Internalising internationalisation: views of internationalisation of the curriculum among non-mobile home students

Abstract

Internalising Internationalisation: Views of internationalisation of the curriculum among non-mobile home students There is considerable literature on internationalising the curriculum in higher education, but relatively little of this focuses on developing international perspectives in home-based students. In particular, there has been limited direct engagement with student views and understandings, especially comparatively across a wide range of subjects. To address this gap, we surveyed 495 first-year students in nine subjects across four faculties at a UK university, asking about their views on internationalisation. We also examined an apparent bias in the literature towards Business subject case studies. We found some support for generic approaches to teaching internationalisation for home students, but a more widespread sense of the need for subject-based contextualisation. We also found that experiential learning models favoured in the Business-centric literature do not match the needs of students more widely.

Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences

“…Previous literature has outlined that employers often expect graduates to possess the skills required for communication and collaboration with diverse groups of people (Hedayati Mehdiabadi andLi 2016, Mintzberg 2004). However, in line with other studies (Harrison and Peacock 2010, Heffernan et al 2018, Hendrickson, Rosen, and Aune 2011, Hommes et al 2012, Rienties, Héliot, and Jindal-Snape 2013, our findings suggest that there are several different learning relationship patterns between students in the same programme (RQ1, see also Table 2). This means that not all students had equal opportunities to practice these expected skills, with Co-National Learners, in particular, in need of additional support and encouragement during interaction with peers from diverse backgrounds.…”

“…Nonetheless, it is recognised that social and learning relationships do not necessarily occur naturally or automatically (Decuyper, Dochy, andVan den Bossche 2010, Van den Bossche et al 2006), particularly in intercultural contexts (Curşeu and Pluut 2013, Heffernan et al 2018, Summers and Volet 2008. For example, in a UK context Harrison and Peacock (2010) outline that many domestic students feel anxiety when working with international peers.…”

“…As internationalisation becomes a key feature in global organisations, international experience and training are increasingly perceived to open up opportunities for future employment (Ng et al 2018). Similarly, competencies in working with people from diverse backgrounds and across different sectors are often viewed as key to employability (Department of Business 2015, Heffernan et al 2018, Summers and Volet 2008, Woodall, Hiller, and Resnick 2012. In this way, higher education is 'under growing pressure to provide graduates with opportunities to complement discipline-based competency with multidisciplinary and interdisciplinary skills' (Pharo et al 2012, 498).…”

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

“…To date, little attention has been given to how students engage with the opportunities for global learning they encounter at university (Green & Whitsed, 2015; Heffernan et al, 2018), and what universities do to further engage, or disengage, them. Available studies suggest that internationalized curricula, as designed and taught by lecturers, are often experienced and understood differently by students.…”

“…In spite of significant attention given to IoC (Leask, 2013, 2015), we know very little about how students experience and make sense of universities’ efforts to internationalize their curriculum (Green & Whitsed, 2015; Heffernan, Morrison, Magne, Payne, & Cotton, 2018). Until now, IoC research and practice initiatives have—very usefully—focused on engaging academics within their disciplinary contexts (Clifford, 2009; Leask, 2015).…”