The Future of Research in International Pedagogies

Researching International Pedagogies, 2009

We live in interesting times. The past 20-year period has witnessed an amazing expansion of opportunities for mobility that has enabled students and lecturers to participate in an international higher education experience. Today, the effects of globalisation are undeniably evident in all aspects of higher education ranging from the development of economic and political strategies for institutional and national educational growth to a focus on individual learning designs for students. In English-speaking countries, the development of international education has in some instances brought about welcome opportunities for lecturers and students to augment the mundane teaching in local lecture halls with the inclusion of different cultural and social experiences brought about by international mobility. The novelty of internationalisation has meant professional opportunities of an exciting kind to some, transporting scholars to exotic offshore locations in the academic pursuit of knowledge...

2016

Embedding and debating global exemplars and perspectives Embedded opportunities for international mobility International and intercultural learning Adapting to learner diversity Ongoing intercultural and international dialogue: Partnership and collaboration Utilising the diversity of the academic community as a learning resource Pro-active development of inclusive learning outcomes, attitudes and skills18 Conclusions Vignettes Vignette 1: Mobilising partnerships and academic networks Vignette 2: Fostering ethical engagements Vignette 3: Virtual mobility-using social media to connect with global industry Vignette 4: Integration of international and home students Vignette 5: Subject adaptation of language support Vignette 6: Embedded short-placements

In H. de Wit, F. Hunter, L. Johnson & H.G. van Liempd (Eds.). Possible futures; The next 25 years of the internationalisation of higher education, 2013

European Political Science, 2015

This paper explains the key themes and areas of debate covered by this symposium. While the focus of these papers is predominantly on the US higher education systemwith just one paper from the context of a UK HEI it is clear that some common themes and issues can be identified from the various case studies that are discussed. The question of how to define internationalisation; the process of how to encourage and measure internationalisation; and the design and delivery of an internationalised curriculumparticularly in relation to study abroad schemesare themes that run across the five papers. Drawing from the work undertaken in this symposium, this paper concludes by suggesting a number of areas and questions that merit further investigation and evaluation.

Journal of International Students

In recent years, there has been growing acknowledgement that our interconnected world requires graduates with international and intercultural perspectives, a global outlook, or to develop as global citizens. One result of this has been greater recognition of the importance of curriculum internationalization as a central focus in a comprehensive approach to internationalization. Betty Leask recognizes the importance of the intercultural in this endeavor, as well as the international, in arguing that: An internationalized curriculum will engage students with internationally informed research and cultural and linguistic diversity and purposefully develop their international and intercultural perspectives as global professionals and citizens. (Leask, 2015, p. 10) Earlier, Josef Mestenhauser, one of the great scholar-practitioners and pioneers in the field, described international education as multi-dimensional, multidisciplinary, and cross-cultural (Mestenhauser, 1998), a view largely reinforced across the literature today. But this begs the question, what do we mean by 'culture,' and so what does it mean to talk of the intercultural when we refer to curriculum? Adrian Holliday (1999) argues that the default notion of culture is really a large culture paradigm, for example, relating to nationality or ethnicity. Perhaps we fall too easily into thinking of our students as coming from a certain country, religious or ethnic background, with the result that stereotyping, biases, and assumptions may follow (Jones, 2017).

US Power in international higher education, 2021

Internationalization of the higher education curriculum is often justified through the perceived imperatives to prepare graduates for an increasingly interconnected world by providing an avenue for “internationalization at home” (Clifford and Montgomery, 2015; Leask, Beelen, and Kaunda, 2013). Efforts to internationalize higher education curricula can indeed create important opportunities for reimagining inherited approaches to teaching and learning. Yet while it is increasingly common to find agreement that curriculum internationalization is important, the concept means different things to different people, and thus is variously “the cause of fascination, frustration, confusion, and fulfillment” (Leask, 2015, p. 3). This, in turn, reflects more general contestation around the meaning of internationalization itself, as well as its orienting principles, values, and purposes (e.g., Buckner and Stein, 2019; de Wit, 2014; Knight, 2014; Stein, Andreotti, Bruce, and Suša, 2016; Stier, 2004). Rather than advocate for a particular approach to curriculum internationalization, in this chapter I invite readers to deepen their engagement with the tensions and complexities of this work, particularly in relation to national hegemony and a dominant global imaginary that has been largely naturalized through centuries of colonization.

International Journal of Pedagogies and Learning, 2008

This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts.

2010

2015