Page 325 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
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https://w w w.doi.org/10.32320/978-961-270-324-0.325-332
Internationalisation of the curriculum:
A case study from Hungary
Zsofia Hangyal
I Background
n recent decades the importance of building knowledge economies has
led to a demand for highly skilled workforce which resulted in several de-
velopments and trends of the education and training sector in the Hungar-
ian context and outside of it (e.g., globally, global-regionally). Knowledge
economies that rely on »intellectual capital« pushed higher education insti-
tutions to put more emphasis on developing international and intercultural
competence for students and academics as well; therefore internationalisa-
tion has become one of the most significant trends concerning higher edu-
cation institutions (Hayes, 2020). Internationalisation of higher education
refers to certain processes that enable the institutions to become more inter-
national meanwhile maintaining national features of the local higher edu-
cation system, therefore the term often concerns mobility programmes, bi-
lateral collaborations, international research networks and English-taught
degree programmes for foreign students. On the other hand, recent scholar-
ly research emphasizes that internationalisation requires a shift from quan-
tity towards enhancing quality in higher education ‘at home’ and there-
fore place the focus more on the domestic learning environments instead
of mobility indicators (Leask, 2015; Beelen, 2015; De Wit, 2010). According
to the definition of Knight, internationalisation by definition is «the pro-
cess of integrating international, intercultural and global dimensions into
post-secondary education» however, it should not be the privilege of mobile
325
Internationalisation of the curriculum:
A case study from Hungary
Zsofia Hangyal
I Background
n recent decades the importance of building knowledge economies has
led to a demand for highly skilled workforce which resulted in several de-
velopments and trends of the education and training sector in the Hungar-
ian context and outside of it (e.g., globally, global-regionally). Knowledge
economies that rely on »intellectual capital« pushed higher education insti-
tutions to put more emphasis on developing international and intercultural
competence for students and academics as well; therefore internationalisa-
tion has become one of the most significant trends concerning higher edu-
cation institutions (Hayes, 2020). Internationalisation of higher education
refers to certain processes that enable the institutions to become more inter-
national meanwhile maintaining national features of the local higher edu-
cation system, therefore the term often concerns mobility programmes, bi-
lateral collaborations, international research networks and English-taught
degree programmes for foreign students. On the other hand, recent scholar-
ly research emphasizes that internationalisation requires a shift from quan-
tity towards enhancing quality in higher education ‘at home’ and there-
fore place the focus more on the domestic learning environments instead
of mobility indicators (Leask, 2015; Beelen, 2015; De Wit, 2010). According
to the definition of Knight, internationalisation by definition is «the pro-
cess of integrating international, intercultural and global dimensions into
post-secondary education» however, it should not be the privilege of mobile
325