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Academic staff response to international students and internationalising the curriculum : the impact of disciplinary differences

journal contribution
posted on 06.12.2017, 00:00 by Erlenawati Sawir
While extensive discussion has been devoted to internationalising the curriculum in a response to the presence of international students, little is known about how academic staff members perceive the presence of this student cohort. Using data collected through semi-structured interviews with 80 academic staff from four different faculties in one higher education institution, this study investigates staff understanding regarding international students, with particular attention given to how disciplinary differences shape their responses. Findings indicate that staff from ‘soft’ and ‘hard’ disciplines hold different instructional beliefs, which then affect their teaching and learning practice. Discussions are provided on how these differing conceptions of teaching fit into the context of academic developmentwith respect to international education.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

16

Issue

1

Start Page

45

End Page

57

Number of Pages

13

eISSN

1470-1324

Location

UK

Publisher

Routledge Taylor & Francis Group

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

International Education Research Centre (IERC); International Education Research Centre (IERC);

Era Eligible

Yes

Journal

International journal for academic development.

Usage metrics

CQUniversity

Exports