Whitsed C and Green W Professional Development For Internationalisation of the Curriculum in National Symposium Internationalisation of the Curriculum in Action 10 October 2011 Bradley Forum University of South Australia Adelaide, 2011
Preparing medical graduates who are competent to work in a global environment requires broad inte... more Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge’s “conceptual framework of internationalisation of the curriculum,” this article first highlights the emphasis placed on international mobility, global health, and cultural competency as ways to address internationalization of the curriculum within the discipline of medicine. Second, it highlights the influence of national and regional contexts on internationalizing the curriculum by comparing approaches from Germany and Australia. A review of the literature reveals that in spite of some contextual differences, medicine seems to struggle with a disciplinary understanding of an internationalized curriculum that is comprehensive and coherent. This article argues that what is needed instead is a transformative approach to learning and to curriculum development in medicine. F...
Lave and Wenger's (1991) concept of 'communities of practice&#x... more Lave and Wenger's (1991) concept of 'communities of practice'(CoPs) promises to address the sense of 'pedagogical solitude'(Shulman 1993) experienced by many academics, by offering them opportunities to work together, over time, on matters of genuine concern ...
Abstract In recent years, there has been a concerted focus on graduating students who are globall... more Abstract In recent years, there has been a concerted focus on graduating students who are globally responsible and possess intercultural competence. Although definitions and opinions vary as to what constitutes global responsibility, it is generally agreed that ...
International Journal for Academic Development, 2016
One consequence of globalisation is the demand on academics to better prepare students for work a... more One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Drawing on Star Trek and nomadic space, we theorise a participatory, situative approach to engaging disciplinary academic teams in the internationalisation of the curriculum process. We illustrate this from our work with teaching/program teams in two Australian universities.
Critical Perspectives on Internationalising the Curriculum in Disciplines, 2015
The idea for this book was conceived one fine spring day in a meeting room at the Università Catt... more The idea for this book was conceived one fine spring day in a meeting room at the Università Cattolica del Sacro Cuore, Milan. An eager and very international group of policy makers, researchers and teaching academics from a range of disciplines had gathered at the University’s Centre for Higher Education Internationalisation to discuss the topic ‘Internationalisation at Home: 10 years on’.
ABSTRACT Governments and educational institutions promote study abroad in the belief that it offe... more ABSTRACT Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research.
Whitsed C and Green W Professional Development For Internationalisation of the Curriculum in National Symposium Internationalisation of the Curriculum in Action 10 October 2011 Bradley Forum University of South Australia Adelaide, 2011
Preparing medical graduates who are competent to work in a global environment requires broad inte... more Preparing medical graduates who are competent to work in a global environment requires broad integration of international and intercultural perspectives throughout the medical curriculum. Employing Leask and Bridge’s “conceptual framework of internationalisation of the curriculum,” this article first highlights the emphasis placed on international mobility, global health, and cultural competency as ways to address internationalization of the curriculum within the discipline of medicine. Second, it highlights the influence of national and regional contexts on internationalizing the curriculum by comparing approaches from Germany and Australia. A review of the literature reveals that in spite of some contextual differences, medicine seems to struggle with a disciplinary understanding of an internationalized curriculum that is comprehensive and coherent. This article argues that what is needed instead is a transformative approach to learning and to curriculum development in medicine. F...
Lave and Wenger's (1991) concept of 'communities of practice&#x... more Lave and Wenger's (1991) concept of 'communities of practice'(CoPs) promises to address the sense of 'pedagogical solitude'(Shulman 1993) experienced by many academics, by offering them opportunities to work together, over time, on matters of genuine concern ...
Abstract In recent years, there has been a concerted focus on graduating students who are globall... more Abstract In recent years, there has been a concerted focus on graduating students who are globally responsible and possess intercultural competence. Although definitions and opinions vary as to what constitutes global responsibility, it is generally agreed that ...
International Journal for Academic Development, 2016
One consequence of globalisation is the demand on academics to better prepare students for work a... more One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Drawing on Star Trek and nomadic space, we theorise a participatory, situative approach to engaging disciplinary academic teams in the internationalisation of the curriculum process. We illustrate this from our work with teaching/program teams in two Australian universities.
Critical Perspectives on Internationalising the Curriculum in Disciplines, 2015
The idea for this book was conceived one fine spring day in a meeting room at the Università Catt... more The idea for this book was conceived one fine spring day in a meeting room at the Università Cattolica del Sacro Cuore, Milan. An eager and very international group of policy makers, researchers and teaching academics from a range of disciplines had gathered at the University’s Centre for Higher Education Internationalisation to discuss the topic ‘Internationalisation at Home: 10 years on’.
ABSTRACT Governments and educational institutions promote study abroad in the belief that it offe... more ABSTRACT Governments and educational institutions promote study abroad in the belief that it offers valuable learning experiences for all students. Yet studies suggest that equitable access to study abroad is more myth than reality. This study took a narrative approach supported by survey data to explore this issue at one Australian university. The survey indicated that the majority of students are effectively excluded from the university's Student Exchange Programme, and that those included generally have high cultural, social and economic capital. Interviews revealed how multiple dimensions of privilege typically work to make study abroad imaginable, affordable and do-able for some. These findings are complicated by one student's atypical narrative, which serves to raise further questions for research.
Globalization, as a disruptive force, challenges us to reconsider enduring assumptions that frame... more Globalization, as a disruptive force, challenges us to reconsider enduring assumptions that frame conceptualizations of internationalization in the Australian higher education context and internationalization of the curriculum more broadly. Drawing on the perspectives of Fazal Rizvi, we problematize the new normal and argue that, if the transformative potential of curriculum internationalization is to be realized, assumptions about what is considered normal need to be challenged. To accomplish this, individual faculty (academics), their disciplines, and their institutions need to engage in critically reflective new imaginings of the transformative possibilities and the rich potential the new normal affords, and respond reflexively with open minds.
Academics at the coalface of teaching and learning often feel undersupported, underprepared, and ... more Academics at the coalface of teaching and learning often feel undersupported, underprepared, and underconfident in “internationalizing the curriculum” (IoC). The formal, structured programs designed by institutions to meet the needs of academics for continuing professional learning (CPL) in our rapidly changing sector fail to engage many academics. As centrally situated higher education/student learning academics, the authors present one alternative approach to CPL, developed in the context of an Australian Learning and Teaching Fellowship: “Internationalization of the Curriculum in Action.” First, the authors reflect on the engagement of disciplinary academics throughout the project; this underscores the value of critical, reflective conversations within and across disciplines. Second, the authors reflect on their own role in creating this critical (inter)disciplinary space; this underscores the value of introducing a theoretical framework for reviewing and developing IoC, providing a structure for the process, igniting the imagination of participants, and questioning and collectively acting on institutionalized enablers and blockers to IoC.
Across the higher education sector international education has been described as experiencing a “... more Across the higher education sector international education has been described as experiencing a “crisis of identity.” The recent proliferation of new terms advanced to label “internationalization,” it has been suggested, represents little more than “tautology.” Here, we address questions posed by de Wit regarding this phenomenon: “Why is it new labels are emerging?” “What do they mean?” “How are they used?” And, “will they advance the debate on the future of internationalisation?” We argue the phenomenon of renaming highlights a deep unease among scholars and points to the need for further theoretical consideration of the subject/agent nexus in the context of internationalization. First, with Strauss (1997), we argue the renaming phenomenon reveals more about those attributing the labels than that which they name. Second, drawing on positioning theory we argue renaming “internationalization” can be equated to reflexive positioning in the context of uneven distributions of power across contested storylines. As such, current efforts to rename “internationalization” are not necessarily tautological; rather, they could be integral to systematic changes in understandings, activities, dispositions, and rationales across the higher education sector.
One consequence of globalisation is the demand on academics to better prepare students for work a... more One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Drawing on Star Trek and nomadic space, we theorise a participatory, situative approach to engaging disciplinary academic teams in the internationalisation of the curriculum process. We illustrate this from our work with teaching/program teams in two Australian universities.
We commenced this volume with these words spoken by a disciplinary academic reflecting on interna... more We commenced this volume with these words spoken by a disciplinary academic reflecting on internationalisation of the curriculum. The sense of frustration is palpable. And, as the chapters collected in this book indicate, this sense of frustration is not uncommon. While the importance of internationalisation of the curriculum (IoC), as a concept, is increasingly recognised, it is not generally embraced enthusiastically within faculties.
This chapter explores and teases open several complexities that surround and permeate the interna... more This chapter explores and teases open several complexities that surround and permeate the internationalisation of higher education. The higher education sector is being transformed by a widening, deepening and speeding up of worldwide interconnectedness in all aspects of contemporary life. The chapter focuses on globalisation and internationalisation and how these concepts are being reconceptualised and enacted in different higher education contexts. According to Jane Knight, internationalisation can be perceived as having two components: internationalisation abroad and internationalisation at home. In the current global knowledge society the concept of internationalisation of higher education has become globalised, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. The internationalisation research across the globe continues to be characterised by a lack of attention on the experiences of students and academics, the core players in the process except in a rather remedial sense.
We commenced this volume with these words spoken by a disciplinary academic reflecting on interna... more We commenced this volume with these words spoken by a disciplinary academic reflecting on internationalisation of the curriculum. The sense of frustration is palpable. And, as the chapters collected in this book indicate, this sense of frustration is not uncommon. While the importance of internationalisation of the curriculum (IoC), as a concept, is increasingly recognised, it is not generally embraced enthusiastically within faculties.
Disciplines are at the heart of the IoC process. Each discipline has its own culture and history,... more Disciplines are at the heart of the IoC process. Each discipline has its own culture and history, its own ways of investigating, understanding, and responding to the world (Becher, 1989). Differences between disciplines extend far beyond the content taught; they ‘go to the heart of teaching, research and student-faculty relationships’ (Becher & Trowler, 2001, p. 4).
In our overview of ‘Internationalising the curriculum in business’, we recalled Hans de Wit and c... more In our overview of ‘Internationalising the curriculum in business’, we recalled Hans de Wit and colleagues’ observation of the differing ‘accents and approaches’ to internationalisation. In that section, we noted an emphasis on the development of broad graduate attributes – the ability to live as well as work ethically in an interconnected world – and an absence of a pronounced disciplinary accent.
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