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Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context

Wihlborg, Monne LU (2006) AARE Annual conference: Creative Dissent - Constructive Solutions.
Abstract
The conclusions in this paper are drawn from the results of four empirical studies.

It has been important to take an empirical approach in the investigation, concerned with

internationalization of higher education, since even though plentiful of studies over the last

decades have been concerned with internationalization in/of higher education, it has not been

from the perspectives from the teachers and students and their experiences of aspects of

internationalization in relation to their educational context (that is, as a student, and as a

teacher). The phenomenon of internationalization in higher education has, even though

frequently investigated during the last three decades,... (More)
The conclusions in this paper are drawn from the results of four empirical studies.

It has been important to take an empirical approach in the investigation, concerned with

internationalization of higher education, since even though plentiful of studies over the last

decades have been concerned with internationalization in/of higher education, it has not been

from the perspectives from the teachers and students and their experiences of aspects of

internationalization in relation to their educational context (that is, as a student, and as a

teacher). The phenomenon of internationalization in higher education has, even though

frequently investigated during the last three decades, been addressed as unclear, vague,

ambiguous, and obscure, and has not become clearly conceptualized in an educational

practice. Various phenomena complexes have however been typologically outlined, dealing

with internationalization in terms of various ideologies or in terms of doctrines, or as a state

of things, or as an overall process, emphasizing various foci and relating these to various

components. What is emphasized in this paper is a shift from an overall external perspective

to a relational experienced based perspective, viewed as the description of students’ and

teachers’ experiences and understandings of an internationalized educational context. The

results show that the participants did not share a mutual understanding of the phenomenon of

internationalization, or a shared curriculum (understanding). This leads to consequences in

teaching and learning approaches, based on the various experiences/understandings of the

phenomenon of internationalization in relation to teachers and students experiences. The

results imply that the main reason for the perceived lack of clarity concerning

‘internationalization’ relates to a lack of teachers pedagogical/didactical theoretical awareness

with consequences for students in teaching and learning situations, when

issues/topics/matters/aspects of internationalization are focused on. This study has been

conducted within the educational context Swedish nurse education. It is argued that (the)

internationalization of curricula and the view of learning of aspects of internationalization

within internationalized contexts of higher education, must head for a change. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
teaching and learning contexts, Internationalization, pedagogical perspective, awareness, The concept of quality in education research., Higher Education
pages
24 pages
conference name
AARE Annual conference: Creative Dissent - Constructive Solutions.
language
English
LU publication?
yes
id
7864c7ba-861e-4053-85f3-fbcad36eddb5 (old id 827077)
alternative location
http://www.aare.edu.au/05pap/abs05.htm
date added to LUP
2008-01-25 11:05:13
date last changed
2016-09-29 14:05:29
@misc{7864c7ba-861e-4053-85f3-fbcad36eddb5,
  abstract     = {The conclusions in this paper are drawn from the results of four empirical studies.<br/><br>
It has been important to take an empirical approach in the investigation, concerned with<br/><br>
internationalization of higher education, since even though plentiful of studies over the last<br/><br>
decades have been concerned with internationalization in/of higher education, it has not been<br/><br>
from the perspectives from the teachers and students and their experiences of aspects of<br/><br>
internationalization in relation to their educational context (that is, as a student, and as a<br/><br>
teacher). The phenomenon of internationalization in higher education has, even though<br/><br>
frequently investigated during the last three decades, been addressed as unclear, vague,<br/><br>
ambiguous, and obscure, and has not become clearly conceptualized in an educational<br/><br>
practice. Various phenomena complexes have however been typologically outlined, dealing<br/><br>
with internationalization in terms of various ideologies or in terms of doctrines, or as a state<br/><br>
of things, or as an overall process, emphasizing various foci and relating these to various<br/><br>
components. What is emphasized in this paper is a shift from an overall external perspective<br/><br>
to a relational experienced based perspective, viewed as the description of students’ and<br/><br>
teachers’ experiences and understandings of an internationalized educational context. The<br/><br>
results show that the participants did not share a mutual understanding of the phenomenon of<br/><br>
internationalization, or a shared curriculum (understanding). This leads to consequences in<br/><br>
teaching and learning approaches, based on the various experiences/understandings of the<br/><br>
phenomenon of internationalization in relation to teachers and students experiences. The<br/><br>
results imply that the main reason for the perceived lack of clarity concerning<br/><br>
‘internationalization’ relates to a lack of teachers pedagogical/didactical theoretical awareness<br/><br>
with consequences for students in teaching and learning situations, when<br/><br>
issues/topics/matters/aspects of internationalization are focused on. This study has been<br/><br>
conducted within the educational context Swedish nurse education. It is argued that (the)<br/><br>
internationalization of curricula and the view of learning of aspects of internationalization<br/><br>
within internationalized contexts of higher education, must head for a change.},
  author       = {Wihlborg, Monne},
  keyword      = {teaching and learning contexts,Internationalization,pedagogical perspective,awareness,The concept of quality in education research.,Higher Education},
  language     = {eng},
  pages        = {24},
  title        = {Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context},
  year         = {2006},
}