Critical Perspectives On Internationalising The Curriculum In Disciplines: Reflective Narrative Accounts From Business, Education And Health (global Perspectives On Higher Education)
by Wendy Green /
2015 / English / PDF
5.4 MB Download
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 'internationalisation of the curriculum' (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 editors'
commentaries draw out the tensions between personal, disciplinary
and institutional motivations, imperatives, and interests - in
other words, tensions between the ideal and the do-able - which
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.
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 'internationalisation of the curriculum' (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 editors'
commentaries draw out the tensions between personal, disciplinary
and institutional motivations, imperatives, and interests - in
other words, tensions between the ideal and the do-able - which
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.