Academic staff on their engagement with curriculum internationalisation: an organisational change perspective

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Research & Development Pub Date : 2023-06-15 DOI:10.1080/07294360.2023.2193724
Franka van den Hende, J. Riezebos
{"title":"Academic staff on their engagement with curriculum internationalisation: an organisational change perspective","authors":"Franka van den Hende, J. Riezebos","doi":"10.1080/07294360.2023.2193724","DOIUrl":null,"url":null,"abstract":"ABSTRACT Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the context affects the process of engagement and implementation and what to change (content). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.","PeriodicalId":48219,"journal":{"name":"Higher Education Research & Development","volume":"125 1","pages":"1247 - 1266"},"PeriodicalIF":2.6000,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Research & Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/07294360.2023.2193724","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

Abstract

ABSTRACT Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the context affects the process of engagement and implementation and what to change (content). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
学术人员参与课程国际化:一个组织变革的视角
关于高等教育课程国际化的研究经常报告教学人员参与度低,阻碍了实践中的实施。然而,这样的研究并没有考虑到学者们所处的组织环境。本研究运用组织变革的视角来探讨环境如何影响参与和实施的过程,以及改变什么(内容)。本文以2012 - 2020年一所西欧大学四个学科背景的比较案例为研究对象,通过深度访谈揭示了29位学术人员的看法和经验。学者们解释了多重背景紧张和资源管理不足如何使他们参与课程国际化。尽管如此,它们也揭示了许多成就的证据,以及课程国际化的强大个人驱动力。我们的研究结果表明,学科背景的影响和动态如何在每个学习项目中创造课程国际化的特定感知和体验。本文提出了一个全面的组织变革框架,以解释和促进学术人员参与学科社区的课程国际化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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
期刊最新文献
Intentions versus outcomes in doctoral degree completion Using crowdfunding as a source of research funding: challenges and required competences Students’ informal learning interactions in health professions education: insights from a qualitative synthesis Including LGBTQ+ early career higher education staff: learning from the policy and practice for supporting LGBTQ+ students Professional adaptation of international academics: a critical discussion through the lens of complexity theory
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1