Disrupting internationalisation of the curriculum in Latin America

Internationalisation of the curriculum (IoC) is typically approached very differently across national, institutional and disciplinary contexts. This paper reports on research on internationalisation of the curriculum in Latin America and discusses its potential to provoke disruptive innovation in hi...

Full description

Saved in:
Bibliographic Details
Published inHigher education Vol. 88; no. 3; pp. 1145 - 1163
Main Authors Whitsed, Craig, Cassol, Carla Camargo, Leask, Betty, Morosini, Marilia Costa, Elsner, Cristina, Nguyen, Diep
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.09.2024
Springer Nature B.V
Subjects
Academic achievement
College students
Curricula
Education
Globalization
Higher Education
Innovations
International education
Literature reviews
Mobility
Qualitative research
Romance Languages
Student Mobility
Universities
Latin America
Internationalisation of the curriculum
Conceptual framework; decolonisation
Latin America
Boundary crossing
Online AccessGet full text

Cover

More Information
Summary:Internationalisation of the curriculum (IoC) is typically approached very differently across national, institutional and disciplinary contexts. This paper reports on research on internationalisation of the curriculum in Latin America and discusses its potential to provoke disruptive innovation in higher education internationalisation. Traditionally, approaches to internationalisation of the curriculum in Latin American universities have been focused almost solely on student mobility programs. The research reported in this paper was conducted by a project team from Brazil and Australia in 2021–2022. A qualitative methodology was used. Methods included a tri-lingual literature review of scholarly publications on curriculum internationalisation in English, Portuguese and Spanish and a modified e-Delphi methodology with a panel of experts comprising international higher education scholars and practitioners working in Latin America (and conducted in Spanish, Portuguese and English). The purpose of the research was to identify ways in which existing approaches to internationalising the curriculum in Latin America might be enhanced in order to provide more students with opportunities to develop international perspectives and intercultural knowledge and skills. The research found that there is significant potential to achieve this outcome if the process of internationalising the curriculum is approached as a long-term project involving complex collaborative boundary work.
ISSN:0018-1560
1573-174X
DOI:10.1007/s10734-023-01163-0