ESP, EMI and interculturality: How internationalised are university curricula in Catalonia?

This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor’s degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.Postprint (published version

Koridor Hak Asasi Manusia dalam Hukum Acara Pidana Indonesia: sebuah Retrospeksi Atas Nilai-nilai Politik Kenegaraan dalam Pembangunan Hukum di Indonesia

This article focuses on how state set up limitations and corridors of human rights action through a regulation in criminal law and court law in Indonesia. The writing method particularly provides stressing on steps of Indonesian court law, which is consists of arresting, identification as well as confiscation of the criminal cases. Although it is accepted that several steps in court and criminal law provide a limit and a restriction of human rights, actually by the law number 14 of 1970 about the Basic Authorities of the Court, the value of human rught is guarantee by many principles in the legal system such as a similar action of every persons, every official act should based on written documents, a rehabilitation and compensation for missarresting by state, et cetera. In conclusion, state authority by Indonesia court and criminal law may be functioned as a tool of social engineering

Searching for 'a third space’: a creative pathway towards international PhD students’ academic acculturation

Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a ‘foreign’ context tends to increase the demands of this intellectual venture. The nature of research-based PhD programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner’s bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of ‘a third space’ as a creative pathway and strategy for maximising students’ chances of achieving a successful PhD academic acculturation journey

Kualitas Pelayanan Akademik Di Fakultas Ilmu Sosial Dan Ilmu Politik Universitas Madako Kabupaten Tolitoli Provinsi Sulawesi Tengah

This research aims at determining the quality of academic services at the Faculty of Social and Political Sciences of Madako University. This research uses the theory of service quality proposed by Zenthaml Parasuraman. Type of research is qualitative. The informants of this research consist leccturers, teaching staff, students and alumni who are determined purposively, with data collection methods consisted of observation, interviews and documentation. Data analysis techniques include data reduction, data verification and drawing conclusions. Research results indicate that the quality of academic services in the context of teaching and learning process in Faculty of Social and Political Sciences of Madako University is not qualified yet. This is evidenced by five dimensions used as a benchmark; barely four dimensions go well namely the dimensions of Reliability, Responsiveness, Assurance and Empathy. While the dimension of tangible is inadequate therefore the academic services are not running properly. This is due to the unavailability of sufficient facilities that can support the lecturing process, such as unavailability of representative study room, unavailability of lecture rooms, unavailability of parking space, unavailability of worship facilities and library facilities that are not functioning

Higher education institutions and international students’ hindrances: a case of students from the African Portuguese-speaking countries at two European Portuguese universities

We present a study to comprehend if the support given by higher education institution (HEI) to international students coming from the PortugueseSpeaking African Countries meets their academic and social hindrances. Our starting point was a set of semi-structured interviews focused on the perspectives of these students, their Professors and Course Directors as well as on the perspectives of HEI’ staff. Despite findings indicate a positive institutional support, it seems there is still much to do in order to do it properly with these students. These different perspectives will allow us to reflect on the impact that those actions/resources have on the path of students from Portuguese-Speaking African Countries and to systematize suggestions to enhance their experiences in HE.info:eu-repo/semantics/publishedVersio

The intercultural effectiveness of university students

Intercultural communication has reached new levels with economic globalization, increased sophistication of communication technologies, and “internationalization” of education. As a critical tool for intercultural effectiveness, having a multicultural personality shapes the nature of interaction with people from other cultural backgrounds. In the university context, to advance internationalization, tertiary institutions need to be real international centers for teaching and learning with respect to people’s world views. This study aimed to explore intercultural effectiveness of university students by using the Multicultural Personality Questionnaire (MPQ). With this purpose in mind, 493 students from the University of Notre Dame (ND), Sydney participated in a survey utilizing the MPQ. This study ascertained differences in dimensions of the MPQ for several demographic variables such as traditional (\u3c24 years of age) vs. non-traditional (\u3e24 years of age) university students, gender, religious affiliation, bicultural status, and level of study. This study confirmed significant differences in intercultural effectiveness across various countries as well as gender, non-traditional students, and bicultural study. It also stressed the role of curriculum changes at universities to strengthen intercultural effectiveness

Challenges for Global Learners: A Qualitative Study of the Concerns and Difficulties of International Students

The authors in this study seek to inform academia about international students’ experiences and challenges while attending universities in Small Town USA. Despite their eagerness to study in the United States (U.S.), international students are faced with setbacks that many universities fail to recognize or realize. The researchers conducted in-depth interviews with a purposive sample of students using questions based on information from the literature and an initial survey. The themes that emerged from the data analysis were language, jobs/finances, transportation, assimilation, religious interactions, and identity. Findings emphasize the imperative to understand the challenges these students face as they continue their educational journeys in the United States

Cultivating learning and social interaction in an international classroom through small group work; a quasi-experimental study

Globalisation demands graduates to be culturally adept: cross-cultural experiences within an international classroom are an important part of contemporary higher education agendas (Kimmel & Volet, 2012; Montgomery, 2009; Rienties, Johan, & Jindal-Snape, 2014). The opportunities for learning from other cultures is noted as one of the reasons for international students studying abroad (Merrick, 2004). Patterson, Carrillo, and Salinas (2012) documented that cross-cultural learning could bring a number of advantages for both host-national and international students, such as understanding and appreciation of the world, ability to think critically, integrate multiple perspectives, acquiring global knowledge and hence to be able to work effectively in a global world. While studying abroad is increasingly common (Brisset, Safdar, Lewis, & Sabatier, 2010; Montgomery, 2009), research consistently suggests that international students continue to face a number of transitional challenges (Rienties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012; Ye, 2006; Zhou, Jindal-Snape, Topping, & Todman, 2008)

Widening participation and English language proficiency : a convergence with implications for assessment practices in higher education

The widening participation agenda has important implications for those in Englishmedium higher education institutions responsible for the provision of English language support. Importantly, given the diverse nature of the ‘non-traditional’ student cohort that is the focus of this agenda, that section of the student population potentially requiring English language development extends beyond those students of non-English speaking backgrounds – traditionally the focus of such provision – to include native speakers of English whose language exhibits forms (dialectal characteristics) not necessarily in keeping with the expectations of the academy, or indeed the workplace post-graduation. In order to ensure that these students have access to language support resources that are squeezed by ever-present funding pressures, there needs to be a mechanism for identifying those most at risk due to weak language. This article considers some of the issues around the implementation of a post-enrolment English language assessment regime