ORCID Profile
0000-0002-2001-726X
Current Organisations
Murdoch University
,
Curtin University
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Publisher: SAGE Publications
Date: 30-10-2012
Abstract: Academics at the coalface of teaching and learning often feel undersupported, underprepared, and underconfident in “internationalizing the curriculum” (IoC). The formal, structured programs designed by institutions to meet the needs of academics for continuing professional learning (CPL) in our rapidly changing sector fail to engage many academics. As centrally situated higher education/student learning academics, the authors present one alternative approach to CPL, developed in the context of an Australian Learning and Teaching Fellowship: “Internationalization of the Curriculum in Action.” First, the authors reflect on the engagement of disciplinary academics throughout the project this underscores the value of critical, reflective conversations within and across disciplines. Second, the authors reflect on their own role in creating this critical (inter)disciplinary space this underscores the value of introducing a theoretical framework for reviewing and developing IoC, providing a structure for the process, igniting the imagination of participants, and questioning and collectively acting on institutionalized enablers and blockers to IoC.
Publisher: SensePublishers
Date: 2015
Publisher: Informa UK Limited
Date: 06-10-2021
Publisher: Informa UK Limited
Date: 06-2013
Publisher: SensePublishers
Date: 2015
Publisher: SAGE Publications
Date: 14-06-2014
Abstract: Across the higher education sector international education has been described as experiencing a “crisis of identity.” The recent proliferation of new terms advanced to label “internationalization,” it has been suggested, represents little more than “tautology.” Here, we address questions posed by de Wit regarding this phenomenon: “Why is it new labels are emerging?” “What do they mean?” “How are they used?” And, “will they advance the debate on the future of internationalisation?” We argue the phenomenon of renaming highlights a deep unease among scholars and points to the need for further theoretical consideration of the subject/agent nexus in the context of internationalization. First, with Strauss (1997), we argue the renaming phenomenon reveals more about those attributing the labels than that which they name. Second, drawing on positioning theory we argue renaming “internationalization” can be equated to reflexive positioning in the context of uneven distributions of power across contested storylines. As such, current efforts to rename “internationalization” are not necessarily tautological rather, they could be integral to systematic changes in understandings, activities, dispositions, and rationales across the higher education sector.
Publisher: Informa UK Limited
Date: 12-08-2016
Publisher: SAGE Publications
Date: 04-2011
Abstract: This qualitative study is part of a broader study that explored how adjunct foreign English-language teachers (AFELT) in the Japanese university sector conceptualize their role against the backdrop of internationalization. Forty-three teachers across a range of universities participated in this study. The results report on AFELT perceptions of higher education in Japan, teaching English and the role of AFELT in that context, and reveal a discontinuity between the governmental rhetoric of internationalization concerning English-language education and how this is enacted at the institutional level.
Publisher: SAGE Publications
Date: 15-01-2021
Abstract: This research explores how editorial advisory board members across four highly ranked international higher education–focused journals understand higher education internationalization generally, and internationalization of the curriculum (IoC) specifically. Notionally, as gatekeepers, editorial advisory board members hold a powerful strategic position in the scholarly debates that characterize an active discipline, and can indirectly assert a strong influence over the academic direction of the field(s) to which they belong. All editorial advisory members for the journals Higher Education, Studies in Higher Education, Higher Education Research & Development, and the Journal of Studies in International Education were invited to contribute to this research with 25 ( N = 25, 30%) consenting to participate. Utilizing qualitative, semi-structured interviewing, participants discussed their views on higher education internationalization, IoC, and the importance of these in the contemporary university. Participants also discussed what dimensions of IoC need to be further addressed in higher education discourses and research, and opportunities and challenges they foresee concerning higher education internationalization now and into the future. Findings reveal, for participants, internationalization continues to be perceived as a multivocal, largely Anglo-European, and neoliberal enterprise which is at a crossroad, and needs to be reimagined for the betterment of all in society. Collectively, participants draw attention to a lack of criticality and problematization within higher education internationalization discourses, and highlighted the need for research, scholarship, and academic leaders to expand the focus of IoC to address future global challenges and needs.
Publisher: SensePublishers
Date: 2015
Publisher: SensePublishers
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 08-04-2020
Publisher: SensePublishers
Date: 2015
Publisher: Informa UK Limited
Date: 12-2013
Publisher: SAGE Publications
Date: 12-06-2022
DOI: 10.1177/10283153221105321
Abstract: Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization ( N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.
Publisher: SAGE Publications
Date: 22-02-2011
Abstract: The sustainability of many Japanese institutions of higher education is dependent on the injection of large numbers of foreigners. This requires addressing the intercultural dimensions of internationalisation. In this article, the authors contrast the literature on internationalisation in Japan ( kokusaika) with the Anglo-European discourse on internationalisation and highlight the limited attention given to intercultural dimensions in the Japanese context. The authors examine how the constrained professional situation of foreign English teachers seems to inhibit the generation of opportunities for promoting reciprocal intercultural understanding. The authors discuss how these teachers’ use of metaphorical constructs, such as uchi/soto and omote/ura, to frame their experience in the Japanese higher education context provide conceptually powerful tools with which to consider internationalisation in the Japanese higher education context. The authors conclude by arguing that metaphors that stress notions of difference and otherness are problematic as they create challenges for addressing the intercultural aspects of internationalisation in the Japanese context.
Publisher: SensePublishers
Date: 2015
Publisher: Informa UK Limited
Date: 11-04-2016
No related grants have been discovered for craig whitsed.