Empowerment and ownership in effective internationalisation of the higher education curriculum

Abstract

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.

The Internationalisation of higher education in Ireland and its impact on language policy: a qualitative document analysis

“…These findings corroborate those by Carthy (2018) in her recent study on Irish Institutes of Technology, as well as the literature on other countries that have considered the lack of clarity and a shared direction as key aspects affecting effective internationalisation at the institutional level (see Craciun, 2018;Henard et al, 2012;Kirk et al, 2018).…”

“…In addition, scholars such as Phillipson (2015) or Maringe and Foskett (2010) have determined the need for universities to implement policies that guarantee a balanced language ecology in order to ensure effective internationalisation. However, for decades, strategies at the institutional level seem to be negatively affected by a lack of specificness and clarity in national policies, as well as the lack of a shared direction among universities (see Craciun, 2018;Henard et al, 2012;Kirk et al, 2018). This is also addressed in the Irish context, in which a recent study of internationalisation in Institutes of Technology by Carthy (2018) identifies a lack of explicit policies for foreign languages that results in the dominance of English language in Irish higher education.…”

Measurement and Assessment of Virtual Internationalization Outcomes in Higher Agrarian Education

“…Though the phenomenon of global educational internationalization has undeniable benefits it has also some negative aspects. Low quality education, commercialization, brain drain, loss of linguistic and cultural diversity is identified as the major risks that are associated with global internationalization (Kirk et al, 2018). Behind internationalization efforts the education institutions" profit motive can be seen.…”

Global Citizenship and Cross-Cultural Competency: Student and Expert Understandings of Internationalization Terminology

“…Evidently, it would be possible for students to develop a fuller understanding over their time at university; however, the similarity between their understandings and those of even expert teachers suggests that lecturers may not be in a strong position to inculcate this more radical understanding. Recent research on staff understanding and engagement with IoC (particularly global citizenship) notes the limited staff attention to diversity in the classroom and attributes this to a lack of intercultural experience and training (Kirk, Newstead, Gann, & Rounsaville, 2018). This same research notes a lack of staff understanding of, and confidence with, IoC in general and GC in particular, supporting our perception that this concept can prove problematic in practice.…”