Creating global students: opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education

Simm, David; Marvell, Alan

doi:10.1080/03098265.2017.1373332

Cited by 18 publications

(16 citation statements)

References 40 publications

(55 reference statements)

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“…ICT has a central role in internationalization at home once it allows real time contact with the world abroad and also provides several didactic tools and instruments to make feasible most pedagogic activities foreseen for a course. Simm & Marvell (2017) reinforce that resources and technologies should be used effectively in order to create global students, like joint curriculum development, distance learning, international field courses and placements. However, these authors call the attention for new styles of teaching besides content.…”

Section: Internationalization At Homementioning

confidence: 92%

“…The effects produced by the globalization of the labor markets intensively demand MBAs that incorporate in their curricula international, intercultural and global dimensions in the learning, teaching and assessment processes (Leask 2015). This internationalized graduate education should be in line with a plural, diversified and globally integrated labor market (Simm & Marvell 2017).…”

Section: Internationalization Of Mbamentioning

confidence: 99%

“…Status quo is naturally defended by those who helped in the construction of it. Simm & Marvell (2017), Clifford & Montgomery (2014) and Killick (2015) argue about the importance for students and professionals to challenge traditional views and confront dominant perspectives through the development of new ways of thinking. Table 3 shows the construct -Global Skills‖ and its indicators.…”

Section: Global Skillsmentioning

confidence: 99%

“…The literature review reports a considerable amount of research on relevant concepts related to the internationalization of higher education: internationalization of curriculum (Leask 2009;Clifford 2013), innovative pedagogic approaches (Simm & Marvell 2017;Kenna 2017), intercultural, learning and personal experience (Gu 2009;Hudzik 2010;Lyones & Gurholt 2017;Pereira et al 2017), critical thinking (Scheunpflug 2011;Bourn 2014;Kenna 2017;Lehtomäki et al 2017), cross cultural competence (Johnson et al 2006;Griffith 2009), global thinking (Bourn 2014;Klein et al 2014;McCormick & Stephen 2016), the challenge of established knowledge (Clifford & Montgomery, 2014;Killick 2015), global perspective (Hanvey 1976;Klein et al 2014), global connectedness (Lehtomäki et al 2017), global citizenship (Nussbaum 2002;Clifford & Montgomery 2014;Haigh 2014;Sherman 2017), global dimension (Bourn 2014) and world-mindedness (Béneker et al 2013).…”

Section: Introductionmentioning

confidence: 99%

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Student Globalization: How Much Internationalized Are Brazilian Mba Students? A Measurement Proposition

Rosa¹,

Filho²,

Novelli³

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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The supply and demand for MBA courses have grown over time worldwide. The most diversified programs are available at business schools. The opportunity for exchange experiences and establish international network has stood out among the students' priorities. This paper seeks to build a research model that would permit the assessment of Brazilian MBA students about the internationalization of their career and academic life as a consequence or due to an MBA Course. Global mindset driven to an internationalized behavior can be expressed by the conversion among experiences abroad and internationalization at home tied with global global skills. A model with multidimensional factors is proposed after a comprehensive examination of the literature. This model is composed by four constructs: internationalization at home, experience abroad, global skills and global mindset. Although literature presents the above constructs isolated or partially combined, none of them bring a model integrating all of them or considering higher education in a holistic approach. The study developed by McCormick & Stephen (2016) was used as a basis for the present model construction, which improves this lack of integration approach. This research model would permit the identification of the main factors that explain the likelihood to be an internationalized MBA student.

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Section: Internationalization At Homementioning

confidence: 92%

Section: Internationalization Of Mbamentioning

confidence: 99%

Section: Global Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Student Globalization: How Much Internationalized Are Brazilian Mba Students? A Measurement Proposition

Rosa¹,

Filho²,

Novelli³

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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“…In the context of a range of understandings of what internationalizing the curriculum could include, educators lack knowledge on how to do this in ways that are effective, inclusive, and lead to desired cultural learning outcomes (Daly & Barker, 2010; Deardorff, 2006; Hanson, 2010; Simm & Marvell, 2017). The current study utilizes a virtual intercultural exchange as the basis for building cultural competence and evidences possible moments of transformative learning.…”

Section: Introductionmentioning

confidence: 99%

Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency

Hyett

Lee

Knevel

et al. 2018

Journal of Studies in International Education

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Cultural competency, in increasingly globalized and cosmopolitan societies, is key to allied health graduate employability. Internationalization at Home initiatives that use virtual technologies have potential to facilitate transformative intercultural learning experiences and build cultural competency. The purpose of this study was to trial a virtual intercultural learning activity with Australian and Hong Kong undergraduate occupational therapy and oral health students to explore cultural competency learning. We utilized a mixed methods study design with quantitative pre- and postsurveys and qualitative group interviews. Study findings illustrate how the activity enabled students to practice and learn intercultural communication skills, gain greater awareness and appreciation for diversity at home and abroad, and engage in global citizenship learning. Educators are encouraged to utilize virtual learning spaces for creating meaningful and transformative cultural learning experiences that enhance graduate intercultural capabilities.

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Preparing faculty for internationalization: Opportunities through teaching, research, and service

Witkowsky

Gibbes

2020

New Drctns Hghr Edu

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This article overviews efforts, outcomes, and theoretical foundations that prepare faculty members with the knowledge, experiences, and dispositions necessary to promote internationalization and global learning in higher education. The article addresses inequities in faculty development for internationalization and provides recommendations for both faculty and institutions of higher education to promote faculty learning and development. The article focuses on faculty learning and development as it relates to internationalizing teaching, research, and service. Finally, considerations for institutional support of faculty development around internationalization are presented as well as how faculty development is impacted by a pandemic.

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Creating global students: opportunities, challenges and experiences of internationalizing the Geography curriculum in Higher Education

Cited by 18 publications

References 40 publications

Student Globalization: How Much Internationalized Are Brazilian Mba Students? A Measurement Proposition

Student Globalization: How Much Internationalized Are Brazilian Mba Students? A Measurement Proposition

Trialing Virtual Intercultural Learning With Australian and Hong Kong Allied Health Students to Improve Cultural Competency

Preparing faculty for internationalization: Opportunities through teaching, research, and service

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