Internalising Internationalisation: Views of Internationalisation of the Curriculum among Non-Mobile Home Students

Autor/inn/en	Heffernan, Troy; Morrison, Dave; Magne, Polly; Payne, Simon; Cotton, Debby
Titel	Internalising Internationalisation: Views of Internationalisation of the Curriculum among Non-Mobile Home Students
Quelle	In: Studies in Higher Education, 44 (2019) 12, S.2359-2373 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Dave) ORCID (Cotton, Debby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2018.1499716
Schlagwörter	International Education; Higher Education; Cultural Awareness; Student Attitudes; College Freshmen; Case Studies; Business Administration Education; Interdisciplinary Approach; Experiential Learning; Foreign Countries; Teaching Methods; Curriculum Design; United Kingdom (England) + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural identity; Kulturelle Identität; Schülerverhalten; Studienanfänger; Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung
Abstract	There is considerable literature on internationalising the curriculum in higher education, but relatively little of this focuses on developing international perspectives in home-based students. In particular, there has been limited direct engagement with student views and understandings, especially comparatively across a wide range of subjects. To address this gap, we surveyed 495 first-year students in nine subjects across four faculties at a UK university, asking about their views on internationalisation. We also examined an apparent bias in the literature towards Business subject case studies. We found some support for generic approaches to teaching internationalisation for home students, but a more widespread sense of the need for subject-based contextualisation. We also found that experiential learning models favoured in the Business-centric literature do not match the needs of students more widely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01