Internationalised curriculum design and delivery

Gallagher, Helen C.; Lauridsen, Karen M.; Peschken, Thomas

doi:10.4324/9780429344503-5

Cited by 2 publications

(2 citation statements)

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“…As the educational context changes, the conceptual and practical significance of the IHE has also adapted to it (Foster & Carver, 2018). From a process solely associated with international enrollment, this concept has now been expanded to many aspects with various implementation methods (Rumbley et al, 2012), aiming at providing learners with international experience and necessary competencies (Gallagher et al, 2021). This transformation emphasizes the importance of the IoC as a key (Sá & Serpa, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

Cuong,

Lien,

Nguyen

et al. 2024

EUROPEAN J ED RES

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The pervasive development and momentous changes of internationalization in higher education have led to the acceleration of research on its key component – the curriculum. However, there has not been any comprehensive analysis of the research status of the internationalization of the curriculum (IoC). To address the gap, this study employs the bibliometric method to construct an intellectual structure of research on the topic. The data, retrieved from the Scopus Database, consisted of 386 publications. The extracted data were then analyzed using citation, co-authorship, and keyword co-occurrence analysis. The results reveal a significant growth in research volume during the last ten years and the domination of Global North in the geographical distribution of publications. Besides, the most prominent authors include those who introduced fundamental knowledge on the topic. The most cited works and the most popular publishing sources focus on various aspects of internationalization of higher education. They also show a multidisciplinary interest in the topic. Finally, concerning newly emerged themes of studies on IoC, “cultural competence” and “internationalization at home” are outstanding keywords. The research findings emphasize IoC as a potential research matter. Hence, this study is recommended as a starting point for future researchers when examining related subjects.

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Section: Literature Reviewmentioning

confidence: 99%

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

Cuong,

Lien,

Nguyen

et al. 2024

EUROPEAN J ED RES

View full text Add to dashboard Cite

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“…Graduate attributes are "the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge, which are applicable in a range of contexts and are acquired as a result of completing any undergraduate degree" (Barrie, 2006, p. 217). Graduate attributes are used as a framework of institutional graduate profiles, facilitated through the formal and informal curriculum, and expected to develop in all students by graduation (Gallagher et al, 2021;Gregersen-Hermans, 2021a;Leask, 2015).…”

Section: Graduate Attributes As Key Learning Outcomesmentioning

confidence: 99%

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

Hamada

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This thesis explored what afforded and constrained internationalising the curricula of regular courses in the social sciences. To date, there is a dearth of studies which investigate the incorporation of international and intercultural, and global learning opportunities into the existing curricula of the academic disciplines despite the mounting universities’ claims about internationalising curricula and student experiences. The possibility of offering such internationalised learning opportunities is contested within the social sciences. Contemporary sociologists depict the social sciences as Euro-American centric and culturally exclusionary. In contrast, the internationalisation of the curriculum scholars represent the social sciences as conducive to context-based constructions of social reality and social experience. To tease out the capacity of existing social science curricula for engaging with international and intercultural, and global learning opportunities, case studies were conducted at a public research-intensive university in Aotearoa New Zealand and a private American liberal arts university in Egypt. The case studies centred on four social science courses, two in each university. Data sources included interviews with academic staff members (n=7), students (n=16), and international office coordinators (n=3), observations of lectures and tutorials, and key national, institutional, and degree policies, and course documentation. Data were analysed using thematic analysis combining inductive and deductive reasoning to generate both explanatory and critical analyses. Southern theory, a strand of critical theory, informed the theoretical approach taken to interpreting findings. The findings of this research demonstrated a dynamic co-existence between constraints and affordances in engaging curricula with internationalised learning opportunities. Constraints manifested in the predominance of Euro-American content knowledge in the syllabi of the four courses. Affordances emerged in the open-ended pedagogical activities of teaching, learning, and assessment which made space for situated experiences of the local and the global. Most importantly, academics’ and students’ negotiations of the curriculum generated fresh syntheses of these different knowledge and experience resources. The findings of this research pose implications for the practice of the internationalisation of the curriculum in the social sciences. Established Euro-American centricity of the course syllabi calls on curriculum designers (e.g., academics, students) for a critical interrogation of privileged and marginalised perspectives, paradigms, and scholarship in the internationalisation of social science curricula. Furthermore, the local and global social experiences academics and students drew on in their negotiations of knowledge and pedagogy warrant the curriculum designers’ attention to the potential contribution of these experience resources to a situated and reflexive practice of the internationalisation of the curriculum.

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Internationalised curriculum design and delivery

Cited by 2 publications

References 0 publications

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

Mapping the Intellectual Structure of Studies on Internationalization of the Curriculum: A Bibliometric Analysis From the Scopus Database

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

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