Transformalists and transactionists: Towards a more comprehensive understanding of academics’ engagement with ‘internationalisation of the curriculum’

What is it about?

The article discusses academics' engagement with internationalisation of teaching and learning in HE across a range of disciplines.

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Why is it important?

Recent studies investigating academics’ engagement in the internationalisation of the curriculum (IoC) have tended to do so using an individual/psychological or structural lens. This study applies both lenses to investigate academics’ perceptions and practices of internationalisation of the curriculum (IoC). The study shows that while international experience was central to all transformalists’ narratives, it was not enough to explain their commitment to IoC. In addition they had an understanding of active, student-centred pedagogy; a sense of belonging in a like-minded, globally oriented (disciplinary) community; and a reflective awareness of the self and others. These findings indicate that professional development for IoC must include a focus on the ontological and relational, as well as the cognitive domain.