IEASA Special Interest Group: Internationalisation of the Curriculum (IoC)Compiled by Huba Boshoff

Points of departure

• What does IoC mean for a South African Higher Education institution?

• What are the different approaches to IoC? See Point 2

• What is the link between IoC and I@H?

• Who are the roleplayers in IoC?How can IoC be measured?

• What resources (including human resources) to implement a IoC strategy?

• What does IoC “look like” in specific disciplines?

• A few models of IoC (Based on work by Bond (2003 & 2004) and Williams)Add-on approach

This approach is characterized by adding international or intercultural content or themes to existing curricula and courses without modifying the original structure or pedagogical approaches. The infusion approachThe curriculum is infused with content that enriches students' cross-cultural understanding and knowledge of diverse cultures. The infusion approach focuses on the interdisciplinary nature of the internationalization of the curriculum and exposes students in all fields of study to international and multicultural perspectives. This approach can be linked to the conceptual framework of Betty Leask with a focus on the interacting contexts (local, national, global, institutional). Transformation approachThe transformation approach is probably the most difficult to adopt and the least utilized approach to modify the curriculum. This approach encourages new ways of thinking, incorporates new methodologies, so that different epistemological questions are raised, old assumptions are quested, subjective data sources are considered, and prior theories either revised or invalidated. This can also be linked to Leasks’ focus on creating paradigms. Resource list (particularly relevant literature but for later also a toolkit of some sorts for practitioners).

References

• Barth, M. & Rieckmann, M. 2012. Academic staff development as a catalyst for curriculum change towards education for sustainable development: An output perspective. Journal of Cleaner Production, 2628-36.

• Beelen, J. 2007. Implementing Internationalisation at Home. EAIE Professional Development Series for International Educators, Volume 2. Amsterdam: EAIE

• Bond, S. 2003. Untapped resources: Internationalization of the curriculum and classroom experience: A selected literature review. Canadian Bureau for International Education

• Brookes, M. & Becket, N. 2011. Developing global perspectives through international management degrees. Journal of Studies in International Education, 15(4): 374-394.

• Caruana, V and Hanstock, J. 2003. Internationalising the curriculum: From Policy to Practice. In Education in a Changing Environment, 17 – 18 September 2003. Salford: University of Salford

• Clifford, V., Haigh, M., Henderson, J and Adetunji, H. 2009. Risky businiess: Negotiating new knowledge, new values, new behaviours. European Association of International Education. 21st Annual Conference, Madrid.

• Cousin, G. 2011. Rethinking the concept of 'western'. Higher Education Research and Development, 30(5): 585-594.

• De Wit, H. 2012. Internationalisation of Higher Education: Nine Misconceptions. In Beelen, J & De Wit, H (ed). Internationalisation Revisited: New Dimensions in the internationalisation of higher education. p 5 - 9. Amsterdam: Centre for Applied Research on Economics and Management (CAREM)

• Gacel-Avila, J. 2005. The Internationalisation of Higher Education: A Paradigm for Global Citizenry. Journal of Studies in International Education. Vol. 9 (2), p. 121 – 136

• Green, W. & Whitsed, C. 2013. Reflections on an alternative approach to continuing professional learning for internationalization of the curriculum across disciplines. Journal of Studies in International Education, 17(2): 148-164.

• Hall, D. 2012. Internationalisation of the curriculum: Comparison and Evaluation of Definitions. Learning Without Borders project. Australian Government – Office for Teaching and Learning

• Jansen, J., McLellan, C., Greene, R. 2008. South Africa. In Teferra, D & Knight, J (ed). Higher Education in Africa: The International Dimension. p 387 – 420. Center for International Higher Educaiton, Lynch School of Education, Boston College and Association of African Universities, Accra, Ghana.

• Jones, E and Killick, D. 2013. Graduate Attributes and the internationalized curriculum: embedding a global outlook in disciplinary learning outcomes. Journal of Studies in International Education, Vol 17 (2). P. 165 -182

• Leasak, B. 2009. Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, Vol. 13: 2. p 205 – 221

• Leasak, B. 2012. Internationalisation of the curriculum (IoC) in action – A Guide. Australian Government, Office for Learning and Teaching. University of South Australia. Available online: http://www.ioc.net.au/main/course/view.php?id=2, Accessed on 12 October 2012.

• Luxon, T. & Peelo, M. 2009. Internationalisation: Its implications for curriculum design and course development in UK higher education. Innovations in Education & Teaching International, 46(1): 51-60.

• McDonald, R and Van der Horst, H. 2007. Curriculum alignment, globalization and quality assurance in South African Higher Education. Journal of Curriculum Studies, Vol. 39 (1), p. 1 -9Nijhuis, C.J.G., Voogt, J.M., Pieters, J.M.,

• Nijhuis, C.J.G., Voogt, J.M. & Pieters, J.M. The cultural complexity of international collaboration: Conditions for sustainable curriculum development in ghana. International Journal of Intercultural Relations, 36(5): 647.

• Parsons, R.L. 2010. The effects of an internationalized university experience on domestic students in the united states and australia. Journal of Studies in International Education, 14(4): 313-334.

• Rizvi, F & Lingard, B. 2010. Globalizing education policy. Routledge, Abington. United Kingdom

• Sawir, E. 2013. Internationalisation of higher education curriculum: The contribution of international students. Globalisation, Societies and Education,

• Schapper*, J.M. & Mayson, S.E. 2004. Internationalisation of curricula: An alternative to the taylorisation of academic work. Journal of Higher Education Policy and Management, 26(2): 189-205.

• Tillman, M. 2012. International Students and Global Mobility in Higher Education: National Trends and New directions. Booknotes. International Educator, May and June 2012.

• Van der Wende, M. 1997. Missing links: The relationship between national policies for internationalisation and those for higher education in general. In T. Kalvermark and M van der Wende (eds), National policies for the internationalisation of higher education in Europe. Stockholm: Hogskolverket Studies, National Agency for Higher education. p 10-31

• Vainio-Mattila, A. 2009. Internationalizing curriculum: A new kind of education? New Directions for Teaching and Learning, (118): 95-103.

• Welikala, T. 2011. Rethinking the internationalisation of the curriculum in higher education: mapping the research landscape. A position paper. Universitas 21 – Leading global network of resrach universities for the 21st century. May 2011

• Yawan, L. & Ying, L. 2011. An approach to the internationalisation of the curriculum: Sino-british joint efforts for three online courses. Open Learning, 26(3): 265-273.

• Zimitat, C. 2008. Student perceptions of the internationalisation of the curriculum. In Dunn, L and Wallace, M. Teaching in Transnational Higher Education. London: Routledge. p. 135 – 147