INTERNATIONALIZATION OF THE
CURRICULUM

A REMEDY FOR INTERNATIONAL STUDENTS' ACADEMIC ADJUSTMENT DIFFICULTIES?

INTRODUCTION

To read the full text document on which this website is based, please refer to the Academic Paper.    

What does internationalization of the curriculum mean?

Internationalization of the curriculum can refer to such varied internationalization activities as study abroad programs, foreign language courses, interdisciplinary or area programs, or the provision of programs or courses with an international, intercultural, or comparative focus (Bremer & van der Wende, 1995). However, within this website an internationalized curriculum will refer to course content and teaching and learning approaches which incorporate an intercultural and international perspective. The focus, therefore, is not only on the subject matter of the curriculum, but also on the pedagogical implications of teaching and learning approaches that will promote the  inclusion of international students (Adams, 1992; Bond, 2006; De Vita & Case, 2003; Leask, 2001; Marchesani & Adams, 1992; Maidstone, 1995; McKellin, 1998; McLoughlin, 2001). Bond (2006) defines this curricular transformation as "changing fundamentally what we teach and how we teach it" (p. 3).

Why is it important to internationalize the curriculum in higher education?

Internationalization of the curriculum may be an effective means of providing an academic environment that supports the diverse cultural learning needs of international students. Leask (2001) suggests that, "internationalizing university curricula is a powerful and practical way of bridging the gap between rhetoric and practice to including and valuing the contribution of international students" (p. 100).

Numerous researchers emphasize the centrality of the curriculum and the internationalization of the curriculum and teaching and learning processes as critical elements of internationalization (Bond, 2003a; Bond et al., 2003; Green & Olson, 2003; Knight, 1994, 1997, 2000a; Lemasson, 2002; Paige, 2003; Tonkin & Edwards, 1981). Knight (1994) describes the curriculum as "the backbone of the internationalization process" (Knight, 1994, p. 6). Other researchers concur, emphasizing the importance of an internationalized curriculum in providing a student-centered learning experience for all students and in preparing students to be successful in today's increasingly interdependent global society (Bonfiglio, 1999; Leask, 2001; Lemasson, 2002; Schuerholz-Lehr, 2007; Schuerholz-Lehr et al., 2007). 

Education and the curriculum play a key role in shaping students' values (Khalideen, 2006). Because curriculum is typically reflective of the values, attitudes, and beliefs of a particular culture and an institution, forcing students to assimilate to an unfamiliar learning culture is unlikely to be successful and may negatively impact on their sense of identity (Cortazzi & Jin, 1997; Freedman, 1998; Kennedy, 1995; Khalideen, 2006; Mestenhauser, 2002b). The ethnocentric values underlying the curriculum and pedagogy in Western post-secondary institutions and the emphasis on a didactic lecture format with tutorials and seminars that emphasize discussion, critical thinking, and active learning disregards the diverse ways of knowing of international students. This approach may alienate international students who are accustomed to different styles of teaching and learning (Joseph, 2008; Mestenhauser, 2002b). 

An optimal learning environment reflects the diverse cultures, perspectives and experiences of students (Banks, 2004). Because the manner in which people think, reason, and view knowledge is culturally and socially determined, international students from diverse cultural backgrounds may have difficulty balancing the expectations of the traditional Western curricular perspective and pedagogical strategies with their own culturally based learning expectations and values (Mestenhauser, 2002a; Peelo & Luxon, 2007).

(The University of British Columbia, 2006, ¶ 2)