Internationalising Geography in Higher Education: Towards a conceptual framework

Abstract

Key issues relating to the internationalisation of geography in higher education are explored. Drawing on past experience, critical questions are posed regarding the goals, ownership, management and operation of a proposed international network for teaching and learning in geography in higher education. It is argued that those developing the network must learn from the lessons of the past, both to avoid repeating avoidable mistakes and to ensure that the network successfully achieves its intended aims.

Identifying Opportunities for Collaborations in International Engineering Education Research on Problem- and Project-Based Learning

“…For example, internationalization trends may provide a field with general educational benefits, including through comparative assessments, joint curriculum development, pooling of academic expertise and economies of scale, dissemination of "best practices, " and setting and promoting international standards (Shepherd, Monk, & Fortuijn, 2000;Wheeler, Smith, Rydant, & Larin, 2005). Benefits more specific to research include solving local and regional problems, providing new forums for interaction (Shepherd et al 2000), reducing parochialism, and broadening the perspectives of researchers, students, and faculty (Leong & Ponterotto, 2003;Shepherd, et al, 2000;Thelen, 1992;Yang, 2002). On the other hand, when fields fail to develop an international profile, they run the risk of being populated by isolated scholars working on similar problems using relatively elementary approaches, thus im-…”

Tools for Developing Short-Term Study Abroad Classes for Geography Studies

“…A number of commentators have argued variously for the importance of international networks (Shepherd et al 2000), an "internationalization of the curriculum" (Haigh 2002), virtual fieldtrips to foreign places (Stainfield et al 2000), and actual international field experiences for both students (Narin et al 2000) and faculty (Festervand and Tillery 2001) to help achieve this goal. Whatever the approach, increasing understanding of the meanings of social justice and diversity in cultures and enhancing knowledge about global envi-A truism contends that American students should leave a university Journal of Geography 102: 202-215 ronments and economies, among other things, can be considered worthy goals of an internationally focused curriculum (Marcum and Roochnik 2001;Shepherd et al 2000). Traveling to experience diverse cultures, interpreting the physical landscape by "seeing it with one's own eyes" and learning about sustainability issues through meetings with representatives abroad enlighten students in a way not possible in a traditional classroom setting.…”

Leading Internationalization

“…A broad array of resources, from online databases to firms offering quality assurance services, is now available to help vet international partners. It is also important to make sure that the objectives, design, and management of the international partnership are carefully worked out prior to embarking on any activities (Shepherd, Monk, and Fortuijn 2000;Higgitt et al 2008;Starke-Meyerring and Wilson 2008;Ray and Solem 2009). Attention to these factors will ensure that the partnership begins on a solid footing and a mutually agreed-on framework.…”