Teamwork pedagogy has received considerable attention across a wide range of academic literature. Yet employers continue to argue that universities need to do more to better prepare graduates to work in team-based environments. Grounded in the social constructivist paradigm, this article uses a two-phase systematic literature review methodology to explore the conditions and influences affording or constraining teamwork pedagogy. A complementary thematic analysis of the articles revealed two broad themes: pedagogy and transaction costs. In almost all 57 articles, a range of factors influencing teamwork pedagogy were elaborated. Temporal, fiscal, and human resource transaction costs were identified as constraints in the application of teamwork pedagogy. An overlap of educator, student, and institutional factors are discussed as contributing to the transaction costs of implementing process-oriented teamwork pedagogy. However, the interdependent interactions among educators and students, within and across institutions, remained largely underexplored and are presented as part of a future research agenda.
Academics at the coalface of teaching and learning often feel undersupported, underprepared, and underconfident in “internationalizing the curriculum” (IoC). The formal, structured programs designed by institutions to meet the needs of academics for continuing professional learning (CPL) in our rapidly changing sector fail to engage many academics. As centrally situated higher education/student learning academics, the authors present one alternative approach to CPL, developed in the context of an Australian Learning and Teaching Fellowship: “Internationalization of the Curriculum in Action.” First, the authors reflect on the engagement of disciplinary academics throughout the project; this underscores the value of critical, reflective conversations within and across disciplines. Second, the authors reflect on their own role in creating this critical (inter)disciplinary space; this underscores the value of introducing a theoretical framework for reviewing and developing IoC, providing a structure for the process, igniting the imagination of participants, and questioning and collectively acting on institutionalized enablers and blockers to IoC.
The sustainability of many Japanese institutions of higher education is dependent on the injection of large numbers of foreigners. This requires addressing the intercultural dimensions of internationalisation. In this article, the authors contrast the literature on internationalisation in Japan ( kokusaika) with the Anglo-European discourse on internationalisation and highlight the limited attention given to intercultural dimensions in the Japanese context. The authors examine how the constrained professional situation of foreign English teachers seems to inhibit the generation of opportunities for promoting reciprocal intercultural understanding. The authors discuss how these teachers’ use of metaphorical constructs, such as uchi/soto and omote/ura, to frame their experience in the Japanese higher education context provide conceptually powerful tools with which to consider internationalisation in the Japanese higher education context. The authors conclude by arguing that metaphors that stress notions of difference and otherness are problematic as they create challenges for addressing the intercultural aspects of internationalisation in the Japanese context.
Across the higher education sector international education has been described as experiencing a “crisis of identity.” The recent proliferation of new terms advanced to label “internationalization,” it has been suggested, represents little more than “tautology.” Here, we address questions posed by de Wit regarding this phenomenon: “Why is it new labels are emerging?” “What do they mean?” “How are they used?” And, “will they advance the debate on the future of internationalisation?” We argue the phenomenon of renaming highlights a deep unease among scholars and points to the need for further theoretical consideration of the subject/agent nexus in the context of internationalization. First, with Strauss (1997), we argue the renaming phenomenon reveals more about those attributing the labels than that which they name. Second, drawing on positioning theory we argue renaming “internationalization” can be equated to reflexive positioning in the context of uneven distributions of power across contested storylines. As such, current efforts to rename “internationalization” are not necessarily tautological; rather, they could be integral to systematic changes in understandings, activities, dispositions, and rationales across the higher education sector.
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