Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context

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Bibtex

@conference{7864c7ba861e405385f3fbcad36eddb5,
title = "Students{\textquoteright} and Teachers{\textquoteright} Experience of Globalization/Internationalization {\textquoteleft}of{\textquoteright} Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context",
abstract = "The conclusions in this paper are drawn from the results of four empirical studies. It has been important to take an empirical approach in the investigation, concerned with internationalization of higher education, since even though plentiful of studies over the last decades have been concerned with internationalization in/of higher education, it has not been from the perspectives from the teachers and students and their experiences of aspects of internationalization in relation to their educational context (that is, as a student, and as a teacher). The phenomenon of internationalization in higher education has, even though frequently investigated during the last three decades, been addressed as unclear, vague, ambiguous, and obscure, and has not become clearly conceptualized in an educational practice. Various phenomena complexes have however been typologically outlined, dealing with internationalization in terms of various ideologies or in terms of doctrines, or as a state of things, or as an overall process, emphasizing various foci and relating these to various components. What is emphasized in this paper is a shift from an overall external perspective to a relational experienced based perspective, viewed as the description of students{\textquoteright} and teachers{\textquoteright} experiences and understandings of an internationalized educational context. The results show that the participants did not share a mutual understanding of the phenomenon of internationalization, or a shared curriculum (understanding). This leads to consequences in teaching and learning approaches, based on the various experiences/understandings of the phenomenon of internationalization in relation to teachers and students experiences. The results imply that the main reason for the perceived lack of clarity concerning {\textquoteleft}internationalization{\textquoteright} relates to a lack of teachers pedagogical/didactical theoretical awareness with consequences for students in teaching and learning situations, when issues/topics/matters/aspects of internationalization are focused on. This study has been conducted within the educational context Swedish nurse education. It is argued that (the) internationalization of curricula and the view of learning of aspects of internationalization within internationalized contexts of higher education, must head for a change.",
keywords = "teaching and learning contexts, Internationalization, pedagogical perspective, awareness, The concept of quality in education research., Higher Education",
author = "Monne Wihlborg",
note = "The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: Division of Nursing (Closed 2012) (013065000), Education (012013003); AARE Annual conference: Creative Dissent - Constructive Solutions. ; Conference date: 27-11-2005 Through 01-12-2005",
year = "2006",
language = "English",

}