Graduate Attributes and the Internationalized Curriculum: Embedding a Global Outlook in Disciplinary Learning Outcomes

Autor/inn/en	Jones, Elspeth; Killick, David
Titel	Graduate Attributes and the Internationalized Curriculum: Embedding a Global Outlook in Disciplinary Learning Outcomes
Quelle	In: Journal of Studies in International Education, 17 (2013) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315312473655
Schlagwörter	Foreign Countries; Educational Change; Course Content; Academic Achievement; International Education; Outcomes of Education; Teaching Methods; Universities; Guidelines; Graduates; Global Approach; Curriculum; Student Diversity; Equal Education; Articulation (Education); Intellectual Disciplines; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Kursprogramm; Schulleistung; Internationale Erziehung; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Richtlinien; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Globales Denken; Curricula; Lehrplan; Rahmenplan; Articulation; Artikulation (Ling); Artikulation; Aussprache; Geisteswissenschaften; Großbritannien
Abstract	Internationalization of the curriculum attracts considerable interest, yet often remains in the hands of enthusiasts or is relegated to the periphery of personal skills modules. While academics may be "happy to "tinker around the edges" of their course content and classroom pedagogy" they still frequently ask, "What does it really mean for me and my classroom?" This article outlines the experience of one U.K. university, which has been seeking to internationalize the curriculum through two phases. The overarching development framework of the first phase (Jones & Killick, 2007) is now being embedded through the university's adoption of a "global outlook" as a graduate attribute. This attribute interlinks inclusivity and global relevance and connects equality and diversity with internationalization to form a cohesive construct for graduate development. The authors describe the process of working with academics across the institution to design and implement learning outcomes at modular and program levels within disciplines, to support student achievement of this attribute through the process of constructive alignment. (Contains 2 figures and 1 note.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10