Curriculum internationalisation involves diverse pedagogical and programmatic efforts, and we focus on two complementary initiatives. 'The Politics of Happiness', a large lecture course designed to introduce students to the diversity of contemporary approaches to advancing human well-being and happiness, overviews the varied thinking and experience of nine polities. Using a 'hybrid, learner-centred delivery model' that relies on an iBook, YouTube, Twitter, and Facebook, 'The Politics of Happiness' brings crossnational comparative political experience to the localised lecture hall, providing contextual information, images, and ideas that transcend students' own national setting and life experience. This on-campus internationalising experience complements the 'Arizona in Yalta' study abroad programme, a 4-week academic experience that permits 1-2 dozen students to intensively engage the Slavic world in Yalta and the Crimea. In juxtaposing these two substantively interconnected initiatives, we argue for the value of an internationalised modern undergraduate curriculum.
This article attempts to provide a comprehensive overview of the academic literature on the subject, examining the different approaches, their similarities and general differences, advantages and disadvantages, and providing a consolidated and critical perspective that will hopefully be useful for future research in the field. The paper presents the results of a systematic review of Western academic studies on the existence of echo chambers in social media, an initial classification of the literature and the identification of research patterns. The authors show how conceptual and methodological choices influence research findings on the topic. Future research should take into account the potential shortcomings of different approaches and the significant potential of linking data.
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