Exploring Chinese Students' Experience of Curriculum Internationalisation: A Comparative Study of Scotland and Australia

Autor/inn/en	Cheng, Ming; Adekola, Olalekan Adeban; Shah, Mahsood; Valyrakis, Manousos
Titel	Exploring Chinese Students' Experience of Curriculum Internationalisation: A Comparative Study of Scotland and Australia
Quelle	In: Studies in Higher Education, 43 (2018) 4, S.754-768 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1198894
Schlagwörter	Comparative Education; International Education; Foreign Students; Foreign Countries; Course Content; College Students; College Faculty; Student Mobility; Learning Experience; Graduate Students; Focus Groups; Career Development; Student Attitudes; Teacher Attitudes; Curriculum Development; Power Structure; Asians; Case Studies; Peer Relationship; Educational Experience; Semi Structured Interviews; United Kingdom (Scotland); Australia + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Internationale Erziehung; Ausland; Kursprogramm; Collegestudent; Fakultät; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Lernerfahrung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Berufsentwicklung; Schülerverhalten; Lehrerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Asian; Asiat; Asiatin; Asiaten; Asiate; Case study; Fallstudie; Case Study; Peer-Beziehungen; Bildungserfahrung; Australien
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 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01