I18N+&+curricula

'Internationalising the curriculum' is an often heard term at present and there is an emerging body of literature in this area, for example, see the work of [|Valerie Clifford] and [|Betty Leask]. See the document below for an introduction to the concept.

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'Curriculum' is a slippery term. Here are some meanings:

Content – what is taught; Process – how teaching happens; Context – narrow (e.g. institutional/local) and broad (e.g. international/global) and informs ‘content’ and ‘process’; Formal – generally ‘course/classroom’-based and driven activities; Informal – generally ‘non-classroom’-based activities (e.g. mentoring). Sometimes called co-curricular learning; Hidden – implicit tertiary/disciplinary understandings and expectations.


 * Internationalising the curriculum at [|UniSA]**

In undergraduate and postgraduate coursework, the Graduate Qualities (GQ) framework drives the development of curriculum. There is a program-level view of how this should occur and the document below provides an example of the development of a particular GQ in terms of where it is //significantly// developed.

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Information to assist faculty to better understand the multiplicity of issues around internationalising the curriculum is available [|here].


 * Structural options and pathways for program design – developing international perspectives** [|(Graduate Quality 7)]

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Australian Learning and Teaching Council projects that relate to internationalisation of the curriculum:

Embedding the development of intercultural competence in business education []

Enhancing domestic and international students engagement: changing attitudes and behaviours []

Promoting resilience and effective workplace functioning in international students enrolled in health courses []