How to Analyse the Level of Internationalisation of Curriculum at Argentine Universities: A Model for Reflection and Implementation

Autor/in	Beneitone, Pablo
Titel	How to Analyse the Level of Internationalisation of Curriculum at Argentine Universities: A Model for Reflection and Implementation
Quelle	In: Journal of Studies in International Education, 27 (2023) 5, S.779-797 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beneitone, Pablo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153221121389
Schlagwörter	Universities; International Education; Student Mobility; Models; Pandemics; COVID-19; Foreign Countries; Global Approach; Cultural Awareness; Curriculum Development; Benchmarking; Institutional Characteristics; Program Descriptions; Outcomes of Education; Argentina + Suchen Sie Ihr Suchwort? University; Universität; Internationale Erziehung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Analogiemodell; Ausland; Globales Denken; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernleistung; Schulerfolg; Argentinien
Abstract	Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01