Are some disciplines ‘hard to engage’? A cross-disciplinary analysis of university teachers’ approaches to internationalisation of the curriculum

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Research & Development Pub Date : 2023-06-15 DOI:10.1080/07294360.2023.2217092
Tracy X. P. Zou, Lisa Y. N. Law, Beatrice Chu
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引用次数: 1

Abstract

ABSTRACT Internationalisation of the curriculum (IoC) as an important element of internationalisation has seen many challenges. The literature shows that successful IoC cases are rare. Drawing on the concepts of powerful knowledge and ‘knowing’, we argue that a more comprehensive understanding of knowledge engagement in the IoC process is needed. Currently, engaging knowledge appears to be a barrier to IoC, particularly in hard disciplines such as science and engineering. This study investigated how faculty members from different disciplines engaged knowledge in their approaches to IoC through semi-structured interviews with 34 faculty members based in three Hong Kong universities. The findings show that engaging knowledge is indispensable to IoC because it provides theoretical foundations for ‘being’ and substantiates discussions on global issues using disciplinary lenses. Furthermore, faculty members from all disciplines show productive ways of engaging knowledge, whilst the differences lie in the expected role of ‘knower’ and the relationship between ‘knowing’ and ‘being’. Specifically, facilitating an intimate relationship between ‘knowing’ and ‘being’ through students’ own dispositions was featured in soft disciplines, whilst taking perspectives based on scientific principles was identified in hard disciplines.
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有些学科是否“难以参与”?大学教师课程国际化路径的跨学科分析
课程国际化作为国际化的重要组成部分,面临着诸多挑战。文献显示,成功的IoC病例很少。根据强大的知识和“知道”的概念,我们认为需要对IoC过程中的知识参与进行更全面的理解。目前,吸引知识似乎是IoC的障碍,特别是在科学和工程等硬学科中。本研究通过对香港三所大学34名教师的半结构化访谈,调查了来自不同学科的教师如何在他们的IoC方法中运用知识。研究结果表明,参与知识对国际奥委会来说是不可或缺的,因为它为“存在”提供了理论基础,并通过学科视角使关于全球问题的讨论变得实质性。此外,所有学科的教师都表现出富有成效的知识获取方式,而差异在于“知识者”的预期角色以及“知识”和“存在”之间的关系。具体来说,软学科的特点是通过学生自己的性格促进“认识”和“存在”之间的亲密关系,而硬学科的特点是基于科学原理的观点。
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来源期刊
Higher Education Research & Development
Higher Education Research & Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.30
自引率
12.50%
发文量
86
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