Internationalization of the Curriculum in Finnish Higher Education: Understanding Lecturers' Experiences

Autor/in	Renfors, Sanna-Mari
Titel	Internationalization of the Curriculum in Finnish Higher Education: Understanding Lecturers' Experiences
Quelle	In: Journal of Studies in International Education, 25 (2021) 1, S.66-82 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Renfors, Sanna-Mari)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315319888464
Schlagwörter	International Education; Higher Education; College Faculty; Foreign Countries; Inclusion; Teacher Attitudes; Educational Improvement; Institutional Characteristics; Course Content; Futures (of Society); Teaching Styles; Pedagogical Content Knowledge; Cultural Differences; Program Design; Outcomes of Education; Multicultural Education; Cultural Awareness; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Ausland; Inklusion; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Kursprogramm; Future; Society; Zukunft; Lehrstil; Unterrichtsstil; Pädagogische Kompetenz; Kultureller Unterschied; Programme design; Programmaufbau; Programmplanung; Lernleistung; Schulerfolg; Multikulturelle Erziehung; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	This qualitative study presents an example of the internationalization of the curriculum (IoC) in a non-English speaking country, Finland, by including the lecturers in the debate. The topic is highly relevant, as IoC is becoming a focus area in Europe, and internationalization has been identified as an area in need of improvement in the Finnish system of higher education. The findings demonstrate that many lecturers are familiar with the meaning of IoC, but its implementation is highly dependent on the priorities at the institutional level. The lecturers can incorporate inclusive curriculum content and perspectives of the future profession in their teaching, but they do not have competencies, resources, and tools to adapt their teaching styles to an international, culturally diverse teaching and learning environment. Thus, IoC in Finland calls for the establishment of a new program design culture supported by the institution with the focus on international and intercultural learning outcomes and assessment practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01