Curriculum Internationalisation

Abstract

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...