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Статті в журналах з теми "Internationalisation of curriculum programs"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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1

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.

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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.

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2

Abdullahi, Ismail, Leif Kajberg, and Sirje Virkus. "Internationalization of LIS education in Europe and North America." New Library World 108, no. 1/2 (January 16, 2007): 7–24. http://dx.doi.org/10.1108/03074800710722144.

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PurposeThis paper aims to stress the importance of international and intercultural opportunities in serving as essential components in educating and training library and information professionals. More specifically, it provides an overview of issues and trends in internationalization of higher education (HE) in general and illustrates how the concept of and approaches to internationalization have affected library and information science (LIS) educational settings and programs primarily in Europe and the USA.Design/methodology/approachBased on a literature review, the paper discusses the meaning and definition of the concept of internationalization. Using a framework that draws on theoretical work on internationalisation of HE programs/contexts an analysis is then presented of the changing nature of internationalization in HE environments. The theoretical analysis is coupled with illustrations of current internationalisation practices, projects, strategies and players within LIS education communities in Europe and the USA. Finally, a discussion of the principal issues of internationalization of the LIS curriculum is presentedFindingsA synthesis is provided of the body of knowledge on the topics of internationalisation in general and within the HE sector in particular. Also presented is an overview of the multifaceted internationalisation activities taking place within LIS education. A range of thoughts and suggestions are given on how LIS schools can respond to the challenges of an increasing global world and, more specifically, how they can develop LIS programs and create classroom settings that are truly international in orientation and scope.Research limitations/implicationsThe geographical scope is limited to Europe and North America and the focus of the study is particularly on issues and challenges within the LIS education community.Practical implicationsExposure to international educational environments and acquisition and absorption of intercultural values and skills serves to enhance and enrich the academic background of LIS students/graduates and add to the employability and career development of the coming LIS professionals. International outlook, networking and intercultural communication skills are essential for practitioners, policy makers, leaders, decision makers, researchers and educators in the LIS field.Originality/valueNo comprehensive study of the internationalization of LIS programs in the context of HE sector‐specific internationalization theory has previously been published. The paper makes a difference in the way it reflects on LIS internationalization issues and tasks from the perspective of the published literature on internationalization of HE.

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3

Das, Rebekah. "Internationalisation Of The Curriculum: Putting Theory Into Practice In A Physiotherapy Program." Journal of University Teaching and Learning Practice 2, no. 1 (January 1, 2005): 28–38. http://dx.doi.org/10.53761/1.2.1.4.

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Increasing numbers of international students studying health sciences in Australia necessitates research into appropriate ways to support cultural diversity in teaching. International students commonly face problems in adapting to culturally different education and health care systems and this complicates the development of the discipline specific skills that they have come to learn. This paper presents a curriculum review of a course, titled ‘Language and Communication in Physiotherapy’ in a Physiotherapy Masters Program for international students. The aim was to redevelop the course to better align with principles of internationalisation of the curriculum, seeking to ensure that the course did not follow a deficit model of meeting international students’ needs. A philosophical shift was considered by staff and led to a revision of course aims, content and assessment. Instead of viewing students as having ‘gaps’ in understanding or skills that needed to be patched up in order to fit Australian norms, it was considered that the chief aim of the course was to foster the development of cultural competence. Course changes made as an outcome of the review were evaluated and the outcomes suggest that some of the changes were successful, whilst others require further development. The process of reflective practice followed in undertaking this review was helpful not only in devising course content and assessment changes useful to students’ learning, but also in advancing the cultural competence of teachers involved in the course.

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4

Begimkulov, Uzokboy, Mekhribon Matnazarova, Yashin Ismadiyarov, Alfiya Isyanova, and Ismoil Eshmamatov. "Internationalisation and modernisation of processes in the higher education." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 47. http://dx.doi.org/10.17770/sie2016vol1.1509.

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This article studies the aspects of the improvement in higher education in terms of advanced foreign experience. It deals with the organizational-methodical, contented aspects and the basic directions of modernization and implementation of modern curricula, and the programs of educational directions.

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5

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.

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6

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.

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7

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.

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8

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.

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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.

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9

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.

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10

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.

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11

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.

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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.

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12

KRESS, GUNTHER. "Internationalisation and Globalisation: Rethinking a curriculum of communication." Comparative Education 32, no. 2 (June 1996): 185–96. http://dx.doi.org/10.1080/03050069628830.

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13

McManus, Concepta, Abilio Afonso Baeta Neves, Cyntia Oliveira, and Henrique De Oliveira Castro. "Postgraduate Internationalisation in Brazil." International Journal of Scientific Research and Management 9, no. 07 (July 17, 2021): 1791–805. http://dx.doi.org/10.18535/ijsrm/v9i07.el02.

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Understanding the current state of the Internationalisation of postgraduate courses in Brazil was essential to serve as a basis for constructing effective policies in funding agencies. It also helps to understand the capacity of the higher education institution to carry out more effective strategic planning and internationalisation plans. This study looks at replies to a Brazilian national funding agency (CAPES) questionnaire on Internationalisation within Higher Education Institutes in Brazil, based on the postgraduate experience. Results showed that Internationalisation is based on mobility with little comprehensive thinking on its role towards academic achievement within the Postgraduate Programs realities, beyond the mobile individual. English language skills need to be improved. While most institutions have offices that treat this theme, they lack an active engagement with the postgraduate programs and strategic planning, seen as vital for almost all institutions. Resources are necessary to build infrastructure and capacitate lecturers and staff to this end.

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14

Foster, Monika, and Mark Carver. "Explicit and implicit internationalisation: Exploring perspectives on internationalisation in a business school with a revised internationalisation of the curriculum toolkit." International Journal of Management Education 16, no. 2 (July 2018): 143–53. http://dx.doi.org/10.1016/j.ijme.2018.02.002.

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15

Gosling, Mark, and Wenhsien Yang. "Introducing Internationalisation at Home." Learning and Teaching 15, no. 1 (March 1, 2022): 44–66. http://dx.doi.org/10.3167/latiss.2022.150104.

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Taiwan higher education institutions are employing two strategies: Internationalisation at Home (IaH) to promote domestic students’ international exposure and awareness, and Content and Language Integrated Learning (CLIL) to promote language skills and professional knowledge. Higher education institutions recognise the synergy of these two strategies and the opportunity through them to attract international students to study in an English-speaking classroom. What is not known is the reaction of the domestic CLIL students in English as a Foreign Language settings to the introduction of native English speakers into their classroom, and this is the focus of this exploratory study. Results suggest that the domestic students are largely positive about the engagement of the exchange students but also raise the issues of internationalised curriculum and intercultural mixing in the monolingual context.

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16

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.

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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.

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17

Yesufu, Lawal O. "Motives and Measures of Higher Education Internationalisation: A Case Study of a Canadian University." International Journal of Higher Education 7, no. 2 (March 27, 2018): 155. http://dx.doi.org/10.5430/ijhe.v7n2p155.

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Internationalisation is the inclusion of international, intercultural and global dimensions into the objectives, policies and practices in the delivery of postsecondary education. The objective of the research was to investigate the types of partnerships and internationalisation approaches that exist in higher education, the motives of internationalisation and the most appropriate approaches to measuring the quality and progress of internationalisation in higher education. A number of studies on internationalisation have been carried out. However, there is a limit on the scale and amount of research undertaken on measuring the output of internationalisation in higher education, in particular in the context of the Canadian higher education system. This paper is based on case study research to determine the motives of internationalisation in higher education in a Canadian university and it uses the Knight Internationalisation Tracking Measure to test the quality and progress of internationalisation in the university. The research entailed document analysis, interviews and surveys which were designed to gather data on internationalisation practices and objectives from university staff involved in the management of internationalisation and international partnerships. The content of the interviews and surveys were based on the measures defined by the Knight Internationalisation Tracking Measure. The research found that higher education institutions are motivated by the prospects of attracting additional income to make-up for the reduction in government funding. In addition, internationalisation offers access to staff development opportunities, internationalisation of the curriculum, and wider benefits leading to societal development. These findings and recommendations are drawn from a single case study.

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18

Cooke, Lesley Anne, Bwalya Lungu, and Lavern Samuels. "Virtual Engagement: A Nexus Between Internationalisation and Decolonisation of the Curriculum in the PEESA III Project?" Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 35–43. http://dx.doi.org/10.2478/cplbu-2020-0005.

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AbstractInternationalisation and decolonisation are both prominent issues currently being discussed in South African Higher Education institutions. There is a strong impetus for decolonisation of curriculum design, development and delivery. Experience with the implementation of Collaborative Online International Learning at Durban University of Technology (DUT) has demonstrated that this approach to has immense potential for transformation of learning and teaching. The broader concepts of e-internationalisation and Virtual Engagement allow for even greater flexibility in fostering international collaboration, and opportunities for decolonisation of the curriculum. This paper briefly discusses internationalisation and decolonisation in general and at DUT specifically, and explores the opportunities that VE offers to address these imperatives in the implementation of the Personalised Engineering Education (PEESA) III Project.

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19

Jin, Byoungho, Jane Swinney, Huantian Cao, Glenn Muske, Jinhee Nam, and Ji Hye Kang. "Doing business with China: curriculum internationalisation through an infusion method." Innovations in Education and Teaching International 48, no. 2 (May 2011): 171–81. http://dx.doi.org/10.1080/14703297.2011.564012.

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20

DONALD, JAMES. "Internationalisation, Diversity and the Humanities Curriculum: Cosmopolitanism and Multiculturalism Revisited." Journal of Philosophy of Education 41, no. 3 (January 23, 2008): 289–308. http://dx.doi.org/10.1111/j.1467-9752.2007.00572.x.

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21

Sawir, Erlenawati. "Internationalisation of higher education curriculum: the contribution of international students." Globalisation, Societies and Education 11, no. 3 (September 2013): 359–78. http://dx.doi.org/10.1080/14767724.2012.750477.

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22

MOHANU, Florina, Viorela-Valentina DIMA, Teodora Monica FULGA, Oana Mioara CÂRNICIANU, and Maria-Antoaneta LORENTZ. "Internationalisation of Higher Education – A View from the Bucharest University of Economic Studies." European Journal of Interdisciplinary Studies 14, no. 1 (June 30, 2022): 113–46. http://dx.doi.org/10.24818/ejis.2022.08.

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The present paper aims to provide up-to-date information on the internationalisation endeavours undertaken in the last five years by the Romanian topmost economic university – the Bucharest University of Economic Studies (ASE), based on ambitious goals set by means of its “Internationalisation Strategy” launched in 2016. We first briefly refer to key national and international literature on the internationalisation of higher education, and to the University’s international dimension since its establishment in 1913: the enrolment of foreign students, the presence of study programs in foreign languages, the existence of student exchange programmes, cooperation agreements with universities from abroad etc. Next, the paper illustrates the measures taken since 2016 in four priority areas, where constant progress has been recorded: in-house internationalisation; internationalisation abroad; internationalisation of research; and consolidation of international prestige. The analysed data are collected mainly from ASE’s International Relations Department, the Rector’s Annual Reports (2016-2019), but also from various pages of the institutional website. The discussion and conclusion sections highlight the contribution and limitations of this paper to the national literature in the field.

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23

HODGSON, ISABELL R. M., and TANJA ALA-HIIRO. "A CASE STUDY DISCUSSING THE IMPORTANCE OF INTERNATIONALISATION IN THE CURRICULUM." International Journal of Management Cases 9, no. 1 (January 1, 2006): 4–12. http://dx.doi.org/10.5848/apbj.2006.00002.

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Haigh, Martin J. "Internationalisation of the Curriculum: Designing inclusive education for a small world." Journal of Geography in Higher Education 26, no. 1 (March 2002): 49–66. http://dx.doi.org/10.1080/03098260120110368.

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Fomunyam, Kehdinga G. "Student Engagement as Pathway for Deterritorialising Curriculum Internationalisation in Higher Education." Universal Journal of Educational Research 8, no. 6 (June 2020): 2727–36. http://dx.doi.org/10.13189/ujer.2020.080658.

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26

Kirk, Sandra H., Clare Newstead, Rose Gann, and Cheryl Rounsaville. "Empowerment and ownership in effective internationalisation of the higher education curriculum." Higher Education 76, no. 6 (March 6, 2018): 989–1005. http://dx.doi.org/10.1007/s10734-018-0246-1.

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Zou, Tracy X. P., Beatrice C. B. Chu, Lisa Y. N. Law, Vienne Lin, Tiffany Ko, Michael Yu, and Phoebe Y. C. Mok. "University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study." Higher Education 80, no. 1 (October 26, 2019): 1–20. http://dx.doi.org/10.1007/s10734-019-00461-w.

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Robson, Sue, and Monne Wihlborg. "Internationalisation of higher education: Impacts, challenges and future possibilities." European Educational Research Journal 18, no. 2 (March 2019): 127–34. http://dx.doi.org/10.1177/1474904119834779.

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This article introduces the special edition entitled ‘Critical reflections on contemporary higher education and developments of and in internationalization’. The articles presented here have resulted from the growing interest in internationalisation among members of the European Educational Research Association Network 22, Research in Higher Education. The authors responded to a special call for papers at the ECER 2016 Conference held at University College, Dublin, taking a critical stance on the phenomenon of internationalisation in relation to higher education. In this special edition, we explore a range of contemporary issues impacting upon European and European-influenced higher education policies, dialogues and practices. Internationalisation is conceptualised as a process where cross-cultural challenges are addressed, deliberative pedagogies are developed, and curriculum and the broader higher education experience is enriched to encourage individual and collective agency and engagement with the complex challenges facing society (Shaffer et al., 2017). The papers explore and critique the conceptual and methodological challenges and possibilities of researching internationalisation. They transcend institutional, disciplinary and national boundaries, and aim to offer new research approaches, analytical tools and frameworks, and a robust critique of ideas around internationalising higher education in Europe and beyond.

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Pimpa, Nattavud. "The meanings of 'the internationalisation of the curriculum' in Australian higher education." International Journal of Innovation and Learning 6, no. 2 (2009): 217. http://dx.doi.org/10.1504/ijil.2009.022814.

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Williams, Jacqui, Gemma Hulme, and Sara E. Borrelli. "Adding to the midwifery curriculum through internationalisation and promotion of global mobility." British Journal of Midwifery 25, no. 3 (March 2, 2017): 184–88. http://dx.doi.org/10.12968/bjom.2017.25.3.184.

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Lim, Choon Boey, Duncan Bentley, Fiona Henderson, Shin Yin Pan, Vimala Devi Balakrishnan, Dharshini M. Balasingam, and Ya Yee Teh. "Equivalent or not?" Quality Assurance in Education 24, no. 4 (September 5, 2016): 528–40. http://dx.doi.org/10.1108/qae-01-2016-0001.

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Purpose The purpose of this paper is to examine issues academics at importing institutions face while delivering Australian degrees in Malaysia. Transnational higher education (TNE) has been widely researched. However, less widely researched is the area of understanding what academics at the offshore locations need to uphold the required academic standards of their partnered exporting universities. This area warrants close attention if Australian and other transnational education universities are to sustain their growth through a partnership model with offshore academics delivering a portion (often a substantial portion) of the teaching. Design/methodology/approach Two focus groups were conducted with a mix of long standing and newly recruited Malaysian lecturers who taught into an Australian degree through a partnership arrangement. The semi-structured questions which were used were derived from a preliminary literature review and previous internal institutional reports. Findings The findings from the focus groups indicate that TNE is largely “Australian-centric” when addressing the standard of academic quality and integrity. The findings pointed not so much to any sustained internationalisation of curriculum or administration or personnel but more as internationalisation as deemed required by the local academic. Originality/value To a greater extent, the findings highlighted that equivalent student outcomes do not necessarily equate to equivalent learning experiences or teaching workload. In fact, the frustration of the interviewees on the tension to fulfil the home institution curriculum and helping students to “comprehend” an Australian-centric curriculum translates to “additional and unrecognised workload” for the interviewees.

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Ohajionu, Uchechi Cynthia. "Internationalisation of the curriculum in Malaysian Universities’ business faculties: Realities, implementation and challenges." International Journal of Management Education 19, no. 2 (July 2021): 100495. http://dx.doi.org/10.1016/j.ijme.2021.100495.

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Luxon, Tony, and Moira Peelo. "Internationalisation: its implications for curriculum design and course development in UK higher education." Innovations in Education and Teaching International 46, no. 1 (February 2009): 51–60. http://dx.doi.org/10.1080/14703290802646172.

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34

Leask, Betty, and Christopher Bridge. "Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives." Compare: A Journal of Comparative and International Education 43, no. 1 (January 2013): 79–101. http://dx.doi.org/10.1080/03057925.2013.746566.

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Leask, Marilyn, and Sarah Younie. "Communal constructivist theory: information and communications technology pedagogy and internationalisation of the curriculum." Journal of Information Technology for Teacher Education 10, no. 1-2 (July 2001): 117–34. http://dx.doi.org/10.1080/14759390100200106.

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Overton, Tina L., and John S. Bradley. "Internationalisation of the chemistry curriculum: two problem-based learning activities for undergraduate chemists." Chem. Educ. Res. Pract. 11, no. 2 (2010): 124–28. http://dx.doi.org/10.1039/c005356m.

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Whitsed, Craig, and Wendy Green. "Lessons from Star Trek: engaging academic staff in the internationalisation of the curriculum." International Journal for Academic Development 21, no. 4 (April 11, 2016): 286–98. http://dx.doi.org/10.1080/1360144x.2016.1170019.

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Ulanski, Stanley Leon. "Curriculum Reform in Undergraduate Geology Programs." Journal of Geological Education 43, no. 1 (January 1995): 43–46. http://dx.doi.org/10.5408/0022-1368-43.1.43.

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39

Kerekes, Rita. "Hidden Curriculum in Teacher Education Programs." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 121–24. http://dx.doi.org/10.37441/cejer/2021/3/2/9307.

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Bibliography of the reviewed book: Mazawi, A. E., & Stack, M. (Eds.) (2020). Course Syllabi in Faculties of Education. Bodies of Knowledge and their Discontents, International and Comparative Perspectives. Sydney: Bloomsbury Publishing. ISBN 9781350094253

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Fulwiler, Toby. "Evaluating writing across the curriculum programs." New Directions for Teaching and Learning 1988, no. 36 (1988): 61–75. http://dx.doi.org/10.1002/tl.37219883610.

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Tudball, Libby. "Grappling with Internationalisation of the Curriculum at the Secondary School Level: Issues and Tensions for Educators." Australian Journal of Education 49, no. 1 (April 2005): 10–27. http://dx.doi.org/10.1177/000494410504900106.

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Increasing global flows of students, information and ideas, the realities of globalisation, and an increasingly interdependent world have meant that many educators at the secondary school level are currently grappling with the issue of how to internationalise the curriculum and increase inter-cultural understanding among students. In addition, complex and troubling issues in the world have added urgency to the need for consideration of what knowledge, skills, and pedagogies schools should focus on in the curriculum into the future. This article discusses views in the literature and research on how educators are grappling with the issues and tensions of internationalisation in Australian secondary schools.

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Han, Insuk. "Four Korean teacher learners’ academic experiences in an Australian TESOL programme and disclosure of their multiple identities." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 129–54. http://dx.doi.org/10.1108/etpc-04-2015-0035.

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Purpose The purpose of this paper is to explore four Korean teacher learners’ academic experiences in an Australian Teaching English to Speakers of Other Languages (TESOL) master’s programme. By investigating the ways they encounter the overseas teacher education programme and how to interact with different meanings, this study reveals Korean teacher learners’ multiple selves and several meaning systems embedded in them. The understandings from the case provide some implications for curriculum internationalisation in higher education as well as TESOL. Design/methodology/approach Interviews, a focus group discussion and metaphors were used as data, and from these narratives, the participants’ experience was categorised into the programme’s aspects of the methods, contents and applicability, materials and usefulness, assessment criteria and feedback and communication and support. Each interview was undertaken in a library for around one and a half hours. At the end of the interviews, participants were required to produce a metaphor of desirable teacher/lecturer roles. For triangulation, a focus group discussion was conducted for approximately two hours, in which three participants could represent social worlds, evaluate them and establish themselves as members of particular groups. All the questions were semi-structured and about teaching and learning experiences in Korea and Australia and ideas of lecturers’ roles, practices and desirable pedagogy. Findings From the analysis of the participants’ experiences in these, it was revealed that their identity was tangled with that of the (English) teacher, consumer, (international) student and non-native speaker. The meaning systems of these identities were based on the mixture of the Korean traditional and Western or modern educational values: positive attitude towards communicative language teaching and its contexutalisation, pursuit of practical knowledge and pragmatic ideas, favour for discussions and getting confirmation from authorities and being positioned in the weak and using different communication rules, etc. Research limitations/implications From the insights from this case, the lecturers and programme coordinators in intercultural TESOL courses will gain some ideas for a curriculum responsive to international needs. While it cannot be denied that the small scale of the study has limitations for generalisation, this research will be one of the required literatures which examines East Asians or Koreans in Western academic institutions, given that this qualitative study complements the findings of the quantitative studies by specifically disclosing the ways Korean teacher learners’ identity and the meaning systems of desirable pedagogies. Practical implications For the curriculum internationalisation in TESOL and several higher education (HE) courses, the lecturers’ and the institutions’ awareness of cultural differences and reducing stereotyping, language support and being explicit about new rules in the new game and communication for support and respectful and professional encounters are essential, alongside the learners’ voluntary endeavour for academic adaptation in their overseas learning. Social implications The effort to understand each other in education is a good start for intercultural communication, that is, curriculum internationalisation in TESOL as well as higher education. Originality/value Different from other studies in similar areas, this study discloses the multiple selves/identities and meaning systems of the teacher learners in TESOL, by maximising the benefits of a qualitative study. The understandings from this approach help the researcher draw out practical implications for curriculum internationalisation in TESOL and HE.

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Neale, Richard Hugh, Alasdair Spark, and Joy Carter. "Developing internationalisation strategies, University of Winchester, UK." International Journal of Educational Management 32, no. 1 (January 8, 2018): 171–84. http://dx.doi.org/10.1108/ijem-08-2016-0183.

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Purpose Internationalisation has been a theme in UK higher education for a decade or more. The review of this paper, a practice-based case study, is to find how Winchester formulated two successive internationalisation strategies. Design/methodology/approach The strategies were developed using a research-oriented method: grounded in the literature and an institutional development model, the work included a comprehensive survey of the university’s existing international engagement, two rounds of structured discussions with senior staff, and a formal organisational development process. Findings The survey of the university’s international engagement was a most useful exercise. It revealed a substantial and diverse range of engagement which provided confidence that the aim to be a “fully internationalised university” was realistic. There was general agreement that Winchester must demonstrate strong levels of engagement through five strategic priorities related to: curriculum and student mobility; European Union/international staff and students; collaboration with international organisations; academic and social integration of students and staff; coordination of practices and processes. Research limitations/implications This is a case study of one UK university. Practical implications The process by which the strategies were developed should be relevant to other universities. Social implications Winchester is “Values Driven University”: “We value freedom, justice, truth, human rights and collective effort for the common good”. Internationalisation is consistent with these values, fostering an understanding of diverse cultures and an awareness of global issues. Originality/value The authors found no published work describing such a structured and participative process for developing internationalisation strategies within a university.

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Duffield, Lee. "Student Reporting Abroad: A journalism project built on internationalisation." Pacific Journalism Review 20, no. 2 (December 31, 2014): 205. http://dx.doi.org/10.24135/pjr.v20i2.174.

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This article updates research by the writer on overseas reporting trips for Australian Journalism students, conducted since 2000. It describes changing educational contexts, with expanded internationalisation and work integrated learning. A precursor of both, the trips project provides a Faculty-level model for implementing such changes. Previous research, to 2008, recorded 60 students making nine field trips, to Southeast Asia, China, Papua New Guinea or Europe. Participants working as foreign correspondents for campus-based media outlets, would apply that experience to theoretical work, e.g. on international journalism or inter-cultural issues. The research has supported arguments for internationalisation of the curriculum, positing that intensified experience will concentrate the mind, improve skills and stimulate reflection. The present work goes further, with more individual and detailed probing of student responses. As a case study, nine participants travelling to South-east Asia and Europe in 2012 documented their experience and their reflective work. The investigation concludes such travel programmes can be highly effective in core learning.

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Stein, Marcy, Barbara Johnson, and Linda Gutlohn. "Analyzing Beginning Reading Programs." Remedial and Special Education 20, no. 5 (September 1999): 275–87. http://dx.doi.org/10.1177/074193259902000503.

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This article bridges the gap between research and practice in beginning reading instruction by applying research-based evaluation criteria in a systematic analysis of recently published curriculum materials. Through a review of research on beginning reading instruction, the authors derived two instructional features characteristic of effective reading programs: explicit phonics instruction and a strong relationship between that phonics instruction and the words of the text selections in student reading materials. This article describes a curriculum analysis of several commercially published first-grade basal reading programs, which reveals significant discrepancies between the instructional strategies supported by the literature and the strategies endorsed by many basal reading programs; cautions are included. The authors conclude with recommendations for educators involved in evaluating, selecting, and modifying beginning reading curriculum materials.

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Båge, Karin, Albin Gaunt, and Jennifer Valcke. "Aligning glocal agendas for international education." European Journal of Language Policy: Volume 13, Issue 2 13, no. 2 (October 1, 2021): 223–37. http://dx.doi.org/10.3828/ejlp.2021.13.

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In recent years, there has been growing interest amongst universities around the world on reflecting upon the contribution of higher education to a global society and exploring ways to broaden the curriculum to enable students to make a meaningful contribution to the world (de Wit et al. 2015). This paper will suggest that Higher Education Institutions (HEIs) are at the centre of centripetal forces behind global and local agendas, as well as at the centre of centrifugal forces behind English-Medium Education (EME) that have provided friction favourable to enhancing the quality of education and initiate curricular reform at Karolinska Institutet (KI). At the global level, quality education has been defined by the United Nations through the universally adopted Sustainable Development Goals (SDGs), to be one that purposefully includes inclusion, global citizenship, appreciation of cultural diversity and culture’s contribution to sustainable development (UNESCO 2017). Nationally, the Swedish Ministry of Education’s internationalisation inquiry (Bladh et al. 2018) specifically links internationalisation to quality and to the integration of international understanding and intercultural competence in the curriculum. Locally, this has created conditions favourable for HEIs to align new strategic plans with this understanding of quality, bringing internationalisation to the forefront of their education programmes. At the same time, the introduction of EME in HE has acted as a catalyst for transforming pedagogy to support the acquisition of twenty-first-century skills (Coyle 2013; Dafouz and Smit 2020; Valcke and Wilkinson 2017). The question of language in HE, in combination with the necessary adaptation to global agendas, has thus led university teachers to consider the pedagogical, linguistic and cultural implications of their practices as they have never done before. Focusing on KI as a case in point, this paper attempts to address what the convergence of policies, from the global to the local, with classroom practices means for developing quality EME at university.

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Fuchs, Lynn S., Douglas Fuchs, and Carol L. Hamlett. "Curriculum-Based Measurement." Academic Therapy 25, no. 5 (May 1990): 615–31. http://dx.doi.org/10.1177/105345129002500508.

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Morello, John T. "Comparing speaking across the curriculum and writing across the curriculum programs." Communication Education 49, no. 1 (January 2000): 99–113. http://dx.doi.org/10.1080/03634520009379196.

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Ebbeck, Marjory, and Sharon Russo. "Internationalisation: Some Implications for Teaching Early Childhood Research." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 8–14. http://dx.doi.org/10.1177/183693910703200203.

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STRATEGIES FOR BECOMING GLOBAL in orientation are now embedded in the policies and practices of most universities in Australia. Such policies, if implemented effectively, contribute to the university's international profile. With this thrust come the implementation of so-called ‘transnational’ programs—that is, the offering of a university program in another country tailored to meet the cultural needs of a specific group of students yet maintain the integrity and content offered on campus. This paper discusses some of the challenges in assisting early childhood students undertaking a BEd in early childhood education in Singapore. Specifically, the focus of undertaking research is examined, including the topics selected, research paradigms that frame the research and the cultural sensitivity needed in such a context.

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Patil Vishwanath, Tejaswini, and Jane Mummery. "Reflecting critically on the critical disposition within Internationalisation of the Curriculum (IoC): the developmental journey of a curriculum design team." Higher Education Research & Development 38, no. 2 (September 3, 2018): 354–68. http://dx.doi.org/10.1080/07294360.2018.1515181.

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