ERIC Number: EJ1425582
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2156-8235
EISSN: EISSN-2156-8243
Available Date: N/A
Through the Eyes of the Disciplines - Student Perspectives and Positionings towards Internationalisation-at-Home
Nafsika Alexiadou; Zoi Kefala; Linda Rönnberg
European Journal of Higher Education, v14 n2 p249-266 2024
Debates around internationalisation-at-home (IaH) focus on the benefits accrued to students from the integration of internationalisation dimensions in their studies, curricular developments and interactions with international students, but, with scant attention to how these vary in different subject areas. In this article, we focus on the disciplinary experiences and framings of internationalisation from the perspectives of students in two Swedish universities. Drawing on 67 interviews with students sampled across different subject areas, we examine how the disciplinary definitions of study objects and pedagogic approaches filter the students' experiences and shape their views around IaH, and their ambitions for the future. Our findings suggest first, a discipline-specific set of positionings regarding the nature of subject areas as lenses through which internationalisation is understood. Second, the students hold strong views around the contribution of IaH in strengthening the disciplines themselves. In addition, the student voices paint a dynamic picture of internationalisation positions, not always consistent with disciplinary stereotypes.
Descriptors: Foreign Countries, Global Approach, Higher Education, Undergraduate Students, Student Attitudes, Intellectual Disciplines, Educational Practices, Specialization, Problem Solving, Cooperative Learning, Multicultural Education, Employment Potential
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A
Author Affiliations: N/A