登录查看更多内容

What are the most common misconceptions about internationalizing HE curriculum?

由人工智能和领英社区提供技术支持

Internationalizing higher education (HE) curriculum is a process of integrating global perspectives, intercultural competencies, and diverse learning outcomes into the design and delivery of academic programs. It aims to prepare students for living and working in an increasingly interconnected and multicultural world. However, there are some common misconceptions about what internationalizing HE curriculum entails and why it is important. In this article, we will debunk six of these myths and explain how internationalizing HE curriculum can benefit students, faculty, and institutions.

此文章中的业界达人

由社区从 5 条内容中精选。了解更多

Elizabeth Stroble

Chancellor Emeritus | Advancing Globally Diverse, Sustainable Community
Dr. Andreas Zehetner

Professor of Marketing, University of Applied Sciences Upper Austria
Nancy Picazo Villase?or

PhD en Liderazgo y Dirección de Instituciones Educativas/DIrección Académica | Formación de líderes/ Gestión del…

1 Myth 1: It is only for international students

One of the most prevalent misconceptions is that internationalizing HE curriculum is only relevant for international students who come from different countries and cultures. This is not true. Internationalizing HE curriculum is for all students, regardless of their nationality, ethnicity, language, or background. It helps them develop critical thinking, communication, collaboration, and problem-solving skills that are essential for the 21st century. It also exposes them to diverse perspectives, values, and worldviews that can enrich their learning and personal growth.

添加您的观点

Elizabeth Stroble

Chancellor Emeritus | Advancing Globally Diverse, Sustainable Community
举报内容
In our approach to internationalization at Webster, we favor an action orientation to prepare students to contribute as members of an engaged community--as global citizens. Through purposeful activity and engagement with other geographies, cultures, perspectives, our assumptions are called into question. Through immersion in environments that transform and in community with others unlike one's self, our students' work in each of our global campus communities represents the maxim, "When I change, the whole world changes."

已翻译

赞

2 Myth 2: It is only about adding content

Another common misconception is that internationalizing HE curriculum is simply about adding more content from other regions or disciplines to the existing syllabus. This is not enough. Internationalizing HE curriculum is about transforming the whole learning process, from the learning outcomes and assessment methods to the teaching strategies and learning activities. It is about creating opportunities for students to engage with global issues, intercultural dialogues, and experiential learning. It is about fostering a culture of curiosity, respect, and openness in the classroom.

添加您的观点

Nancy Picazo Villase?or

PhD en Liderazgo y Dirección de Instituciones Educativas/DIrección Académica | Formación de líderes/ Gestión del talento | Dise?o curricular | Superior| Capacitación de Capital humano en ambientes saludables
举报内容
Sobre la internacionalización del currículo, es fundamental que las instituciones lo planeen y desarrollen con una base de conocimiento sobre los ejes temáticos, las competencias a formar y las estrategias que se requieren para cada profesión y considerar establecer convenios interinstitucionales y acciones concretas para aprovechar al máximo esos convenios en pro de la formación internacional.

已翻译

赞
Manuel Vega Almaguer

Rector Universidad de Moa (2002-2006).Asesor del Director del Instituto Superior de Dise?o (ISDi) de la Universidad de la Habana (UH).
举报内容
Existe un consenso mayoritario acerca de la importancia y el rol que desempe?a la internacionalización de la educación superior, de ahí la gran importancia de concebir políticas y realizar acciones conducentes a ello. La internacionalización de la educación superior se ha convertido en uno de los procesos claves para el desarrollo de las universidades. En lo personal he contribuido en varios países a este proceso, entre ellos en Ecuador, Bolivia, México, Rusia y Angola. En Angola estuve como asesor en la apertura de 5 carreras, en la provincia de Huíla las carreras de Dise?o de Comunicación Visual, Dise?o Industrial y Profesor de Educación Física, en Namibe la carrera de Ingeniería Metalúrgica y en Cuando Cubango Licenciatura en Turismo.

已翻译

赞

3 Myth 3: It is only for certain disciplines

Some people may think that internationalizing HE curriculum is only applicable for certain disciplines, such as languages, humanities, or social sciences. This is not the case. Internationalizing HE curriculum is relevant for all disciplines, including STEM, business, health, and education. It helps students connect their disciplinary knowledge and skills to real-world contexts and challenges. It also encourages them to explore the ethical, social, and environmental implications of their work and to collaborate with diverse stakeholders and experts.

添加您的观点

4 Myth 4: It is only a top-down initiative

Another misconception is that internationalizing HE curriculum is only a top-down initiative that is imposed by the administration or the accreditation bodies. This is not true. Internationalizing HE curriculum is a collaborative and participatory process that involves all the members of the academic community, from students and faculty to staff and alumni. It requires a shared vision, a clear strategy, and a supportive environment. It also requires a continuous evaluation and improvement of the curriculum to ensure its quality and relevance.

添加您的观点

5 Myth 5: It is only a luxury

Some people may view internationalizing HE curriculum as a luxury that is not a priority in times of budget cuts, enrollment declines, or social crises. This is a short-sighted view. Internationalizing HE curriculum is a necessity that can enhance the quality and reputation of HE institutions. It can help them attract and retain talented and diverse students and faculty. It can also help them foster innovation, creativity, and social responsibility. It can also help them prepare their graduates for the global market and the global citizenship.

添加您的观点

6 Myth 6: It is only a one-time project

The final misconception is that internationalizing HE curriculum is a one-time project that can be completed and forgotten. This is a mistake. Internationalizing HE curriculum is an ongoing and dynamic process that requires constant monitoring, feedback, and adaptation. It is not a static or fixed product that can be applied to any context or situation. It is a responsive and flexible process that can accommodate the changing needs and expectations of the students, the faculty, the institution, and the society.

添加您的观点

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

添加您的观点

Dr. Andreas Zehetner

Professor of Marketing, University of Applied Sciences Upper Austria
举报内容
I would like to add Myth 7: "Change the teaching language to English and wait" This holds for HEI in countries, where English is not the native language. Changing the language and "forcing" faculty to teach in English does not internationalize the curriculum AT ALL. We made this painful experience. What we do now: We first create an international mindset among those how design or modify the curriculum. We invite people who have this mindset to join. We accept hesitance, fears and worries. We ask other universities for advise. We allow failure and mistakes.

已翻译

赞
Renaud Gicquel

Professor, Developer of educational digital ressources - Professeur, Développeur de ressources numériques pédagogiques
举报内容
This topic is one that I have been dealing with for years. Translating online courses into other languages is a very difficult job, because you not only need to internationalize the labels that appear on the screens, which already requires a lot of time, but you must also adapt the content of the course to a different pedagogical culture, which often cannot be done without the collaboration of foreign teaching colleagues. However, they are often overwhelmed with work and have little time to collaborate. When the problem arises in the other direction, i.e. when a foreign colleague contacts you because they are interested in your pedagogy, you can assist them in their own course creation and this is much more likely to succeed.

已翻译

赞

Higher Education

+ 关注

给文章评分

我们借助人工智能创建了此文章。您认为这篇文章怎么样？

很棒不太好

举报此文章

查看全部

What are the most common misconceptions about internationalizing HE curriculum?

1

2

3

4

5

6

7

1 Myth 1: It is only for international students

2 Myth 2: It is only about adding content

3 Myth 3: It is only for certain disciplines

4 Myth 4: It is only a top-down initiative

5 Myth 5: It is only a luxury

6 Myth 6: It is only a one-time project

7 Here’s what else to consider

Higher Education

给文章评分

感谢您的反馈

更多Higher Education相关文章

更多相关阅读内容

What are the most common misconceptions about internationalizing HE curriculum?

1

2

3

4

5

6

7

1 Myth 1: It is only for international students

2 Myth 2: It is only about adding content

3 Myth 3: It is only for certain disciplines

4 Myth 4: It is only a top-down initiative

5 Myth 5: It is only a luxury

6 Myth 6: It is only a one-time project

7 Here’s what else to consider

Higher Education

给文章评分

感谢您的反馈

查看其他技能