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This document summarizes several research papers on developing international curriculums at the tertiary level. It examines existing international programs and frameworks for internationalization involving institutional commitment, leadership, and resources. Case studies describe student exchange programs between schools in Hong Kong and the UK where students learned technical skills from another culture. Other works discuss teaching abroad programs benefiting both students and teachers, and international business programs involving partnerships between US and French universities. The document argues for more general cultural studies beyond domestic and international topics in curriculums and for using advanced telecommunications to promote global understanding through education.

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Julie Ann Parica
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18 views

in Assessment

This document summarizes several research papers on developing international curriculums at the tertiary level. It examines existing international programs and frameworks for internationalization involving institutional commitment, leadership, and resources. Case studies describe student exchange programs between schools in Hong Kong and the UK where students learned technical skills from another culture. Other works discuss teaching abroad programs benefiting both students and teachers, and international business programs involving partnerships between US and French universities. The document argues for more general cultural studies beyond domestic and international topics in curriculums and for using advanced telecommunications to promote global understanding through education.

Uploaded by

Julie Ann Parica
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 15

RESEARCHES ON

CURRICULUM
DEVELOPMENT
(Foreign/ International)
Content
It examines the current state tertiary
level international curriculum and
provides
groundwork for future research aimed at
ongoing needs.
Recognized that exist international
curricular programs require maintenance.
Accordingly as unexpected times of
conflict, evolving trends in trade, and
progressing levels of commerce
emerge, education will be forced to
accommodate the changes at school
level.
Introduced an insti tution wide framework whereby schools may move towards
internationalization. Three specific characteristics were proposed: institutional
comm itm ent; organizational leadershi p; and resource availablity.
The author goes on t o describe m icro and m acro examples of how
internationalization actually implemented. Micro exam ples include changes in
university services ( e.g. student services, information
technology and management etc. )
HUNG (2000)
Provides an interesting case study whereby
professionals from two
schools, Hong Kong polytechnic and the
University of Warwick, enrolled in an
exchange program.

The author describes hoe students' learnings were


twofold: they learned
how to perform technical skills from the point
of view of the other culture; and they gained
significant exposure to the host culture.
COLBERT (2010)
Is a strong proponent of faculty development
in diversity issues for the purpose of
strengthening the
international program. This idea of culturally
responsive teaching is purported as a primary
mechanism for leading any sort of study that
may immediately or eventually take the form
of an international curriculum and was
evidence in the series of workshops outlined
in the paper.
MAHON (2007)
Describes teaching abroad programs as
catalysts for the development of the emerging
teacher. A slight bridge is crossed here as this
author discusses exchange programs from the
perspective of both the student and the
teacher: the idea that aspiring teachers, as
undergraduates students, will best benefit
from completing part of their coursework
overseas.
MAHON (2007)
Other works describe study abroad programs
strictly for the benefit of undergraduate
business students.
Bryant, Karney and Vigier (2010) provide a
case study in which students
participate in a program between a US
university and a french business
institute.
EAGAN AND
BENEDICK (2007)
Note that most tertiary level
international curriculums are housed within
the International Business (IB) departments
and, accordingly, generally take the form of an
IB course or program. They argue for the
elimination of these departamental lines and
propose a more general curriculum whereby
students are exposed to cultural studies as
opposed to domestic and international
cultures.
UTSUMI (2007)
Offers an interesting mechanism
targeting global education and
ultimately , global peace : the use of advanced
telecommunications including the internet.
The author states, “if
global peace is ever to be achieved, global
scale education, with the use of the modern
digital telecommunication, will be needed to
create mutual understanding among nations,
cultures , ethic groups, and religions.
THAN
K YOU

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