Craig Whitsed

Curtin University · School of Education

Internationalisation of the curriculum (IoC) is typically approached very differently across national, institutional and disciplinary contexts. This paper reports on research on internationalisation of the curriculum in Latin America and discusses its potential to provoke disruptive innovation in higher education internationalisation. Traditionally...

The United Nations Sustainable Development Goals set out a clear pathway and objectives to respond to the many global challenges. Higher education institutions are responding by emphasising the importance of intercultural education and by instilling international perspectives in graduates as global citizens. This chapter first argues that society a...

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...

The book summarizes some of the topics discussed on the virtual events of the Center of Internationalization of Education Brasil Australia and provides a unique reference for Brazilian and Latin American researchers, professionals and decision-makers working in the field of internationalization of higher education. It covers research and applied st...

This chapter situates staff engagement in internationalization within universities in the context of processes of institutional change and organizational culture. Recent literature on university staff engagement in HE internationalization and employee engagement is used to inform a discussion of how to stimulate the engagement of all staff in inter...

This chapter of The Handbook of International Higher Education focuses on engagement of faculty and of professional staff in internationalisation. It links theory with implications for practice and includes two examples in its text boxes: 'What brings people to the table?' By Amit Marantz-Gal. And 'An European initiative towards engaging profession...

QUALITY ASSESSMENT IN HIGHER EDUCATION INSTITUTIONS: A MANAGEMENT PERSPECTIVE

At the start of this year, 2021, ACA prioritised learning more about and supporting inclusion in international higher education in the context of Europe. We decided to publish our insights along the way with the help of experts in the area of inclusion through a new ACA Think Piece series, Inclusion in International Higher Education: European Persp...

The contemporary university is now characterised as a complex working environment wherein faculty must negotiate increasing demands for accountability, performativity, and productivity. A multiplicity of expectations adds to this complexity. Specifically, expectations set by employers in developing ‘work-ready’ graduates have compelled faculty to n...

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 positi...

This qualitative study scrutinised the experiences of intercultural relationship development between international and domestic students at two Japanese private universities, which have contrastive degrees of commitment to internationalisation in regard to stated vision, curriculum, international student enrolment and languages of instruction. Kudo...

For more than four decades, studies of higher education have espoused the significance of fostering intercultural interactions between international and domestic students, yet numerous studies have provided widespread evidence of limited interactions between these cohorts and limited development of long-lasting relationships, such as friendship. Af...

Corporate and employee volunteering is increasingly significant within the context of organisational behaviour, receiving increased attention around the world. The research exploring this is scattered and uneven, with different perspectives shaping disparate discourses. While there is limited definitional consensus, corporate and employee volunteer...

Transnational education (TNE) is an important facet of the international education learning and teaching landscape. Ensuring academics are positively engaged in TNE is a challenging but necessary issue for this form of educational provision if the risks inherent in TNE are to be successfully mitigated. This article explores job satisfaction for aca...

For more than four decades, issues pertaining to the development of intercultural relationships between international and domestic students in university settings have received scholarly attention. However, there appears to be lack of research exploring the extent to, and the manner in which the individual and environmental dimensions interact with...

Australian employers continue to indicate that the development of teamwork skills in graduates is as important as mastering technical skills required for a particular career. In Australia, the reporting on the teaching of teamwork skills has emanated across a range of disciplines including health and engineering, with less of a focus on business re...

Teamwork pedagogy has received considerable attention across a wide range of academic literature. Yet employers continue to argue that universities need to do more to better prepare graduates to work in team-based environments. Grounded in the social constructivist paradigm, this article uses a two-phase systematic literature review methodology to...

This article critques the recently release Australian International Education Strategy. It draws attention to the limited attention given to teaching and learning in the strategy as this applies to educative dimensions of international education. Access the article at: http://www.universityworldnews.com/article.php?story=20160512010451899

One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way ac...

Australian employers continue to indicate that the development of teamwork skills in graduates is as important as mastering technical skills required for a particular career. In Australia, the reporting on the teaching of teamwork skills has emanated across a range of disciplines including health and engineering, with less of a focus on business re...

Global perspectives and interpersonal and intercultural communication competencies are viewed as a priority within Australian higher education. For management educators, globalisation, student mobility and widening pathways present numerous challenges, but afford opportunities for curriculum innovation. The Interaction for Learning Framework (ILF)...

Understanding what constitutes effective teaching is an important issue across the higher education sector. Criteria for and standards of teaching effectiveness are contested and vary across institutions and regions. The desire to more accurately measure effective teaching for both development and promotion purposes, and the increase in global benc...

Global perspectives and interpersonal and intercultural communication competencies are viewed as a priority within higher education. For management educators, globalisation, student mobility and widening pathways present numerous challenges, but afford opportunities for curriculum innovation. The Interaction for Learning Framework (ILF) seeks to he...

Globalization, as a disruptive force, challenges us to reconsider enduring assumptions that frame conceptualizations of internationalization in the Australian higher education context and internationalization of the curriculum more broadly. Drawing on the perspectives of Fazal Rizvi, we problematize the new normal and argue that, if the transformat...

Investment in leadership development programs continues to rise as organisations struggle to develop leaders at all levels. In this study personal reflections from 40 senior leaders completing an almost year-long leadership development program are analysed using an integrated series of content analysis techniques. In examining a corpus of over 50,0...

The lines between Internationalisation at Home and Internationalisation of the Curriculum are often blurred. In Australia, where the latter is more commonly used, a comprehensive approach to curriculum internationalisation often mirrors the goals of Internationalisation at Home, demonstrating the added value of collabortion between subscribers to e...

For the past three decades the internationalisation of higher education in Australia has been construed as essentially an economic enterprise. In fact, Australian universities have become financially dependent on fee-paying international students. During the same period, many have come to believe that universities have the responsibility to prepare...

This presentation examines the vision statement articulated in the Australian government’s Draft Strategy for International Education with a particular focus on the “transformational force”. This exploration is set against the backdrop of disruption as a change to the higher education sector. New digital technologies and learning flows are creating...

This paper reports on research focusing on a group of adjunct teachers of English employed in Japanese universities. Grounded in interpretive epistemology foregrounding constructionist traditions, this research employed bricolage as way of inquiring into, then representing, these teacher’s experiences utilising multi-perspectival, multi-theoretical...

available at: http://www.universityworldnews.com/article.php?story=2015072607353942&query=whitsed

Access here : http://www.universityworldnews.com/article.php?story=20150415051443841

We commenced this volume with these words spoken by a disciplinary academic reflecting on internationalisation of the curriculum. The sense of frustration is palpable. And, as the chapters collected in this book indicate, this sense of frustration is not uncommon. While the importance of internationalisation of the curriculum (IoC), as a concept, i...

Disciplines are at the heart of the IoC process. Each discipline has its own culture and history, its own ways of investigating, understanding, and responding to the world (Becher, 1989). Differences between disciplines extend far beyond the content taught; they ‘go to the heart of teaching, research and student-faculty relationships’ (Becher & Tro...

Reflecting on the internationalising of higher education, Josef Mestenhauser (2011) observed, ‘educational systems are defined by two contradictory goals: first by the need to protect tradition and second, to lead society into the future’. This statement is particularly pertinent to those who teach in the discipline of education. As a discipline ed...

In our overview of ‘Internationalising the curriculum in business’, we recalled Hans de Wit and colleagues’ observation of the differing ‘accents and approaches’ to internationalisation. In that section, we noted an emphasis on the development of broad graduate attributes – the ability to live as well as work ethically in an interconnected world –...

Access here: http://www.ieaa.org.au/documents/item/554

The idea for this book was conceived one fine spring day in a meeting room at the Università Cattolica del Sacro Cuore, Milan. An eager and very international group of policy makers, researchers and teaching academics from a range of disciplines had gathered at the University’s Centre for Higher Education Internationalisation to discuss the topic ‘...

A situated approach to engaging disciplinary academic teams for the internationalisation of the curriculum (IoC) Many universities have embraced IoC at the policy level, yet when it comes to operationalising the concept in the disciplines, academics often feel ill-informed, unsupported, under-confident and under-prepared, while others resist chang...

Globalisation is shaping higher education in both predictable and unpredictable ways. With relative assuredly governments and institutions can predict student and academic flows and push and pull factors. What is less predictable is how internationalisation will continue to influence and shape institutional character, culture and the nature of teac...

Background Internationalisation of the curriculum (IoC) - understood as “the incorporation of an international and intercultural dimension into the preparation, delivery and outcomes of a program of study” (Leask (2009, p. 209) – is one widely accepted way of conceptualizing and responding to the challenges of preparing students to live and work in...

In the era of the global multiversity (Collini, 2013) university education is an evolving game with new rules requiring new strategies. Rapid technological change and international commodification of education mean that geographical, spatial and temporal boundaries of the University must be continually renegotiated. While many universities have emb...

This study employs positioning theory to explore the experiences of adjunct foreign English language teachers (AFELT) in the Japanese university sector. The research is located in the broad internationalisation discourse and considers AFELT positions as ‘foreign’ teachers at a time when the Japanese university sector is aiming to increase internati...

The graduate attribute ?global competence? is increasingly viewed as a significant learning outcome of a tertiary education. In Japanese higher education, global competence appears to be a lesser priority despite Japan becoming increasingly pluralistic. This article explores how adjunct foreign English language teachers (AFELT) encourage global com...

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....

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 lab...

As Australian universities expand further into the global international student market and move to widen their participation pathways to realise the Bradley (2008) targets for increased participation in higher education, academic integrity is likely to come under increasing scrutiny. Recent AUQA audit reports have highlighted the need for Australia...

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 high...

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 inter...