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Internationalisation and Transnationalisation in Higher Education

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Edited By Vesa Korhonen and Pauliina Alenius

Internationalisation have recently featured in discussions and initiatives related to various fields of higher education. Educational leaders, institutions and national policy-makers, but also international actors, such as the European Union and UNESCO, have promoted the internationalisation of higher education. Increasing emphasis on internationalisation has diversified also teaching and learning contexts in higher education and has given rise to a growing need for searching appropriate cross-cultural pedagogical approaches. However, internationalisation in the context of higher education is a multifaceted concept and involves more than just one international dimension in institutional or pedagogical activities. These recent developmental features are examined in the book with the conceptual lense of emerging pattern of internationalisation.

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6. Teaching in higher education: Is there a pedagogy of internationalisation? (Markus Weil)

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MARKUS WEIL

6.  Teaching in higher education: Is there a pedagogy of internationalisation?

Abstract: This chapter deals with teaching and some of its essential aspects in the context of international higher education. Taking a pedagogical viewpoint, the author centres on teaching and learning settings and on their conceptual framing. For doing so, he explores elementary questions of international higher education concerning the contextual dimension and content-related adjustments, including the language of teaching. These conceptual considerations, supplemented with the results of heuristic analyses of data from two university teaching staff training courses in Switzerland, lead to the fundamental question as to what is specific to international higher education in terms of pedagogical settings. As a final point, the concepts of scientific community and academic apprenticeship are discussed for adding a social dimension to the debate on the internationalisation of higher education. Both concepts refer to the question of how students become part of and can be enabled to act and learn in international higher education settings.

Introduction

This chapter starts off with an outline of the political and institutional agenda settings for higher education that form the contextual dimensions of internationalisation. Thereafter, it sets forth the implications for academic content and language use, both of which have a direct impact on teaching in international higher education. In order to tie these theoretical reflections to practice, a heuristic analysis of evaluation data from two university training courses is intended to...

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