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    Internationalising the curriculum in business: An overview

    Access Status
    Fulltext not available
    Authors
    Green, W.
    Whitsed, Craig
    Date
    2015
    Type
    Book Chapter
    
    Metadata
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    Citation
    Green, W. and Whitsed, C. 2015. Internationalising the curriculum in business: An overview. In Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health, 25-29.
    Source Title
    Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health
    DOI
    10.1007/978-94-6300-085-7_2
    ISBN
    9789463000857
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/67647
    Collection
    • Curtin Research Publications
    Abstract

    © 2015 Sense Publishers. All rights reserved. Disciplines are at the heart of the IoC process. Each discipline has its own culture and history, its own ways of investigating, understanding, and responding to the world (Becher, 1989). Differences between disciplines extend far beyond the content taught; they ‘go to the heart of teaching, research and student-faculty relationships’ (Becher & Trowler, 2001, p. 4). Yet, as Hans de Wit and colleagues observe, differing ‘accents and approaches’ to internationalisation shape and are also shaped by local policies, perceptions and practices in different ways; ‘strategies are filtered and contextualized by the specific internal context of the university and their national embeddedness’ (de Wit et al., 2008, p. 7), as much as they are by disciplinary differences. Disciplines are not stable, fixed bodies impervious to change. Like faculties, disciplines are socially constructed communities, comprised of individual academics, each with their own history, culture, sub-disciplinary affiliations, career goals, values and world-view.

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