Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia

Cheng, M., Adekola, O. A., Shah, M. and Valyrakis, M. (2018) Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia. Studies in Higher Education, 43(4), pp. 754-768. (doi:10.1080/03075079.2016.1198894)

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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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Adekola, Dr Olalekan Adeban and Valyrakis, Dr Manousos and Cheng, Dr Ming
Authors: Cheng, M., Adekola, O. A., Shah, M., and Valyrakis, M.
College/School:College of Science and Engineering > School of Engineering > Infrastructure and Environment
College of Social Sciences > Adam Smith Business School
University Services > Learning and Teaching Services Division
Journal Name:Studies in Higher Education
Publisher:Taylor & Francis
ISSN:0307-5079
ISSN (Online):1470-174X
Published Online:17 August 2016

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