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Critical Perspectives on Internationalising the Curriculum in Disciplines
Reflective Narrative Accounts from Business, Education and Health
Series: - Global Perspectives on Higher Education, Volume: 32
Universities around the world have embraced internationalisation at the policy level, but struggle to put that policy into practice, particularly at the coalface of teaching and learning. To date, faculty voices have been largely silent in the literature on internationalising the curriculum. This book begins to address this gap.
What does âinternationalisation of the curriculumâ (IoC) mean in practice? How is it conceived, implemented and assessed within specific disciplines, locales and types of institutions? Why does it matter? These questions are addressed in this book by academics teaching in the fields of business, education and health, in a range of institutions across North America, the Middle East, Europe, East Asia and Australia.
Reflecting critically on personal experience, through a scholarly engagement with current research, each chapter offers new ways of thinking about internationalising curricula in an increasingly interconnected world. The editorsâ commentaries draw out the tensions between personal, disciplinary and institutional motivations, imperatives, and interestsâin other words, tensions between the ideal and the do-ableâwhich come into play in the practice of internationalising the curriculum, and offer insightful suggestions for future research and practice.
Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health is essential reading for academics and administrators invested in exploring new ways to better prepare students for life and work in the 21st century.
What does âinternationalisation of the curriculumâ (IoC) mean in practice? How is it conceived, implemented and assessed within specific disciplines, locales and types of institutions? Why does it matter? These questions are addressed in this book by academics teaching in the fields of business, education and health, in a range of institutions across North America, the Middle East, Europe, East Asia and Australia.
Reflecting critically on personal experience, through a scholarly engagement with current research, each chapter offers new ways of thinking about internationalising curricula in an increasingly interconnected world. The editorsâ commentaries draw out the tensions between personal, disciplinary and institutional motivations, imperatives, and interestsâin other words, tensions between the ideal and the do-ableâwhich come into play in the practice of internationalising the curriculum, and offer insightful suggestions for future research and practice.
Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health is essential reading for academics and administrators invested in exploring new ways to better prepare students for life and work in the 21st century.
âAn important and rigorous academic work that makes a valuable and unique contribution to the evolution of the broader internationalisation agenda in higher education institutions across the world.ââUNIVERSITY WORLD NEWS, May 2015
âContributes much needed insights into current curricula development for internationalisation and detail the processes involved in that development ⦠Green and Whitsed are to be congratulated on producing this collection of case studies. Their book illustrates well that disciplines are not impervious to change but are composed of individual academics, situated within specific complex environments, who, in the end, are the ones who internationalise their curriculum. Academics nowadays have to engage strategically with institutional policies and governance structures as well as those of their disciplines and professions. Curriculum innovation takes time and requires the willingness of academics to deconstruct and reflect on their present knowledges and practices. This book illustrates the continuing development of IoC and in conclusion the editors invite us to continue our journey into IoC by âimagin[ing] the possibleâ.ââHERDSA REVIEW OF HIGHER EDUCATION
"This book however fails, as admitted by the editors, to provide a complete global perspective as most of its contributions are dominated by the European and Anglophone perspectives. Furthermore, the strength of the narrative approach with its rich in-depth personal accounts can be viewed from another angle as rather subjective, descriptive and contextually dependent. The practicality of the book is thus left to each individual reader to find echoes of their own struggles with internationalization and inspiration to continue championing for its cause. Given these limitations, the contributing authors do succeed in bringing internationalization to life with their narratives and pushing the reader to expand their imagination to encompass all the shapes and forms an internationalized curriculum may take. "âMelissa Laufer, CHEGG, Department of Sociology, Ghent University, review in TH&MA magazine
âContributes much needed insights into current curricula development for internationalisation and detail the processes involved in that development ⦠Green and Whitsed are to be congratulated on producing this collection of case studies. Their book illustrates well that disciplines are not impervious to change but are composed of individual academics, situated within specific complex environments, who, in the end, are the ones who internationalise their curriculum. Academics nowadays have to engage strategically with institutional policies and governance structures as well as those of their disciplines and professions. Curriculum innovation takes time and requires the willingness of academics to deconstruct and reflect on their present knowledges and practices. This book illustrates the continuing development of IoC and in conclusion the editors invite us to continue our journey into IoC by âimagin[ing] the possibleâ.ââHERDSA REVIEW OF HIGHER EDUCATION
"This book however fails, as admitted by the editors, to provide a complete global perspective as most of its contributions are dominated by the European and Anglophone perspectives. Furthermore, the strength of the narrative approach with its rich in-depth personal accounts can be viewed from another angle as rather subjective, descriptive and contextually dependent. The practicality of the book is thus left to each individual reader to find echoes of their own struggles with internationalization and inspiration to continue championing for its cause. Given these limitations, the contributing authors do succeed in bringing internationalization to life with their narratives and pushing the reader to expand their imagination to encompass all the shapes and forms an internationalized curriculum may take. "âMelissa Laufer, CHEGG, Department of Sociology, Ghent University, review in TH&MA magazine
Educational Researchers and their students