Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives
Comparing internationalisation of the curriculum in action across disciplines: theoretical and practical perspectives
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DOI：
10.1080/03057925.2013.746566
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发表时间：
2013-01-01
影响因子：
1.8
通讯作者：
Bridge, Christopher
中科院分区：
文献类型：
--
作者：
Leask, Betty;Bridge, Christopher
高等教育课程的国际化和国际化并不是一个新概念，但人们对它们的理解和解释却有很多争议。对高等教育课程的研究很少。高等教育课程国际化的研究更是罕见，除了少数例外，都集中在一个机构和/或一个学科。本文提出了课程国际化的概念框架，解释了国际化课程的替代建设的基础，并提出了三个案例研究的课程国际化在三个学科和大学在澳大利亚。该框架是基于研究，从事学术人员在探索和明确的课程国际化的意义，在他们的方案的过程中。它突出了背景下课程国际化的全部复杂性，促使考虑替代范式，容纳和合法化不同的观点，并提供进入替代未来的门户。
Internationalisation and internationalisation of the curriculum in higher education are not new concepts, but they are much debated and diversely interpreted. Studies of the higher education curriculum have been scarce. Studies of internationalisation of the curriculum in higher education are even rarer and, with a few exceptions, are focused on a single institution and/or a single discipline. This paper presents a conceptual framework for internationalisation of the curriculum that explains the foundations of alternative constructions of an internationalised curriculum and presents three case studies of internationalisation of the curriculum in three disciplines and universities in Australia. The framework is based on research that engaged academic staff in the process of exploring and making explicit the meaning of internationalisation of the curriculum in their programmes. It highlights the full complexity of internationalisation of the curriculum in context, prompts consideration of alternative paradigms, accommodates and legitimates different perspectives and provides gateways into alternative futures.