Are some disciplines ‘hard to engage’? A cross-disciplinary analysis of university teachers’ approaches to internationalisation of the curriculum

Zou, Tracy X. P.; Law, Lisa; Chu, Beatrice C.B.

doi:10.1080/07294360.2023.2217092

Cited by 4 publications

(2 citation statements)

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“…Similarly, some student cohorts in some programs are more diverse than others, and hence more research on IoC in the teaching and learning space is larger in the former -e.g., Business (Edwards et al, 2003;Heffernan et al, 2019) -than in the latter. Research has also shown that academics' experiences of and attitudes towards IoC vary between disciplines and contexts (Bell, 2004;Sawir, 2011;Whitsed & Green, 2016;Zou et al, 2023), but there is little information about academics' culturally and linguistically diverse (CALD) backgrounds as a factor in the IoC.…”

Section: Introductionmentioning

confidence: 99%

Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography

Li,

Dutton,

Jeffrey

et al. 2024

JUTLP

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The conceptualisation of internationalisation of the curriculum has evolved over the last 30 years. Simultaneously, its contextual foundation has also gradually shifted from being Euro-centric to encompass a broader landscape beyond the Western domain. Therefore, understanding of Internationalisation of the curriculum needs to include practices in these contexts. This special issue hence has invited researchers and practitioners in the field of higher education internationalisation to participate in this conversation. The focus of the discussion is on emerging and alternative understanding and practices of internationalising the curriculum which include incorporating local cultural values and perspectives in the curriculum. This Special Issue features articles that firmly situate the Internationalisation of teaching, learning, and the curriculum in their specific contexts and acknowledge the influence of important contextual factors on the motivations, processes, and outcomes of internationalisation. Closely associated with taking an inclusive lens in understanding internationalisation of the curriculum, we also discuss the inclusivity of communicating research in this field. Specifically, we discuss the challenges encountered by scholars working outside the English-speaking domain to communicate their research with English-speaking research communities. We hence call for support for international academics from the publication outlets. We hope that this Special Issue constitutes a step towards a more diverse and inclusive scholarship in the field of internationalisation in higher education.

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Section: Introductionmentioning

confidence: 99%

Internationalisation of the curriculum in an Arts foundation subject: A collaborative autoethnography

Li,

Dutton,

Jeffrey

et al. 2024

JUTLP

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“…Meanwhile, diversity proves a broad, partly invisible concept, including gender, age, backgrounds in research and education, social dimensions, experiences, and personalities ( Van den Hende et al, 2023b). The meaning and implications of diversity depend on the specific level and type of diversity and various contextual factors (Agnew, 2012;Green & Whitsed, 2015;Laufer, 2021;Calikoglu et al, 2022;Van den Hende & Riezebos, 2023;Zadravec & Kocar, 2023;Zou et al, 2023). The paradox is that more diversity empowers creativity and innovation, yet it also divides people into smaller cooperative groups (Schimmelpfennig et al, 2022).…”

Section: Duality Four: Establishing Mutual Understanding and Shared G...mentioning

confidence: 99%

Curriculum Internationalisation

van den Hende

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Chapter 2 An organisational change perspective for the curriculum internationalisation process: bridging the gap between strategy and implementation (study one) Chapter 3 Academic staff on their engagement with curriculum internationalisation: an organisational change perspective (study two) Chapter 4 Deployment of academic staff and disciplinary contexts in strategies for curriculum internationalisation: a dynamic resource-based view of organisational change (study three) Chapter 5 Rethinking and navigating tensions regarding curriculum internationalisation: a duality perspective of organisational change (study four) Chapter 6 Discussion and conclusions References Appendices Conference presentations, workshops, and other articles Summary Samenvatting in het Nederlands Acknowledgements About the author PrefaceAs long as I can remember, I have been curious to learn about diverse worlds and perspectives and triggered to cross boundaries, physically and mentally. My first international adventure, all by myself, involved working with children in a summer camp in the United States. It was the start of my life-long journey with internationalisation and diversity. During and after my bachelor's and master's studies, I developed an interest in working on internationalisation in higher education. In various roles, contexts, and countries, I have observed and participated in many developments, varying from designing and teaching courses about 'Dutch Society and Way of Life' for international students, setting up and coordinating the first international degree program for the University of Groningen, developing and maintaining international relations with countries like Turkey and Canada, generating new systems for admissions, strategies for international marketing, advising and managing projects in developing countries, and designing policies for, e.g., internationalisation, diversity and inclusion, the international classroom, and language and culture. General introduction | 11 General introduction | 13Most higher education institutions comprise multiple disciplinary areas, from business and economics to social sciences, arts, law, natural sciences, and medicine. Becher (1989Becher ( , 1994 distinguishes four broad disciplinary areas: natural sciences, humanities and social sciences, science-based professions, and social professions. As Becher and Trowler et al. (2012) point out, the impact of disciplinary contexts has been largely overlooked in higher education research, strategy development, and policymaking. How does the way these academics think, teach, cooperate, and make decisions influence the internationalisation of their study programs in specific disciplinary and institutional contexts?The following paragraphs elaborate on the development of internationalisation in higher education, followed by a further explanation of the approach in this thesis to internationalising study programs.General introduction | 15 staff and their disciplinary contexts are not mentioned explicitly in these definitions. Still, Leask's...

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