Students' Perspectives on Curriculum Internationalisation Policies in Transition: Insights from a Master's Degree Programme in the Netherlands

Autor/inn/en	Mittelmeier, Jenna; Slof, Bert; Rienties, Bart
Titel	Students' Perspectives on Curriculum Internationalisation Policies in Transition: Insights from a Master's Degree Programme in the Netherlands
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 1, S.107-119 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mittelmeier, Jenna) ORCID (Rienties, Bart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1675529
Schlagwörter	Student Attitudes; Global Approach; Educational Policy; Educational Change; Graduate Students; Foreign Countries; Curriculum Development; Language of Instruction; English (Second Language); Student Experience; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Globales Denken; Politics of education; Bildungspolitik; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Studienerfahrung; Niederlande
Abstract	Although many studies have investigated the overarching benefits of curriuclum internationalisation in various forms, there have been few investigations of students' perspectives on changing university policies towards internationalisation. In this study, we considered master's students' perspectives on two changing internationalisation policies at a Dutch university: (1) the switch to English Medium Instruction (EMI) and (2) the increasing incorporation of internationally-minded materials into the curriculum. Through analysing 138 questionnaire responses, the relevancy of and comfort with internationalised content, the use of EMI, and overall teaching quality was explored. The findings suggested that, although most participants valued their overall internationalised learning experiences, factors such as students' educational backgrounds and perceived confidence using English influenced the degree to which curriculum internationalisation policies were deemed relevant to students' lives and careers. This article summarises with suggestions for university staff, programmes, and departments undergoing transition policies towards curriculum internationalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01