nature treasured, culture rich and the human spirit animate" (p.70). This more challenging concept of a graduate for the 21st century is expressed here through the term Globo sapiens, whose qualities are identified in this study. Such professionals are willing to think critically and to assume responsibility for their impact on communities and the planet. This is the critical-futures oriented, transformative and therefore radical notion connoted by the title Towards Globo sapiens. This research identified some of the terrain and challenges of a post-development vision in a vocational area of teaching in Higher Education. It explained how particular students resisted or reconstructed their worlds when challenged at fundamental levels, but within a supportive atmosphere. Thus the study contributes to what educators might need to know, be and do, in order to teach effectively for the transformations urged by Sustainability Scientists, among others, and upon which any sustainable alternative futures depend. The study is underpinned by transdisciplinary syntheses that help to illuminate each area in new and fruitful ways.
APA, Harvard, Vancouver, ISO, and other styles
9

Kelly, Patricia. "Towards Globo Sapiens : using reflective journals to prepare engineering students able to engage with sustainable futures." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16301/.

Full text
Abstract:
How do we help students to integrate their tertiary education with their development as " wise" global citizens and professionals? The study engages with this question through exploring the use of Reflective Journals as a central and integrating strategy for learning and assessment for a socially and culturally diverse group of students in a large, compulsory, first year, one-semester Engineering unit [BNB007: Professional Studies] between 2000 and 2004. The study supports the hypothesis that Reflective Journals can be an effective strategy for improving the often-criticised poor communication skills of domestic and international students in technical fields. For many students, the process of reflection also became a means of learning about their learning. Attitude surveys administered to students pre and post the teaching intervention in the years 2000-2002 showed positive changes in anticipated directions that encouraged further research. If attitude change was occurring in BNB007, what was the nature of the change? The research showed that at a deeper, longer term and more complex level, this new self-awareness supported many students to develop the kind of futures thinking and social learning " that will be necessary to navigate the transition to sustainable futures" (Raskin et al., 2002). The study contributes to the literature and to methodology through the first complementary use of two new methodologies, Sense-Making and Causal Layered Analysis. Thirty in-depth Sense-Making based interviews, including four with staff, indicate that 'meta-reflection' and transformative learning did take place. Expressing these qualities in the discourse of internationalisation as " global portability" or even " global competence" is unsatisfactory because these popular terms do not embody the qualities graduates need to create sustainable futures. As currently used, they mainly serve a market-dominated version of globalisation and its allied internationalisation-as-profit discourse. Raskin et al proposed a more appropriate term, " sustainability professionals", emerging from a preferred, valuesbased globalisation inspired by a vision of humane, sustainable futures that see " rights assured, nature treasured, culture rich and the human spirit animate" (p.70). This more challenging concept of a graduate for the 21st century is expressed here through the term Globo sapiens, whose qualities are identified in this study. Such professionals are willing to think critically and to assume responsibility for their impact on communities and the planet. This is the critical-futures oriented, transformative and therefore radical notion connoted by the title Towards Globo sapiens. This research identified some of the terrain and challenges of a post-development vision in a vocational area of teaching in Higher Education. It explained how particular students resisted or reconstructed their worlds when challenged at fundamental levels, but within a supportive atmosphere. Thus the study contributes to what educators might need to know, be and do, in order to teach effectively for the transformations urged by Sustainability Scientists, among others, and upon which any sustainable alternative futures depend. The study is underpinned by transdisciplinary syntheses that help to illuminate each area in new and fruitful ways.
APA, Harvard, Vancouver, ISO, and other styles
10

Takagi, Hiroyuki. "The internationalisation of undergraduate curricula in England and Japan : the complexity and diversity of meaning." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020713/.

Full text
Abstract:
The interpretation and implementation of ideas about the internationalisation of curriculum (IoC) are not straightforward, as the ideas are complicated and multi-faceted and allow curriculum developers to have contradictory images and views. The complex and diverse understandings of 10C reflect concepts of the two terms 'internationalisation' and 'curriculum', which contain the contrasting perspectives that include the competition-type and cooperation-type of approaches to internationalisation and the product and process curriculum models. These two types or models tend to go hand in hand with a synergetic effect, while they are in a state of tension. The aim of this research is to promote the detailed and nuanced understanding of IoC through examining its meaning at the undergraduate level, from the viewpoint of the institution-wide initiatives, with a particular focus on the complexity and diversity of the underlying ideas. Cross-national case studies were conducted. Four universities were chosen, including a pre-1992 university and a post-1992 university in England, and a national university and a private university in Japan. Data was collected by document analysis, staff interviews and observations of the campuses. The case studies confirmed and developed two initial assumptions: 1) the meaning of IoC is complex as it is created through a complicated interplay between the competition-type and the cooperation-type of approaches to internationalisation and between the product model and the process model of curriculum; and 2) the meaning of IoC is diverse as it reflects various combinations of the types and models, including at least four patterns: Competitive-Product, Competitive-Process, Cooperative-Product and Cooperative-Process, depending on its contexts. This research contributes to the conceptual framework for IoC. Such a framework is considered as a foundation for future research and development in the practice of IoC beyond England and Japan.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Internationalisation of curriculum"

1

Ryan, Janette. Cross cultural teaching and learning for home and international students: Internationalisation, pedagogy and curriculum in higher education. Milton Park, Abingdon, Oxon: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1956-, Jones Elspeth, ed. Internationalisation and the student voice: Higher education perspectives. New York: Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jones, Elspeth. Internationalisation and the student voice: Higher education perspectives. New York: Routledge, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Oonk, Gerrit Hendrik, and Ralf Maslowski. Internationalisation in secondary education in Europe: A European and international orientation in schools : policies, theories, and research. Charlotte, NC: Information Age Pub., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Internationalisation in primary and secondary education: A theoretical exploration of policy, implementation, effects and research. Alkmaar: European Platform for Dutch Education, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

A, Mestenhauser Josef, and Ellingboe Brenda J, eds. Reforming the higher education curriculum: Internationalizing the campus. Phoenix, Ariz: Oryx Press, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Samier, Eugenie A., Eman S. Elkaleh, and Waheed Hammad, eds. Internationalisation of Educational Administration and Leadership Curriculum. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/9781839098642.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Samier, Eugenie A., Eman S. Elkaleh, and Waheed Hammad. Internationalisation of Educational Administration and Leadership Curriculum: Voices and Experiences from The 'Peripheries'. Emerald Publishing Limited, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Samier, Eugenie A., Eman S. Elkaleh, and Waheed Hammad. Internationalisation of Educational Administration and Leadership Curriculum: Voices and Experiences from The 'Peripheries'. Emerald Publishing Limited, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Samier, Eugenie A., Eman S. Elkaleh, and Waheed Hammad. Internationalisation of Educational Administration and Leadership Curriculum: Voices and Experiences from The 'Peripheries'. Emerald Publishing Limited, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Internationalisation of curriculum"

1

Leask, Betty. "Rethinking internationalisation of the curriculum." In Mestenhauser and the Possibilities of International Education, 164–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003159810-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Leask, Betty. "Rethinking internationalisation of the curriculum." In Mestenhauser and the Possibilities of International Education, 164–76. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003159810-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Killick, David. "Building curriculum internationalisation from the bottom up." In For the Love of Learning, 142–48. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-33430-5_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Whitsed, Craig, and Wendy Green. "Critical Reflections on the Internationalisation of the Curriculum." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 277–96. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kain, Victoria J. "Internationalisation of the Curriculum in an Undergraduate Nursing Degree." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 205–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mangione, Daniela, and Namrata Rao. "A Cross Modular Approach to Internationalisation of an Education Curriculum in a British University." In Critical Perspectives on Internationalising the Curriculum in Disciplines, 121–33. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-085-7_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jamil, Md Golam, Nazmul Alam, Natascha Radclyffe-Thomas, Mohammad Aminul Islam, A. K. M. Moniruzzaman Mollah, and Annajiat Alim Rasel. "Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities." In Applied Pedagogies for Higher Education, 107–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_6.

Full text
Abstract:
Abstract Real world learning and the internationalisation of curricula are relatively new considerations in contemporary higher education discourses. Inquiry and application lie at the heart of real world learning, and the internationalisation of academic programmes is expected to equip learners with diverse learning styles and global citizenship skills. However, combining these two sets of educational objectives for pedagogic success is challenging, mainly because of learners’ academic, social and cultural differences. The chapter addresses this problem theoretically and with the help of three real cases drawn from the UK and Bangladesh. The cases convey the ethos and procedures for accommodating diversity, inquiry, application of learning, and cross-cultural collaboration in international educational settings. The findings suggest several practical guidelines on creating authentic and long-term learning opportunities in higher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Zhen, Hu, Lijun Zhang, and Mei Li. "Internationalisation at home." In Transnational Education and Curriculum Studies, 155–71. Routledge, 2020. http://dx.doi.org/10.4324/9781351061629-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"The Internationalised Curriculum: (Dis)locating Students." In Internationalisation and the Student Voice, 195–206. Routledge, 2009. http://dx.doi.org/10.4324/9780203865309-24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Meda, Lawrence. "Strengthening Internationalisation of the Curriculum in Higher Education." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 281–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch017.

Full text
Abstract:
Internationalisation has become a buzzword in institutions of higher learning today. Universities are challenged to find ways of making their curriculum have international dimensions. This chapter presents a case study on how to enhance internationalisation in an engineering programme piloted at a university of technology in South Africa. Daniel Stufflebeam's Context, Input, Process and Product evaluations model was used as a theoretical framework. Data was collected using semi-structured interviews with the Dean of the faculty, Head of department and a programme coordinator. The findings suggest that a mobile profession like engineering requires purposeful integration of internationalisation in order to increase graduates' chances of being active participants in a global economy.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Internationalisation of curriculum"

1

Paduretu, Sanda, Sonia Carmen Munteanu, and Angelica-Maria Capraru. "TWO FACES OF A STRONG CURRENCY: INTERNATIONALISATION AT HOME AND INTERNATIONALISATION OF THE CURRICULUM." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2370.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Adekunle, Temitope, Sumboornam Moodley, and Delysia Timm. "TOWARDS THE INTERNATIONALISATION OF THE CURRICULUM: DIGITISING PEDAGOGY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0137.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mirabet, Sílvia Espinosa, Jordi Serra Simón, and Joaquim Majó Fernández. "Projects with added value to increase competitiveness and student satisfaction.Case study: The renewal of the BA in Advertising and Public Relations. University of Girona." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11189.

Full text
Abstract:
This communication is aimed at describing the measures implemented in the new BA of Advertising and Public Relations at the moment of redefining its curricular design to make it more appealing and according to the needs of the era of the Internet.According to Universities’ guidelines there was a need to reformulate the academic curriculum. This need for change was used as an opportunity for boosting the internationalization of the studies, increasing the approach between students and professional profiles through the implementation of compulsory internships and eventually, among others, providing the BA program with added value activities which encompass master classes, circles of conferences given by top professionals, as well as specialized workshops about technologies of the Information.Keywords re-curriculum design, involving professional companies, developing optional activites, networks development, enhancing internationalisation.
APA, Harvard, Vancouver, ISO, and other styles
4

Saulich, Christina, and Tine Lehmann. "Boosting the Employability of Students and Staff at European Higher Education Institutions: An Educational Framework for Entrepreneurship, Internationalisation and Innovation." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5460.

Full text
Abstract:
Globalisation has altered the conditions of work and learning in Europe. Many European countries specialise in non-offshorable, knowledge- and skill-intensive tasks which require a highly educated workforce that is able to interact in global settings. European Higher Education Institutions (HEI) face the challenge of meeting the increased demand for skills of globalised work environments. In order to do this, HEI need to adapt their educational concepts. This involves promoting internationalisation, entrepreneurial and innovation skills. This paper aims to develop an educational framework for boosting student and staff employability at European HEI. It further adds to the practical dimension of HEI internationalisation, entrepreneurship education and innovation pedagogy by presenting an example how these interrelated concepts can be integrated into the curricula of HEI. At the methodological level this implies broadening traditional content-focused curricula and making use of active teaching methods that foster deep learning, best acquired in real work situations. Taking internationalisation serious further entails building up virtual learning networks and tapping the full potential of e-learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Romanovska, Alina, and Irina Presnakova. "The role of internationalisation in students’ cultural literacy and intercultural communication." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11233.

Full text
Abstract:
The internationalisation of studies is one of the most current trends in higher education, aimed at improving the quality of higher education and preparing students for the global labour market. Student mobility is one of the most common forms of internationalisation. As part of the given study, an interview with the groups of exchange and local students at a regional university has been conducted in order to clarify their views on the role of internationalisation in the educational process, general cultural literacy, promoting intercultural cooperation and building a global world view. The study took place in a bachelor's degree-level programme at a regional university in Latvia, using the qualitative method. A thematic analysis of the interviews was undertaken using an iterative, inductive approach to the generation of codes and themes. Coding was established using NVivo 12. In general, the internationalisation of studies (particularly student mobility) has been evaluated very positively by both local and exchange students. The advantages of internationalisation are associated with the possibility of obtaining specific cultural expertise and learning life-friendly soft skills. In the future, the respondents see themselves employed in international teams taking as an advantage the experience gained in the internationalisation process. In addition, exchange students have pointed out that the mobility experience specified in Curricula vitae could be considered by an employer as added value thus enhancing the opportunities to get a better job.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Internationalisation of curriculum' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography