Internationalisation of curricula: an alternative to the Taylorisation of academic work

Abstract

The aim of this paper is to evaluate the impact of internationalisation on academic work within a department of management in a large Australian university. It has been argued elsewhere that internationalisation strategies have transformed the nature and demands of academic work through the massification and commodification of educational curricula. Drawing on one of our university's projects to develop and deliver internationalised common curricula to students in Asia, South Africa and Australia we contend that internationalisation strategies have contributed to what we identify as the "Taylorisation" of teaching and learning. Frederick Taylor's principles of scientific management, exemplified by the growing trend towards standardisation of delivery and curricula, are readily identified in the pedagogical processes and expected academic practice in higher education. This paper draws on the work of others who highlight the complexity of internationalisation issues in the development and delivery of curricula and suggests a comprehensive programme of internationalisation that more effectively addresses the economic and social demands of the current global competitive environment. We argue for a programme of internationalisation that is counter-hegemonic, ongoing, comprehensive, multifaceted and integrated and we offer some practical suggestions to redefine the principles and practices of internationalisation within an Australian university.

Teaching generic skills: eroding the higher purpose of universities, or an opportunity for renewal?

“…Continued underinvestment by government in the higher education sector has contributed significantly to the commercialisation process, with a drive for both national and international fee paying students to make up funding shortfalls (Harman 2004). This, in turn, has resulted in increased student numbers, a phenomenon also linked to the shifting role of universities over the past twenty years (Schapper et al 2004).…”

“…One particular manifestation of this position is represented by 'student-centred' pedagogy (Prosser et al 1999), which argues that university teaching must adapt itself to student ability rather than the other way around (Biggs 2003, p. 3-5). From the perspective of increasing diversity, some argue (Wood et al 2003;Schapper et al 2004;Whalley 1997) that university curricula must provide opportunities, not only for international students to succeed in their chosen university, but also for local students to benefit from their presence. This is because the changing nature of employment in an increasingly globalised world makes intercultural competency an important part of the professional formation of graduates (Ballantyne et al 2004).…”

Facing up to the challenge: why is it so hard to develop graduate attributes?

“…In this increasingly challenging context, innovative solutions are required to ensure acceptable student learning outcomes. Yet, under such circumstances, it is all too easy to adopt what Schapper and Mayson (2004) refer to as a 'Taylorist' approach to assessment. Traditional time efficient modes of assessment, such as exams, have a greater potential to promote surface learning.…”

Competitive and cooperative impulses to internationalization: reflecting on the interplay between management intentions and the experience of academics in a British university

“…The concept is closely allied to broader ideological debates about globalization, and sometimes subsumed within them (Vaira, 2004). Discourse about internationalization has also closely accompanied discussions about the commercialization of HE and the emergence of 'Enterprise' universities (Schapper and Mayson, 2004;Edwards et al, 2003). As such, internationalization has been characterized as both an energizing catalyst for international knowledge-sharing and a negative neo-liberal ideological force, bringing the worst of managerialism into academic life.…”