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Internationalizing the curriculum in the disciplines-imagining new possibilities

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dc.contributor.authorLeask, B.
dc.date.issued2013
dc.descriptionData source: Figures & tables, https://doi.org/10.1177/1028315312475090
dc.description.abstractInternationalization of the curriculum provides challenges and opportunities for academic staff and institutions. This article reports on research undertaken in 2010-2011, which engaged academic staff in different disciplines and universities in the process of exploring and making explicit the meaning of internationalization of the curriculum in their disciplines. One of the outcomes of the research was a five-stage model of the process of internationalization of the curriculum. A critical part of the process involved small groups of staff discussing existing paradigms within their disciplines, questioning “what we believe” in relation to the curriculum and student learning and imagining and negotiating new possibilities. The article argues that internationalization of the curriculum should be a planned, developmental, and cyclical process and that employing the imagination is an essential part of the process of internationalization of the curriculum in any discipline.
dc.identifier.citationJournal of Studies in International Education, 2013; 17(2):103-118
dc.identifier.doi10.1177/1028315312475090
dc.identifier.issn1028-3153
dc.identifier.issn1552-7808
dc.identifier.urihttps://hdl.handle.net/1959.8/153247
dc.language.isoen
dc.publisherSage Publications
dc.relation.fundingAustralian Government Office for Learning
dc.rightsCopyright 2015 Nuffic
dc.source.urihttps://doi.org/10.1177/1028315312475090
dc.subjectinternationalization of the curriculum
dc.subjecthigher education
dc.subjectprofessional development
dc.subjectdisciplines
dc.titleInternationalizing the curriculum in the disciplines-imagining new possibilities
dc.typeJournal article
pubs.publication-statusPublished
ror.mmsid9915909656301831

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