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Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia
Cheng, Ming Adekola, Olalekan Adeban Shah, Mahsood Valyrakis, Manousos
Cheng, Ming
Adekola, Olalekan Adeban
Shah, Mahsood
Valyrakis, Manousos
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2016-08-17
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Abstract
Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students’ learning experiences. Using the typologies of curriculum internationalisation (Edwards et al, 2003) as a framework, this paper explores and compares how Scottish and Australian universities integrate international and intercultural elements into their curriculum to support Chinese postgraduate taught students’ study. Interviews, focus groups and a survey are used as the main research methods. Analysis reveals that the practice of curriculum internationalisation in both countries is rather limited, and that Chinese students express a desire for more international perspectives in the course content, and for more mobility experiences, in order to prepare for their future careers. The mismatch between academics’ and students’ understandings of curriculum internationalisation is highlighted as an arena of power differential and an area for further study.
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Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia 2016:1 Studies in Higher Education
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Journal article
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en
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0307-5079