Chapter "International Dimensions in Teaching and Learning" submitted to edited volume on internationalization and academic profession

An international collaborative study of internationalization of the curriculum as practiced and perceived by academics from 20 countries from 3 global regions utilizing the global dataset APIKS-IDB. (2021). Academic profession in the Knowledge-based Society (APIKS). International Database version 1.2 (APIKS-IDB 1.2). 16 May 2021. https://www.ulapland.fi/APIKS. 

Submission Version 29-June-2021 - submitted to Edited Volume "Internationalization and Academic Profession" edited by Alper Çalıkoğlu, Glen Jones, and  Yangson KIM (Springer Nature, Book Series The Changing Academy - The Changing Academic Profession in International Comparative Perspective)

Sophia Shi-Huei Ho  (University of Taipei, Taiwan), Manja Klemenčič (University of Harvard, USA and University of Ljubljana, Slovenia) and Edgar Oswaldo González Bello (University of Sonora, Mexico)

With the spread of globalization, the need to equip all students in higher education with international, intercultural and global competencies have become more pronounced. International mobility has long been the preferred practice to achieve this. However, despite the continuous increases in international education, the limits to student mobility are undisputed. This is how internationalization at home became a policy priority. One of the most direct and impactful mechanisms of internationalization at home is through teaching; specifically through emphasizing international perspectives and contents in course teaching.  In this chapter, we analyze international dimensions in teaching and learning by comparing survey data from academics’ reported behaviours and observations. Our research is guided by two research questions: (1) How countries compare according to academics’ emphasizing international perspectives and contents in teaching?; and (2) How the internationalization practices impact internationalization of the curriculum across countries?. Academics’ insights are relevant since they are one of the key agents of internationalization. The chapter utilizes the survey data of academic staff acquired within the global research network APIKS (Academic Profession in Knowledge Societies) with the geographic focus involving 20 countries from three world regions. Our findings point to notable differences between countries and world regions in academics’ implementation of international perspectives or contents in their course teaching. We also find that the greatest impact on academics’ emphasizing international contents in their teaching comes from their institutions having a clear internationalization strategy and encouraging recruitment of foreign academics. 

Dr. Ho is a Professor and Director of Institute of Educational Administration and Evaluation at University of Taipei (Taiwan), and her major research contribution is in the study of faculty development, institutional governance and academic profession in higher education. Currently, she is also the Deputy CEO, Accreditation Council for Chinese Business Education (ACCBE) (Taiwan); Secretary General, Taiwan Association for Institutional Research (TAIR); SEAAIR Executive Committee, South East Asian Association for Institutional Research (SEAAIR), and the delegate of the Task Force on Action Plan of APEC Education Strategy of Chinese Taipei. Dr. Ho has published several journal articles and presented in international conferences in the topics of institutional research and student learning outcomes, as well as won 2015 and 2016 Charles F. Elton Best Paper Awards of the Association for Institutional Research (AIR) in the USA.

Manja Klemenčič is Lecturer on Sociology and Lecturer in General Education at Faculty of Arts and Sciences, Harvard University and Associate Researcher at Centre for Educational Policy Studies, University of Ljubljana. She researches, teaches, advises and acts as a consultant in the area of sociology and politics of higher education and international and comparative higher education. Among her latest publications are The Routledge Handbook of Student Centered Learning and Teaching in Higher Education and the thematic section on Elite and Mass Higher Education in The International Encyclopedia of Higher Education Systems and Institutions.  Since 2014, Klemenčič has served as Editor-in-Chief of European Journal of Higher Education, and since 2015, as Co-Editor of the Bloomsbury book series Understanding Student Experiences of Higher Education. 

Edgar Oswaldo González-Bello is a professor-researcher at the University of Sonora (Mexico) in the Department of Psychology and Communication Sciences. His performance is in the area of Education and postgraduate degrees in Educational Innovation. He is a member of the National System of Researchers (CONACyT-Mexico) and of the Mexican Research Council. Research topics of interest are innovation and educational change, higher education and academics, teaching and the processes of internationalization of the curriculum, as well as digital technology and distance education.