Abstract
This paper explores the concept of curriculum internationalisation in higher education. It recognises and articulates the fact that the curriculum internationalisation process needs to be deterritorialised and the best approach to this is ensuring student engagement. In discussing this in detail, the paper theorises student engagement and the different perspectives on and of engagement, discusses curriculum internationalisation and deterritorialisation. The paper then focuses on deterritorialising curriculum internationalisation through student engagement. The paper concludes with four key thoughts on curriculum internationalisation on the platform of student engagement in a deterritorialised context. The paper recommends that curriculum internationalisation should be contextual in nature. Also, deterritorialisation of the institution and the curriculum internationalisation process and the curriculum itself are key to successfully internationalising the curriculum and give students the best educational experience. Thirdly, for the curriculum internationalisation process to be successful, there is a need for a practical framework. And lastly, student engagement is critical in the internationalisation process and for the success of curriculum internationalisation itself.
Highlights
Student engagement in higher education has grown to mean different things for different higher education institutions and practitioners depending on the kind and quality of students they have as well as the social and cultural capital possessed by these students
This paper argues for curriculum internationalisation by deterritorialising through these four perspectives of student engagement
Curriculum internationalisation in the higher education sector is a complex process with a complex understanding and curriculum developers need to take into consideration a number of issues in ensuring that the internationalisation process is successful
Summary
Student engagement in higher education has grown to mean different things for different higher education institutions and practitioners depending on the kind and quality of students they have as well as the social and cultural capital possessed by these students. Axelson and Flick (2010) argue that student engagement has been understood as involving students in activities that are linked with high-quality learning or as participation in educationally effective practices, both inside and outside the classroom, which can or lead to a range of measurable outcomes They conclude by defining student engagement as ensuring “students have a positive, fulfilling and work-related state of mind that is characterised by vigour, dedication and absorption and who views him or herself as belonging to, and an active participant in, his or her learning communities” The fourth and final perspective sees student engagement as a process that has been designed by the institution and as an outcome that results from students’ efforts, motivations and expectations These four perspectives behavioural, psychological, socio-cultural and holistic perspective make student engagement a complicated subject. The paper is divided into three parts curriculum internationalisation, deterritorialising and deterritorialising curriculum internationalisation through student engagement
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