Internationalisation of the campus and curriculum: evidence from the US institutions of higher learning

Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia

“…They believe that the use of case studies will equip students with the relevant knowledge and skills to develop their careers internationally. This view is consistent with the findings of Wamboye et al (2015) that curriculum internationalisation is largely restricted to the course content.…”

“…One barrier is that academic staff's understandings of the meaning, purpose, relevance and approach to internationalising the curriculum may vary with subject areas (Sawir, 2011). For example, it is a common practice for academics in business studies to incorporate international elements into the course content (Wamboye et al, 2014;Wamboye et al, 2015), but others in hard disciplines may not feel the need to adjust their course material and delivery style (Sawir, 2011). This lack of agreement often leads to fragmented and individual academic approaches, as well as a lack of institutional cohesion in addressing curriculum internationalisation (Caruana and Hanstock, 2003).…”

“…As for the practice of internationalising the curriculum, most emphasis is devoted to incorporating international elements into course content (Wamboye et al, 2014;Wamboye et al, 2015), and promoting mixed discussion groups to encourage students to explore multicultural perspectives in the classroom (Bell, 2004). However, there is little emphasis on promoting student mobility experiences, such as work placements, study abroad and internships, despite it being generally believed that student mobility can improve students' career prospects (King et al, 2010;Knouse and Fontenot, 2008).…”

International academic staff in UK higher education: campus internationalisation and innovation in academic practice

“…Nearly two decades ago, Blight et al (1999) argued that inward mobility programmes, which involve international student recruitment of international students are central to the internationalisation of HE institutions. In 2017, the concept of campus internationalisation (Wamboye et al, 2015) or 'internationalisation at home' (Jones and Brown 2007) is much broader and multi-dimensional than it used to be back in 1999. This progress in the concept has been achieved through embedding key campus internationalisation resources such as teaching and learning approaches for international students and classrooms (see Crose, 2011), internationalisation of pedagogic practice (see Robson and Turner, 2007), the establishment of international faculty (Jones, 2009) use of international case studies in the classroom (see Marschan-Piekkari and Welch, 2011), use of overseas guest lecturers (see Pimpa, 2009); internationalisation of pedagogic practice (see Robson and Turner, 2007), as well as the provision of international volunteering opportunities (see Jones 2008).…”

Are Graduates from the Arts-Related Academic Disciplines More Productive than those from the Science-Related Disciplines?

“…Study disciplines forms part of the distinguishing features of higher education graduates in labour market productivity. The education sector provides both skills and general specific skills for the various disciplines and (Wamboye, Adekola, & Sergi, 2015). Combining these skills with social skills, higher education graduates are expected to be innovative, with the ability to generate employment (Bridgstock,2019).Some developed economies such as, China, Pakistan and Turkey have substantially benefited from higher education (Chaudhary, Iqbal, & Gillani, 2009;Kui, 2006;Yurtkuran & Terzi, 2015) However, some researchers have found no evidence of lower rewards of arts discipline in the labour market compared to their counterparts (Cameron, 2019;Hill & Davidson, 2019;Hill, & Pisacreta, ( 2019).…”