Curriculum Internationalization Focusing on India: Pre- and Post-Assessment of Student Learning

Abstract

To enhance students' global understanding, this study introduces a series of curriculum internationalization efforts from module development to implementation through an infusion method. Taking a country-specific approach, two instructional modules focused on India were developed and infused into three existing courses at a U.S. university. To assess student improvement in global understanding, assessments were performed before and after class implementation utilizing both quantitative and qualitative methods. The results of the assessment showed clear improvement in student understanding after implementation. Overall, the participants assessed the developed modules and implementation quite favorably.

Global, international, and intercultural learning in university classrooms across the disciplines

“…In this course, differing cultural perspectives were central to and pervasive in the content and the analysis to which that content was subjected. In contrast, Jin and Bennur (2012) felt they could only introduce a small amount of internationally oriented content into an already packed business curriculum. Concerned about the lack of US students’ knowledge of other parts of the world, they selected India as a topic and created modest curricular interventions that introduced students to key features of Indian culture and culturally specific practices of retailing.…”

“…describe what they had learned about another society or global issue (Etherington, 2014; Ferreira et al, 2012; Jin and Bennur, 2012);…”