Internationalization in the Formal Curriculum as Interpreted and Experienced by International Graduate Students in Canada – An Interpretive Case Study
Notice bibliographique
Résumé
Many universities in Canada have dedicated themselves to internationalization as an educational approach to enhance students’ awareness of global complexities, engage with diversity, foster global citizenship, and encourage meaningful contributions to society. Despite the growing attention to modifying curricula to align with the internationalization agenda, the literature offering guidance on approaching this endeavour remains limited, particularly concerning insights from students and within the specific academic realm of education. In order to contribute to the ongoing discourse surrounding curriculum internationalization, deepen the comprehension of how recent international students interpret and experience this approach, and explore ways to enrich student learning experiences, I conducted an interpretive case study, the details of which are presented in this dissertation. Specifically, I delved into a case study centred on internationalization in the formal curriculum through the perspectives of international graduate students enrolled in a school of education at a comprehensive academic and research university in Canada. Using qualitative content analysis and reflexive thematic analysis, I analyzed data collected from public documents, semi-structured interviews with nine international graduate students, and my reflexive research journal. Guided by the framework of practice architecture theory, I identified and shared interpretations on four key themes: 1. Influential cultural-discursive arrangements in shaping interpretations; 2. Diversification of course content: The deliberate commencement; 3. Advancing inclusion in course design to mitigate inequalities; 4. Crucial social-political arrangements in facilitating intercultural learning. In dialogue with existing scholarship, my findings elaborate on the meanings and value of content integration in an ‘internationalized’ formal curriculum, as some international graduate students interpreted. The research findings also highlight the importance of being aware of the practice traditions on the site and incorporating inclusive course design to mitigate inequalities and the risk of system exclusion in an internationalized formal curriculum. Furthermore, the findings suggest that institutional discussions on diversity and inclusivity are notably influential in shaping how international graduate students interpret an internationalized curriculum. In addition, as my findings revealed, being aware of the hierarchical structure within a university and understanding the power dynamics between instructors and students can potentially lead international graduate students to perceive instructors as the primary initiators of the course internationalization process. Simultaneously, they tend to predominantly view their role as that of responsive participants. The study seeks to contribute to empirical and practical knowledge on international studies of internationalizing the formal curriculum in higher education. It shows the necessity for more recent, in-depth, and regional-specific studies regarding curriculum internationalization from students’ perspectives. It concludes by offering recommendations for higher education institutions to support curriculum internationalization.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,018 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,008 |
| Études des sciences et des technologies | 0,042 | 0,036 |
| Communication savante | 0,018 | 0,004 |
| Science ouverte | 0,005 | 0,011 |
| Intégrité de la recherche | 0,004 | 0,008 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».