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Making the invisible visible: Current practices and perceptions of internationalization of the curriculum
Jönköping University, University Services, International Office.ORCID iD: 0000-0003-4860-4826
Jönköping University, School of Health and Welfare, HHJ, Dept. of Rehabilitation. Jönköping University, School of Health and Welfare, HHJ. ARN-J (Aging Research Network - Jönköping).ORCID iD: 0000-0003-0192-9447
2022 (English)In: Journal of Student Affairs, Vol. XVIII Edition, p. 23-34Article in journal (Refereed) Published
Abstract [en]

Globalization and technological development are steadily reshaping the landscape of higher education (HE) and making new demands on higher education institutions (HEIs) to prepare their graduates for the challenge of living and working in a globally connected world. According to the Organization for Economic Cooperation and Development (OECD), social challenges including globalization, migration, and increased social and cultural diversity, will affect the future of education. Global awareness and social and cross-cultural skills were highlighted as 21st-century skills that students need to succeed in their future careers (OECD, 2018). Universities can address these challenges and foster active, responsible, and engaged global citizens by incorporating deliberate interventions within their formal curriculum. Accordingto Leask (2015), an internationalized curriculum has the power to acknowledge the importance of intercultural and international skills and knowledge, as well as cultural awareness and the ability to think in a local, national, and global context. Data from the Global Survey Report of the International Association of Universities (IAU) indicated that 88% of HEIs globally considered Internationalization of the Curriculum (IoC) as important (Marinoni, 2019). Yet, most HEIs find it challenging to pursue an inclusive and systematic approach toward the IoC (Killick & Foster, 2021).

This article explores current Internationalization of the Curriculum practices and perceptions among teaching staff at a middle-sized Swedish University. Further, this article elaborates on enablers and blockers that local teaching staff face in their efforts to internationalize the curriculum. This work will serve as a foundation for stimulating the reflection and discussion amongst teams of teaching staff about the IoC in their disciplines and how to navigate future opportunities to further internationalize curricula.

Place, publisher, year, edition, pages
New York University , 2022. Vol. XVIII Edition, p. 23-34
National Category
Other Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-56477OAI: oai:DiVA.org:hj-56477DiVA, id: diva2:1658509
Available from: 2022-05-16 Created: 2022-05-16 Last updated: 2022-06-10Bibliographically approved

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Weissova, LucieJohansson, Ann

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International OfficeHHJ, Dept. of RehabilitationHHJ. ARN-J (Aging Research Network - Jönköping)
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CiteExportLink to record
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Citation style
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