Pub Date : 2022-11-25DOI: 10.1177/10283153221137652
Theresa Heath, C. Johnstone
This article reports on an ethnographically-informed case study of a Canadian university that is experiencing growth and systems change through three initiatives: internationalization, intercultural education, and Indigenization. The article describes the goals of internationalization and “interculturalization” (a term coined at the university) at the site of the case study. The study then examines points of convergence and tensions between internationalization and interculturalization and emerging Indigenization initiatives. The work draws upon conceptualizations of “imaginaries” in higher education, and identifies that plural imaginaries exist within a single institution, creating opportunities for convergence but also over–reach by particular actors. We conclude that imaginaries are a useful conceptual tool for understanding the broad-based goals of higher education and identifying their varied rationales and also for understanding intra-institutional dynamics.
{"title":"Imaginaries, Integration, and Resistance: The Case of Initiatives in Internationalization, Interculturalization and Indigenization in a Canadian University","authors":"Theresa Heath, C. Johnstone","doi":"10.1177/10283153221137652","DOIUrl":"https://doi.org/10.1177/10283153221137652","url":null,"abstract":"This article reports on an ethnographically-informed case study of a Canadian university that is experiencing growth and systems change through three initiatives: internationalization, intercultural education, and Indigenization. The article describes the goals of internationalization and “interculturalization” (a term coined at the university) at the site of the case study. The study then examines points of convergence and tensions between internationalization and interculturalization and emerging Indigenization initiatives. The work draws upon conceptualizations of “imaginaries” in higher education, and identifies that plural imaginaries exist within a single institution, creating opportunities for convergence but also over–reach by particular actors. We conclude that imaginaries are a useful conceptual tool for understanding the broad-based goals of higher education and identifying their varied rationales and also for understanding intra-institutional dynamics.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47055293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1177/10283153221139924
Samia Chasi, Savo Heleta
In this article, we offer a critical perspective on the interrelationship between internationalisation and sustainability, particularly regarding the contribution higher education internationalisation practices reliant on mobility have made to climate degradation. Specifically, we focus on carbon emissions linked to air travel in the context of in-person internationalisation conferences. Drawing on decolonial approaches and lived realities in the global South, we argue that a return to pre-pandemic practices in the midst of the ongoing COVID-19 pandemic and, more importantly, an existential climate crisis, is highly irresponsible, unjust and exclusionary. We raise issues and propose questions for internationalisation professionals and organisations to consider, unpack and action, both individually and collectively, aiming to move away from exclusionary and harmful internationalisation practices and to bring about change for a new and better ‘normal’ for all.
{"title":"Towards More Sustainable, Equitable and Just Internationalisation Practices: The Case of Internationalisation Conferences","authors":"Samia Chasi, Savo Heleta","doi":"10.1177/10283153221139924","DOIUrl":"https://doi.org/10.1177/10283153221139924","url":null,"abstract":"In this article, we offer a critical perspective on the interrelationship between internationalisation and sustainability, particularly regarding the contribution higher education internationalisation practices reliant on mobility have made to climate degradation. Specifically, we focus on carbon emissions linked to air travel in the context of in-person internationalisation conferences. Drawing on decolonial approaches and lived realities in the global South, we argue that a return to pre-pandemic practices in the midst of the ongoing COVID-19 pandemic and, more importantly, an existential climate crisis, is highly irresponsible, unjust and exclusionary. We raise issues and propose questions for internationalisation professionals and organisations to consider, unpack and action, both individually and collectively, aiming to move away from exclusionary and harmful internationalisation practices and to bring about change for a new and better ‘normal’ for all.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"603 - 620"},"PeriodicalIF":2.4,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45598822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1177/10283153221137680
Hana Fehrenbach, J. Huisman
Higher education institutions actively pursue transnational strategic alliances at the organizational level, but what are the rationales, pathways and benefits behind this pursuit? A systematic literature review in the Web of Science and Scopus reveals the majority of studies touching on this topic are descriptive, lacking definitions and theoretical underpinnings, with the word ‘strategy’ used in a generic, redundant or implicit manner. None of the 72 studies identified in this research takes a combined approach to considering the “why”, the “how” and the benefits derived from pursuing such alliances. This is necessary to explore the rationales and interconnected mechanisms that lead to strategic pathways, and to address the interplay between approaches taken and benefits derived. In addition to identifying a research agenda, this literature review points to the need for more comprehensive and theoretically grounded studies to support this emerging research area and evidence-based decision-making by policy-makers and senior leadership.
高等教育机构在组织层面积极追求跨国战略联盟，但这种追求背后的理由、途径和利益是什么?在Web of Science和Scopus上进行的一项系统的文献综述显示，大多数涉及这一主题的研究都是描述性的，缺乏定义和理论基础，“战略”一词的使用方式是通用的、冗余的或隐含的。在本研究中确定的72项研究中，没有一项采用综合方法来考虑“为什么”、“如何”以及追求这种联盟所带来的好处。这对于探索导致战略途径的基本原理和相互联系的机制，以及处理所采取的方法和所获得的利益之间的相互作用是必要的。除了确定研究议程外，本文献综述还指出需要更全面和有理论基础的研究来支持这一新兴研究领域，并支持决策者和高级领导层的循证决策。
{"title":"A Systematic Literature Review of Transnational Alliances in Higher Education: The Gaps in Strategic Perspectives","authors":"Hana Fehrenbach, J. Huisman","doi":"10.1177/10283153221137680","DOIUrl":"https://doi.org/10.1177/10283153221137680","url":null,"abstract":"Higher education institutions actively pursue transnational strategic alliances at the organizational level, but what are the rationales, pathways and benefits behind this pursuit? A systematic literature review in the Web of Science and Scopus reveals the majority of studies touching on this topic are descriptive, lacking definitions and theoretical underpinnings, with the word ‘strategy’ used in a generic, redundant or implicit manner. None of the 72 studies identified in this research takes a combined approach to considering the “why”, the “how” and the benefits derived from pursuing such alliances. This is necessary to explore the rationales and interconnected mechanisms that lead to strategic pathways, and to address the interplay between approaches taken and benefits derived. In addition to identifying a research agenda, this literature review points to the need for more comprehensive and theoretically grounded studies to support this emerging research area and evidence-based decision-making by policy-makers and senior leadership.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41342366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1177/10283153221137687
Merli Tamtik
The emergence of agreements between private pathway colleges and public English-medium institutions represents a new development in internationalization that further challenges the public higher education landscape. While these institutional arrangements are controversial and often criticized, university senior administrators have been successfully able to advocate for and authorize them. This paper takes a closer look into the reasoning that administrators use in order to legitimize formal agreements with private pathway colleges in Canada. Drawing from the sensemaking literature within organizational theory, the following strategies are traced and analyzed: 1) normalization, 2) authorization, 3) rationalization, 4) moralization, and 5) narrativization. Through content analysis of 50 institutional documents, supported by nine semi-structured interviews with senior administrators representing two public universities and one private provider in Canada (Navitas), the paper demonstrates how neoliberal ideologies in internationalization are actively enacted in public spaces by administrators representing the public higher education sector.
{"title":"Selling out the Public University? Administrative Sensemaking Strategies for Internationalization via Private Pathway Colleges in Canadian Higher Education","authors":"Merli Tamtik","doi":"10.1177/10283153221137687","DOIUrl":"https://doi.org/10.1177/10283153221137687","url":null,"abstract":"The emergence of agreements between private pathway colleges and public English-medium institutions represents a new development in internationalization that further challenges the public higher education landscape. While these institutional arrangements are controversial and often criticized, university senior administrators have been successfully able to advocate for and authorize them. This paper takes a closer look into the reasoning that administrators use in order to legitimize formal agreements with private pathway colleges in Canada. Drawing from the sensemaking literature within organizational theory, the following strategies are traced and analyzed: 1) normalization, 2) authorization, 3) rationalization, 4) moralization, and 5) narrativization. Through content analysis of 50 institutional documents, supported by nine semi-structured interviews with senior administrators representing two public universities and one private provider in Canada (Navitas), the paper demonstrates how neoliberal ideologies in internationalization are actively enacted in public spaces by administrators representing the public higher education sector.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44640136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-01DOI: 10.1177/10283153211042092
Xing Xu, Ly Thi Tran
This study delves into emic perceptions of Chinese international doctoral students' navigation of a disrupted study trajectory during the 2019 coronavirus pandemic. Drawing on semi-structured interviews with students and the conceptual framework of bioecological systems theory and needs-response agency, the article reveals a nuanced picture of how activities, relations and roles nested in a PhD study trajectory are impacted by and respond to the crisis. Specifically, the pandemic has instigated a ripple effect upon PhD study that is embedded within a complex system of person-environment factors in the microsystem, mesosystem, exosystem and macrosystem. Confronting these changes and challenges, the students enact needs-response agency to cope with these impacts so as to restore stability. The study concludes with some practical implications for related stakeholders in the bioecological system to generate conditions and support for students to harness possibilities for growth amidst and beyond the health crisis.
{"title":"A Qualitative Investigation Into Chinese International Doctoral Students' Navigation of a Disrupted Study Trajectory During COVID-19.","authors":"Xing Xu, Ly Thi Tran","doi":"10.1177/10283153211042092","DOIUrl":"https://doi.org/10.1177/10283153211042092","url":null,"abstract":"<p><p>This study delves into emic perceptions of Chinese international doctoral students' navigation of a disrupted study trajectory during the 2019 coronavirus pandemic. Drawing on semi-structured interviews with students and the conceptual framework of bioecological systems theory and needs-response agency, the article reveals a nuanced picture of how activities, relations and roles nested in a PhD study trajectory are impacted by and respond to the crisis. Specifically, the pandemic has instigated a ripple effect upon PhD study that is embedded within a complex system of person-environment factors in the microsystem, mesosystem, exosystem and macrosystem. Confronting these changes and challenges, the students enact needs-response agency to cope with these impacts so as to restore stability. The study concludes with some practical implications for related stakeholders in the bioecological system to generate conditions and support for students to harness possibilities for growth amidst and beyond the health crisis.</p>","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"26 5","pages":"553-571"},"PeriodicalIF":2.4,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9577814/pdf/10.1177_10283153211042092.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40447734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study was aimed at identifying the importance of adopting), The overall score (3.98) was high. The results showed that there were no statistically significant differences (0.05) attributable to the effect of gender. The LMS learning management system raises the quality of higher education in Kuwait. The results showed the great importance of adopting the LMS learning management system to raise the quality of higher education in Kuwait from the point of view of the faculty members at the university, and 4.02 the result was high.a³.
{"title":"The Importance of Adopting the LMS Learning Management System to Raise the Quality of Higher Education in Kuwait","authors":"Ahmad Alfailakawi","doi":"10.5296/jse.v12i4.20258","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20258","url":null,"abstract":"The study was aimed at identifying the importance of adopting), The overall score (3.98) was high. The results showed that there were no statistically significant differences (0.05) attributable to the effect of gender. The LMS learning management system raises the quality of higher education in Kuwait. The results showed the great importance of adopting the LMS learning management system to raise the quality of higher education in Kuwait from the point of view of the faculty members at the university, and 4.02 the result was high.a³.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"19 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85242413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Giulia Domingues Silva, Laerte Silva da Fonseca, R. V. Garcia, E. C. Romão
The relationship between cognitive neuroscience and the area of education has been extensively studied in recent years. With technology, also comes the opportunity to know more about the brain and thus, how it reacts in the learning process. Mathematics is an area in which many students have great difficulty, so the present work seeks to present contributions that cognitive neuroscience brings to assist the teacher in the teaching-learning process, recognizing that studies involving these areas are increasing. Through a literature review, this article focuses on the teacher of elementary school, understanding that this educator is responsible for the knowledge base that will accompany the student during his school and academic life. Many educators are unaware of how the brain works and learns, they do not know the tools that can help them in their daily school life so that they can achieve a successful teaching-learning relationship. The main objective is to bring studies about the relationship between cognitive neuroscience, learning, and mathematics, considering that being aware of these studies leads to tools that can be used in the classroom. The results showed the importance of relating aspects of cognitive neuroscience with proposals for didactic innovation related to mathematical learning, to allow a new scenario that fosters new cognitive skills, especially in the Mathematics discipline.
{"title":"Contributions of Cognitive Neuroscience on Mathematical Learning as a Tool for Elementary School Teachers","authors":"Giulia Domingues Silva, Laerte Silva da Fonseca, R. V. Garcia, E. C. Romão","doi":"10.5296/jse.v12i4.20208","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20208","url":null,"abstract":"The relationship between cognitive neuroscience and the area of education has been extensively studied in recent years. With technology, also comes the opportunity to know more about the brain and thus, how it reacts in the learning process. Mathematics is an area in which many students have great difficulty, so the present work seeks to present contributions that cognitive neuroscience brings to assist the teacher in the teaching-learning process, recognizing that studies involving these areas are increasing. Through a literature review, this article focuses on the teacher of elementary school, understanding that this educator is responsible for the knowledge base that will accompany the student during his school and academic life. Many educators are unaware of how the brain works and learns, they do not know the tools that can help them in their daily school life so that they can achieve a successful teaching-learning relationship. The main objective is to bring studies about the relationship between cognitive neuroscience, learning, and mathematics, considering that being aware of these studies leads to tools that can be used in the classroom. The results showed the importance of relating aspects of cognitive neuroscience with proposals for didactic innovation related to mathematical learning, to allow a new scenario that fosters new cognitive skills, especially in the Mathematics discipline.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74418127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.
{"title":"Transforming Asynchronous Online Discussions with a Structured Conversation System","authors":"David C. Coker","doi":"10.5296/jse.v12i4.20342","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20342","url":null,"abstract":"Research into asynchronous online discussions (AOD) produced conflicting, contradictory results. A central problem was AOD often did not produce a high level of engagement and critical thinking. Synthesizing best practices, a dialectical framework was developed around concrete, actionable levers to improve thinking in online and remote courses. Using a convergent mixed methods triangulation design, a thematic analysis compared AOD for unstructured, structured response system, and the introduction of a structured conversation system, finding a significant improvement using a structured conversation system which incorporated a social and personal component. Instructors needed to organize three levels: the back, the stage, and the front. Applying a typology analysis to AOD, instructors can improve and maintain high levels of critical thinking, engagement, and social interaction.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"22 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74570321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we made interviewed eight adolescents participating in a special behavioral attendance within the Ostrich Farm (FELT) outside Bergen in Norway. Here they could learn new things and participate in a sort of "different school day". Group participation also seemed to increase the subjects` well-being, because they felt more normal and less depressed. The concept of Gidden`s (1990) and Laing`s (1960) ontological security versa ontological insecurity were utilized to explain the importance and effect of attendance within the Ostrich farm. As well as model-learning, self-efficacy, and apprenticeship learning. The attendance within the farm also seems to ameliorate by integrating these teachers and structures into the student's lifeworld. In terms off, they can view themselves as competent, worthwhile, and consociates that have a resource in which can contribute to society. We applied inductive coding in the data analysis of the semi-structured/ open-ended interviews. Further on, we outline how participation in FELT, might also change their view of the different Lifeworld and its multiple realities (Schuetz, 1945). Through their more changed experiences of the world of working, acquired through the attendance within the Ostrich farm. All the students reported that they learned new things, as well as started to thrive from the participation within the farm. In FELT the pupils experienced a kind of fusion of horizons, as spelt out by Gadamer (1960), in their communication and interaction with the other acquaintance, and mainly the other pedagogues.
{"title":"Enhanced Ontological Security, the Lifeworld, and Its Multiple Realities--How Can This Theory Explain the Effect of Participation in the Östrich Farm?","authors":"L. Lundstrøm, Atle Møen","doi":"10.5296/jse.v12i4.20272","DOIUrl":"https://doi.org/10.5296/jse.v12i4.20272","url":null,"abstract":"In this study, we made interviewed eight adolescents participating in a special behavioral attendance within the Ostrich Farm (FELT) outside Bergen in Norway. Here they could learn new things and participate in a sort of \"different school day\". Group participation also seemed to increase the subjects` well-being, because they felt more normal and less depressed. The concept of Gidden`s (1990) and Laing`s (1960) ontological security versa ontological insecurity were utilized to explain the importance and effect of attendance within the Ostrich farm. As well as model-learning, self-efficacy, and apprenticeship learning. The attendance within the farm also seems to ameliorate by integrating these teachers and structures into the student's lifeworld. In terms off, they can view themselves as competent, worthwhile, and consociates that have a resource in which can contribute to society. We applied inductive coding in the data analysis of the semi-structured/ open-ended interviews. Further on, we outline how participation in FELT, might also change their view of the different Lifeworld and its multiple realities (Schuetz, 1945). Through their more changed experiences of the world of working, acquired through the attendance within the Ostrich farm. All the students reported that they learned new things, as well as started to thrive from the participation within the farm. In FELT the pupils experienced a kind of fusion of horizons, as spelt out by Gadamer (1960), in their communication and interaction with the other acquaintance, and mainly the other pedagogues.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"111 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79301103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.1177/10283153221121389
Pablo Beneitone
Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts.
{"title":"How to Analyse the Level of Internationalisation of Curriculum at Argentine Universities: A Model for Reflection and Implementation","authors":"Pablo Beneitone","doi":"10.1177/10283153221121389","DOIUrl":"https://doi.org/10.1177/10283153221121389","url":null,"abstract":"Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":"27 1","pages":"779 - 797"},"PeriodicalIF":2.4,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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