Internationalisation of the campus and curriculum

Evidence from the US institutions of higher learning

Bibliographic Data

ID4545633
AuthorsEvelyn Wamboye (0000-0002-4117-4029, DuBois Business College), Abel Adekola (University of Wisconsin–Stout), Bruno S Sergi (0000-0002-5050-5651, University of Messina, corresponding author)
Year2015
Volume37
Issue4
Pages385-399
Publication date2015-07-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Higher Education Policy and Management (JOURNAL)
Journal identifiersISSN: 1360-080X • E-ISSN: 1469-9508
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1360080x.2015.1056603
OpenAlexW2165537651
LanguageEN
Citations received4
References cited14

This study evaluates the extent to which academic institutions and their curricula are internationalised in the US. The survey instrument incorporates variables that assess the students' globalisation skills related to international awareness, international competency and international expertise. Generally, findings suggest that a large proportion of students in the US glean their international learning experiences from course-infused content. This allows them to develop international awareness and competency skills, but fall short of the international expertise skills. Furthermore, the probability that students will be exposed to international or cross-cultural learning experiences increases as they advance in their various programmes

Business · Curriculum · Globalization · Higher education · International education · Internationalization · Mathematics education · Pedagogy · Political science · Study abroad · Global Education and Multiculturalism · Higher Education Governance and Development · International Student and Expatriate Challenges · Psychology

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