Going Wide, Not Wild: Varying Conceptualizations of Internationalization at a University of Technology in South Africa

Autor/inn/en	Meda, Lawrence; Monnapula-Mapesela, Mabokang
Titel	Going Wide, Not Wild: Varying Conceptualizations of Internationalization at a University of Technology in South Africa
Quelle	In: Journal of Studies in International Education, 20 (2016) 3, S.282-294 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315316637340
Schlagwörter	International Education; Semi Structured Interviews; Foreign Countries; Guidelines; Higher Education; College Faculty; Deans; Student Mobility; Faculty Mobility; Accreditation (Institutions); Administrator Attitudes; Qualitative Research; Educational Benefits; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Internationale Erziehung; Ausland; Richtlinien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Dean; Dekan; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Qualitative Forschung; Bildungsertrag; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Internationalization has become a buzzword in universities today. As a result of the breadth of the term the concept lends itself to many interpretations. There is a view that South African higher education does not have a customized national framework of internationalization, which raises questions about whether the intended outcomes are achieved. This article is a presentation of academics' varying conceptualizations of internationalization at a university in South Africa. Thirteen participants--deans, heads of department, program coordinators, and a director of the international office--were purposively selected to participate in semi-structured interviews. Guided by Leask's conceptual framework of the internationalization of the curriculum, as well as findings from the participants, this study agrees with others who argue that internationalization is a gradual process, which is beyond student and staff mobility and accreditation by an international body. It is concluded that to enhance effective internationalization at a university, a critical review of academics' conceptualization of the term is essential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01