University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Zou, Tracy X. P.; Chu, Beatrice C.B.; Law, Lisa; Lin, Vienne; Ko, Tiffany; Yu, Michael; Mok, phoebe

doi:10.1007/s10734-019-00461-w

Cited by 16 publications

(6 citation statements)

References 38 publications

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“…A study we published elsewhere found that teachers holding a more sophisticated IoC conception incorporated these debates into their curricula and helped students examine their self-identity, whereas others tended to avoid political topics (Zou et al, 2020). Although we had hoped to initiate a critical discussion on IoC, we exercised caution so as not to put CoP members in the awkward position of having their IoC initiatives misconstrued as being opposed to students’ pursuit of democracy.…”

Section: Resultsmentioning

confidence: 99%

“…The IoC concept is used in various ways, leading to misconceptions and fragmentation (Whitsed & Green, 2016). Narrower conceptions concern international students or curriculum content alone, and academics who hold such conceptions often regard IoC as irrelevant to their own teaching practice (Zou et al, 2020). Broader conceptions, in contrast, entail changes to the learning outcomes, assessments, activities, and support services of a curriculum (Leask, 2015).…”

Section: Ioc Professional Developmentmentioning

confidence: 99%

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Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

Zou

Law

Chu

et al. 2020

Journal of Studies in International Education

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Developing academics’ capacity for internationalizing the curriculum (IoC) is essential but challenging. There is a lack of understanding of how the IoC framework can be implemented in reality and of how educational developers can facilitate the process. This collaborative autoethnography explores the cultivation over 3 years of a community of practice for developing academics’ IoC capacity facilitated by six educational developers in three universities in Hong Kong. The findings reveal a complex balancing act among various forces in the areas of domain, community, practice, power, identity, and broader context, the last three of which are insufficiently addressed in the literature. This article adds value by illustrating how IoC theories and communities of practice interact with multiple forces in the environment and our own agency, and are negotiated within a particular context.

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Section: Resultsmentioning

confidence: 99%

Section: Ioc Professional Developmentmentioning

confidence: 99%

Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

Zou

Law

Chu

et al. 2020

Journal of Studies in International Education

Self Cite

View full text Add to dashboard Cite

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“…Nevertheless, renewed interest in the phenomenographic research method is being observed worldwide. It is used fairly broadly in various fields of higher education (Blimling, 2013;Bresciani, 2013;Rands and Gansemer-Topf, 2016;Khan and Markauskaitė, 2017;Vermunt and Donche, 2017;Zou et al, 2019;Baysen and Baysen, 2020). A no less significant factor in the choice of this method is the possibility to learn from students of Ference Marton (Dahlberg and Lepp), the pioneer of phenomenography.…”

Section: Research Methodology 11 Research Designmentioning

confidence: 99%

Critical Thinking in Higher Education and Labour Market

Indrašienė¹,

Jegelevičienė²,

Penkauskienė³

et al. 2021

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Preface 6 variety in conceptualisations on what it is, how it is shown, what it addresses,and what it requires. The use and development of critical thinking are regularly and intentionally supported both in the labour market and higher education, despite diverse and clear indications that all that supporting of critical thinking, all that teaching of critical thinking are not always equally effective. Different conceptualisations of critical thinking result in different interpretations of the value of particular interventions, and, in turn, these different interpretations result in different reactions to those interventions. In addition to that insight, the monograph also extends an invitation for more research on fostering critical thinking, both by creating situations that afford critical thinking and by developing what is needed to engage in critical thinking. Here, too, we can only hope that the invitation will be widely accepted.The monograph highlights the importance of critical thinking, that is, why it is equally important to research it. It also highlights the complexity of critical thinking, stressing the need for research that acknowledges that complexity. The monograph recognises and illustrates that critical thinking deserves and requires multiple research approaches. Understanding critical thinking, the practice of critical thinking, the fostering of critical thinking, and the development of critical thinking requires knowledge and an in-depth understanding of the literature on critical thinking; it also requires engagement in empirical research, from qualitative and quantitative to descriptive, explanatory and interventionist. The monograph reveals that more conceptual and more empirical research need one another. Through instantiation, empirical research helps understand and validate conceptual research on critical thinking, while the use of conceptual literature is essential for deconstructing the findings in order to make them meaningful. The methodological richness and solid embeddedness in the (international) literature of this monograph might be intimidating, but extend an invitation to researchers and scholars in the domain of critical thinking to be especially critical when it comes to making methodological choices. Again, we can only hope that the invitation will be widely accepted.In The Society of the Spectacle, Guy Debord invites us to be critical and not to be 'spectators', writing: 'Spectators do not find what they want, they want what they find'. This monograph helps to not become spectators -to remain critical first and foremost about (the development of) critical thinking.

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“…Most of the existing management theories being taught in premier business schools by teachers, researchers, and industry experts are predominantly Western. There is a drive to make the courses, institutional structures, and the pedagogy more global (Meyer et al, 2007;Zou et al, 2020). Although some differences exist between universities, general templates of management education linked with belief structures, pedagogical models, and curricula content are mainly modeled on the North-American template (Clegg & Ross-Smith, 2003;Kipping et al, 2008).…”

Section: Neoliberal Imaginary Of Management Educationmentioning

confidence: 99%

Reversing the colonial warp in education: a decolonial encounter with Muhammad Iqbal

Ul-Haq

2021

High Educ

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In this paper, I study management and business education in Pakistan to evaluate their suitability for the local context and their compatibility with Islamic philosophy of education. I use decolonial theory and Iqbalian poetry to craft an evaluative lens for management education and to generate an alternative critical discourse grounded in theology. I found that utilitarianism and managerialism taught in the business schools is creating "captive minds" and is not compatible with traditional Pakistani norms and values. I use decolonial theorists' idea of pluriversality to offer an alternative. In this manner, I contribute to the critical educational philosophy by showing its parochial character. I argue that addressing the legacy of colonialism is important to develop an emancipatory and new way of thinking about education.

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University teachers’ conceptions of internationalisation of the curriculum: a phenomenographic study

Cited by 16 publications

References 38 publications

Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

Critical Thinking in Higher Education and Labour Market

Reversing the colonial warp in education: a decolonial encounter with Muhammad Iqbal

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