Curriculum internationalisation

Abstract

Investigates the increasing interest by educators to provide students with the international management and research skills that are becoming more necessary as we enter the twenty-first century. Highlights the need for the internationalisation of curriculum, as well as the faculty and instructors who teach such courses. Presents two cases of such internationalisation efforts in Iran and Sweden. Explores the internationalisation of the courses and the instructors who taught them over a three-year period; certain positive and negative aspects to these experiences are identified and presented. Suggests that such research on the successes and failures in such cases serve as a foundation to continue research in other settings, so as to learn more about how to continue with efforts to internationalise both curriculum and faculty.

Creating a global law graduate: The need, benefits and practical approaches to internationalise the curriculum

“…These are: the aggregation approach, the segregation approach, the integration approach and the immersion approach. These or similar approaches for the internationalisation of curricula are also seen in other nations (Maxeiner, 2008) and in other disciplines (Salehi-Sangari & Foster, 1999). These different approaches are not mutually exclusive and are often complementary to one another.…”

“…In addition to competing for "space" within the curriculum, lack of funds can hinder the internationalisation of a curriculum (Salehi-Sangari & Foster, 1999). It is more expensive to internationalise the curriculum than to maintain the status quo especially if law schools seek to adopt the integration approach (Bentley & Squelch, 2012).…”

“…It is more expensive to internationalise the curriculum than to maintain the status quo especially if law schools seek to adopt the integration approach (Bentley & Squelch, 2012). It has been suggested that other hurdles include the supposed lack of interest or closed attitude of some academic staff towards international and foreign law (Maxeiner, 2008;Salehi-Sangari & Foster, 1999) and the difficulty in finding teaching staff with the requisite qualifications and experience (Bentley & Squelch, 2012). However, given the importance and the benefits of internationalising the law curriculum discussed above, it is crucial that these hurdles or perceived hurdles are overcome.…”