Student Perceptions of Internationalization of the Curriculum

Absalom, Matthew; Vadura, Katharine

doi:10.1177/1474022206067628

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…Nevertheless, analysis of Cycle 2 AUQA reports in Australia tends to take the view that internationalisation extends to all students in an inclusive manner rather than being concerned with international students only and has dramatically impacted both university courses (Absalom and Vadura, 2006;Knight, 2004;Tange, 2010, p. 137) as well as informal learning beyond the classroom.…”

Section: Discussionmentioning

confidence: 96%

“…In response to this increasingly diverse landscape and the literal high stakes involved, “internationalisation” has become embedded in university mission statements and policy documents. However, it has been interpreted in varied ways (Absolom and Vadura, 2006; Knight, 2007; Leask, 2008) usually in line with stakeholder “purposes and outcomes” (Knight, 2007, p. 214). Nevertheless, Knight's (2003, p. 2) oft quoted and multipronged definition suggesting that internationalisation refers to, “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of postsecondary education” is the one adopted in this paper.…”

Section: Underpinning Conceptsmentioning

confidence: 99%

“…Simply attracting international students on campus and increasing the number of offshore programs is not considered sufficient of itself to constitute internationalisation in a university (Vincent‐Lancrin, 2005). Internationalisation is now thought to involve students acquiring global perspectives, an appreciation of the social and cultural construction of knowledge and being prepared to perform in international and multicultural contexts (Absalom and Vadura, 2006; Nilsson, 2003, p. 22; Knight, 2007). The intensification of internationalisation is also perceived as a positive force for curriculum relevance, reform and renewal (Rizvi, 2004, p. 33) leading to pedagogy and processes that are more inclusive of both local and international student needs.…”

Section: Underpinning Conceptsmentioning

confidence: 99%

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Engaging international students

Burdett

Crossman

2012

Quality Assurance in Education

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Purpose -Australia has enjoyed two decades of growth in international student enrolments. This phenomenon, combined with the evolution of quality assurance policy frameworks, has stimulated interest in the social and academic experiences of international students and their educational outcomes. The Australian Universities Quality Agency's (AUQA) second round of quality audits assessed and reported on the performance of Australian universities in the area of "internationalisation". AUQA findings and recommendations for required action send powerful messages to guide university priorities, practices and strategies in pursuit of quality enhancement in relation to student engagement. This paper seeks to address these issues. Design/methodology/approach -This study uses a thematic analysis approach to explore "internationalisation" in 14 AUQA audit reports published between 2006 and 2010.Findings -This paper identifies three key areas arising from AUQA audit reports that form a basis for discussion in this paper. These areas are: the social and academic engagement of both international and local students, and matters relating to English language standards and support. Observations arising from AUQA university reports direct attention to examples of initiatives that appear to be enriching the quality of the student engagement and indicate where further development may be required. Practical implications -In seeking strategies for enhanced student experience, AUQA supports collaboration across universities in devising models for identifying student needs and creating mechanisms that bring about quality student experience, engagement and language outcomes. This analysis of the reports will likely assist those stakeholders working in universities who wish to identify successful approaches to promote the engagement of international students and refine existing useful and positive strategies in implementing and developing ideas in their own individual university contexts. Originality/value -Analysis of the substantial text of AUQA reports have been underexploited by researchers to date. This paper is likely to be of interest to those stakeholders of international education in universities, not only in Australia but in other national contexts where international students are significantly represented.

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Section: Discussionmentioning

confidence: 96%

Section: Underpinning Conceptsmentioning

confidence: 99%

Section: Underpinning Conceptsmentioning

confidence: 99%

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Engaging international students

Burdett

Crossman

2012

Quality Assurance in Education

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“…Available studies suggest that internationalized curricula, as designed and taught by lecturers, are often experienced and understood differently by students. One study in the social science disciplines found that students bring “an integrating, complex view” of internationalization, which clashes with “the narrow, content-focused view” of IoC they found in their courses of study (Absalom & Vadura, 2006, p. 332). Other studies reveal that many students do not recognize, engage with, or see value in available opportunities to develop global perspectives and intercultural capabilities.…”

Section: Rethinking Student Engagement In Global Learningmentioning

confidence: 99%

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

Green

2018

Journal of Studies in International Education

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Engaging 'students as partners' in global learning: some possibilities and provocations Many educational institutions aim to engage students in 'global learning' at home and abroad through the process of 'internationalisation of the curriculum' (IoC). Yet research indicates that students experience and understand IoC in diverse, often unintended ways, and instances of students' diverse perspectives informing IoC development are rare. Framed by the concept of 'students as partners' (SaP), an Australian Learning and Teaching Fellowship brought together students and academics from diverse disciplinary, cultural and national backgrounds to codevelop rich global learning experiences in the formal and informal curriculum. Surveys and narrative interviews showed that adopting a partnership approach enabled all participating staff and students to engage in global learning. Characteristically, those who engaged in critical transformative learning framed their partnerships in terms of reciprocity, recognized their cultural ignorance productively, and engaged in global learning as ontoepistemological explorations. Further, this study demonstrates how the authentic engagement of 'students as partners' challenges naturalised institutional practices concerning access and equity, outcomes and process, and power and privilege. I frame these challenges as provocations; that is, as invitations to critically analyse and creatively respond to such historically entrenched practices through staffstudent partnerships in global learning, 'as if' they were already our way of life.

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“…A review of the literature shows that there are many definitions, terms, approaches and interpretations of HEIs internationalization. Internationalization seems to have several different definitions and approaches, and these varying interpretations have led to confusion and doubt as to the validity of its benefits to higher education (Absalom and Vadura 2006). This is a central issue in HE, especially for those leading and managing the internationalization of a university.…”

Section: Introductionmentioning

confidence: 99%

A Case Study of an Internationalization Process of a Private Higher Education Institution in Malaysia

Rahim

Nizam

2013

GADJAH MADA INT. J. BUS.

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Abstract:The increasing competition and commercialization of higher education has led to the internationalization of Higher Education Institutions (HEIs) around the world. While internationalization appears to be inevitable, differences are apparent in its definitions, depth, scope and mode. The main aim of this paper is to assess the internationalization efforts of Malaysian HEIs through a case study on the internationalization process of one private HEI. The case highlights various weaknesses of the internationalization effort in the institution. The symptoms and the causes of the problems in the institution corroborate similar findings in other studies involving the internationalization of HEIs. Suggestions and recommendations are presented to enable other organizations that wish to undertake similar internationalization efforts to learn from the case study institution's experience.Abstrak: Meningkatnya persaingan dan komersialisasi pendidikan tinggi telah menyebabkan Internasionalisasi Perguruan Tinggi (HEIs) di seluruh dunia. Sementara internasionalisasi tampaknya tak terelakkan, perbedaan yang jelas dalam definisi, kedalaman, ruang lingkup dan modus. Tujuan utama dari makalah ini adalah untuk menilai upaya internasionalisasi HEIs Malaysia melalui studi kasus pada proses internasionalisasi satu HEI pribadi. Kasus ini menyoroti berbagai kelemahan dari upaya internasionalisasi lembaga. Gejala-gejala dan penyebab dari masalah dalam lembaga menguatkan temuan serupa di studi lain yang melibatkan internasionalisasi HEIs. Saran dan rekomendasi disajikan untuk memungkinkan organisasi lain yang ingin melakukan upaya yang sama internasionalisasi untuk belajar dari pengalaman studi kasus lembaga itu.

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Student Perceptions of Internationalization of the Curriculum

Cited by 9 publications

References 7 publications

Engaging international students

Engaging international students

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

A Case Study of an Internationalization Process of a Private Higher Education Institution in Malaysia

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