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

Research output: Contribution to conferencePaper, not in proceeding

Standard

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

2006. Paper presented at AARE Annual conference: Creative Dissent - Constructive Solutions., University of Western Sydney, Parramatta Campus, Australia.

Research output: Contribution to conferencePaper, not in proceeding

Harvard

Wihlborg, M 2006, 'Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context', Paper presented at AARE Annual conference: Creative Dissent - Constructive Solutions., University of Western Sydney, Parramatta Campus, Australia, 2005/11/27 - 2005/12/01. <http://www.aare.edu.au/05pap/abs05.htm>

APA

CBE

Wihlborg M. 2006. Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context. Paper presented at AARE Annual conference: Creative Dissent - Constructive Solutions., University of Western Sydney, Parramatta Campus, Australia.

MLA

Wihlborg, Monne Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context. AARE Annual conference: Creative Dissent - Constructive Solutions., 27 Nov 2005, University of Western Sydney, Parramatta Campus, Australia, Paper, not in proceeding, 2006. 24 p.

Vancouver

Wihlborg M. Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context. 2006. Paper presented at AARE Annual conference: Creative Dissent - Constructive Solutions., University of Western Sydney, Parramatta Campus, Australia.

Author

Wihlborg, Monne. / Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context. Paper presented at AARE Annual conference: Creative Dissent - Constructive Solutions., University of Western Sydney, Parramatta Campus, Australia.24 p.

RIS

TY - CONF

T1 - Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context

AU - Wihlborg, Monne

N1 - 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)

PY - 2006

Y1 - 2006

N2 - 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’ and teachers’ 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 ‘internationalization’ 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.

AB - 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’ and teachers’ 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 ‘internationalization’ 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.

KW - teaching and learning contexts

KW - Internationalization

KW - pedagogical perspective

KW - awareness

KW - The concept of quality in education research.

KW - Higher Education

M3 - Paper, not in proceeding

T2 - AARE Annual conference: Creative Dissent - Constructive Solutions.

Y2 - 27 November 2005 through 1 December 2005

ER -