Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia

Ming Cheng*, Olalekan Adeban Adekola, Mahsood Shah, Manousos Valyrakis

*Corresponding author for this work

Research output: Contribution to journalArticle

7 Citations (Scopus)
58 Downloads (Pure)

Abstract

Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students’ learning experiences. Using the typologies of curriculum internationalisation as a framework, this paper explores and compares how Scottish and Australian universities integrate international and intercultural elements into their curriculum to support Chinese postgraduate taught students’ study. Interviews, focus groups and a survey are used as the main research methods. Analysis reveals that the practice of curriculum internationalisation in both countries is rather limited, and that Chinese students express a desire for more international perspectives in the course content, and for more mobility experiences, in order to prepare for their future careers. The mismatch between academics’ and students’ understandings of curriculum internationalisation is highlighted as an arena of power differential and an area for further study.

Original languageEnglish
Pages (from-to)754-768
Number of pages15
JournalStudies in Higher Education
Volume43
Issue number4
Early online date17 Aug 2016
DOIs
Publication statusPublished - 3 Apr 2018

Keywords

  • Australia
  • Chinese student
  • curriculum internationalisation
  • postgraduate taught
  • Scotland

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