Page 326 - 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
P. 326
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
students and academics only (Knight, 2004: 11). The incorporation of such
dimensions according to Leask, should also focus on the curriculum con-
tent as well as on the learning outcomes, teaching methods, and support
services of a program of study (Leask, 2009: 209). So who is really respon-
sible for internationalisation at a given higher education institution? Mean-
while the traditional approach according to Leask leads to international
officers as the key stakeholders and mobility indicators, a recent, often un-
recognized shift can be seen towards academics who create the curriculum
content and teaching-learning approaches (Leask, 2013). In the Hungari-
an academic context, this so called traditional approach regarding interna-
tionalisation is still more relevant, with more emphasis on mobile teaching
staff and on building up international research networks of academics. As a
recent research project conducted with Hungarian teaching staff highlight-
ed (Teach with Erasmus+ Research Report - Horváth, Hangyál, Kasza, &
Czirfusz, 2020), international (short-term) teaching experiences rather lead
to personal professional benefits in the field of research and new academic
connections than to revised teaching methods and content.
Internationalised curriculum in practice
The broader idea of an internationalised curriculum is that it could and
should be applied to any classroom in any learning environment, concern-
ing students of any background and characteristics. Recent literature re-
garding implementing global and intercultural skills often emphasizes on
the students’ own learning process and on the individual interpretation of
teaching content: the so-called transformational learning approach (Jones
et al, 2016). Transformational learning is essential for curriculum interna-
tionalisation as it focuses on
exposing students to alternative perspectives and cultural con-
texts /…/ which can result in questioning of personal identity,
values, beliefs and mindsets, and can offer significant results in
terms of personal growth /…/ maturity and enhanced intercul-
tural competence and transversal or employability skills (Jones
et al, 2016:3).
In practice, transformational learning can be enhanced both at creating
the teaching content and in respect of learning-teaching methodologies.
As for creating enhanced teaching content, introducing local cultural, eth-
nic or religious groups, international organisations or volunteering agen-
326
students and academics only (Knight, 2004: 11). The incorporation of such
dimensions according to Leask, should also focus on the curriculum con-
tent as well as on the learning outcomes, teaching methods, and support
services of a program of study (Leask, 2009: 209). So who is really respon-
sible for internationalisation at a given higher education institution? Mean-
while the traditional approach according to Leask leads to international
officers as the key stakeholders and mobility indicators, a recent, often un-
recognized shift can be seen towards academics who create the curriculum
content and teaching-learning approaches (Leask, 2013). In the Hungari-
an academic context, this so called traditional approach regarding interna-
tionalisation is still more relevant, with more emphasis on mobile teaching
staff and on building up international research networks of academics. As a
recent research project conducted with Hungarian teaching staff highlight-
ed (Teach with Erasmus+ Research Report - Horváth, Hangyál, Kasza, &
Czirfusz, 2020), international (short-term) teaching experiences rather lead
to personal professional benefits in the field of research and new academic
connections than to revised teaching methods and content.
Internationalised curriculum in practice
The broader idea of an internationalised curriculum is that it could and
should be applied to any classroom in any learning environment, concern-
ing students of any background and characteristics. Recent literature re-
garding implementing global and intercultural skills often emphasizes on
the students’ own learning process and on the individual interpretation of
teaching content: the so-called transformational learning approach (Jones
et al, 2016). Transformational learning is essential for curriculum interna-
tionalisation as it focuses on
exposing students to alternative perspectives and cultural con-
texts /…/ which can result in questioning of personal identity,
values, beliefs and mindsets, and can offer significant results in
terms of personal growth /…/ maturity and enhanced intercul-
tural competence and transversal or employability skills (Jones
et al, 2016:3).
In practice, transformational learning can be enhanced both at creating
the teaching content and in respect of learning-teaching methodologies.
As for creating enhanced teaching content, introducing local cultural, eth-
nic or religious groups, international organisations or volunteering agen-
326
