Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives

Leask, Betty; Bridge, Christopher

doi:10.1080/03057925.2013.746566

Cited by 154 publications

(177 citation statements)

References 23 publications

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“…Leask 2001Leask , 2009Leask and Carroll 2011;Leask and Bridge 2013) have argued for a systematic approach towards internationalising the curriculum, with a clear articulation of learning outcomes and the development of authentic tasks "that are structured in such a way that they cannot be successfully completed without a meaningful exchange of cultural information" (Leask 2009, 211). She also argues for a close and managed relationship between the formal classroom curriculum and the 'informal' curriculum of mentoring schemes, social events and similar, with a view to cementing lasting and meaningful relationships between home and international students that are transferable between contexts (Leask 2009;Leask and Carroll 2011;Cruickshank, Chen and Warren 2012).…”

Section: An Internationalised Curriculummentioning

confidence: 99%

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison

2015

Teaching in Higher Education

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Section: An Internationalised Curriculummentioning

confidence: 99%

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison

2015

Teaching in Higher Education

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“…The staff in this area are clearly sceptical about the use of global citizenship as a graduate attribute if understood solely in terms of employability, whereby the capacity for continued critical reflection, which engagement with multiple and diverse communities demands, is subordinated to market demands and opportunities for greater economic selfadvancement. Joseph (2013) suggests that in contrast to the "economic rationalist" model, a more transformative approach can be identified, one in which higher education is focused on developing skills to encourage individuals to seek to challenge assumed cultural hierarchies (see also Leask and Bridge 2013). Such an approach gives greater emphasis to the cultural and social aspects of global citizenship and the potential impact of intercultural learning upon the curriculum.…”

Section: Global Citizenship As a Graduate Attributementioning

confidence: 99%

Empowerment and ownership in effective internationalisation of the higher education curriculum

et al. 2018

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Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), [165][166][167][168][169][170][171][172][173][174][175][176][177][178][179] 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.

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“…Una opción complementaria es trabajar la Internacionalization at Home (IaH) y, en concreto, garantizar la 'internacionalización del currículum', para dotar a todos los estudiantes de competencias interculturales e internacionales para ser ciudadanos y profesionales en un mundo global (Beelen, 2007;Leask & Bridge, 2013).…”

Section: La Internacionalización La Interculturalidad Y La Investigaunclassified

Practicum y Trabajo de Fin de Master como ejes profesionalizadores: Análisis de un Master Erasmus Mundus

Arós¹,

García²,

García³

2014

UTE

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The aim of this paper is to analyze how design of Practicum and Final Project Master (FPM) can promote professionalization and internationalization processes in an Erasmus Mundus master.We present different concepts traditionally associated to practical training (Practicum) but we add currents views on interagency collaboration between universities and training centers, involving different countries (internationalization) and promoting intercultural processes, as well as linking with research dynamics on own professional practice. The TFM plays a central role in these contributions.We used a descriptive methodology and the case study to analyze these parameters from the Erasmus Mundus Master "Training of training professionals".The analysis results highlight the importance of a holistic design to promote professionalization, as involvement in solving real problems of an international character, and that considers the evaluation and meta-evaluation of the all process as an intrinsic part of the same professionalization.

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Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives

Cited by 154 publications

References 23 publications

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Empowerment and ownership in effective internationalisation of the higher education curriculum

Practicum y Trabajo de Fin de Master como ejes profesionalizadores: Análisis de un Master Erasmus Mundus

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