Academic staff on their engagement with curriculum internationalisation:an organisational change perspective

Studies about curriculum internationalisation in higher education frequently report poor academic staff engagement hindering implementation in practice. However, such research does not consider the organisational context in which academics operate. This research applies an organisational change perspective to explore how the context affects the process of engagement and implementation and what to change (content). In a comparative case study of four disciplinary contexts in a West-European university from 2012 to 2020, we disclose the perceptions and experiences of twenty-nine academic staff through in-depth interviews. The academics explain how multiple contextual tensions and inadequate resource management complicate their engagement with curriculum internationalisation. Still, they also reveal evidence of many achievements and strong individual drivers with curriculum internationalisation. Our findings show how disciplinary contextual influences and dynamics create specific perceptions and experiences of curriculum internationalisation in each study programme. This article presents a comprehensive framework of organisational change to explain and facilitate academic staff engagement with curriculum internationalisation in disciplinary communities.</p

An Organizational Change Perspective for the Curriculum Internationalization Process:Bridging the Gap between Strategy and Implementation

Following a rapidly changing external environment, internationalization has become an institutional phenomenon with strategic relevance for universities worldwide. However, the frequently reported gap between theory and practice remains. Engaging staff and achieving successful organizational implementation appears increasingly problematic with more stakeholders and disciplines involved. This study explores the long-time gap between strategy and implementation with Pettigrew's organizational change framework (1987). We conducted a systematic scoping literature review of articles about curriculum internationalization (N = 325) published in English in peer-reviewed journals between 2000 and 2022. Our study demonstrates that the organizational change perspective provides guidelines to improve and facilitate the process. Based on an organizational change perspective we developed a comprehensive framework that may contribute to more effective strategies for staff engagement and meaningful implementation outcomes for curriculum internationalization in higher education.<br/

From Training Initiative to Fully-Fledged Innovative International Programme:A Story of Staff and Student Cooperation at the University of Groningen’s Medical School

Here we tell the story of the development of an International Bachelor of Medicine programme (IBMG) which, in the words of the programme’s manager, prepares “students who know how to make decisions when they get into a new situation anywhere in the world, and who have an open mind for multiple solutions”. We trace the development of the IBMG, reflecting on how much it was driven by specific educational values, an informal culture, a highly motivated team, and the enthusiastic involvement of students. In narrating this story, we weave in multiple perspectives, not only those of the three authors, but also those of many of the programme’s team members

From Training Initiative to Fully-Fledged Innovative International Programme: A Story of Staff and Student Cooperation at the University of Groningen’s Medical School

Here we tell the story of the development of an International Bachelor of Medicine programme (IBMG) which, in the words of the programme’s manager, prepares “students who know how to make decisions when they get into a new situation anywhere in the world, and who have an open mind for multiple solutions”. We trace the development of the IBMG, reflecting on how much it was driven by specific educational values, an informal culture, a highly motivated team, and the enthusiastic involvement of students. In narrating this story, we weave in multiple perspectives, not only those of the three authors, but also those of many of the programme’s team members