AbstractThis study explores the internationalisation of higher education curriculum and the learning experiences of both local and international students at Open Distance eLearning (ODeL) institutions in the Global South. The study considers three broad dimensions relevant to the success of the internationalisation of education and the curriculum. The methodology used was an exploratory case study of the University of South Africa (UNISA). UNISA is a unique and leading ODL institution and is one of the ten biggest universities in the world by student enrolment. UNISA provided a deep and wide perspective on the learning experiences of students in an ODeL Institution. The choice of UNISA also allowed for an analysis of how the university internationalised the curriculum, noting the successes, challenges and drawing key lessons for similar institutions.
Using a qualitative approach, the study employed purposive sampling techniques to select the study respondents. Findings indicate that there were no strategies for the internationalisation of both the curriculum and how content was delivered. The findings also show that an internationalised higher education experience, from the UNISA perspective requires a shift from the orthodox teacher-centred learning methodologies, in which the traditional methods of teaching, predominantly lecture and discussion models of dominate towards a more inclusive, student-centred, interactive and experiential learning one. This development is vital to the internationalisation of curricula of South African universities. This study further revealed willingness among lecturers in implementing internationalisation of the curriculum. Data was collected using interviews.
Having conducted an extensive literature review on the subject, the study proposes a model of internationalisation of higher education curriculum that is relevant to the current international debates on curriculum internationalisation.
|Date of Award
|17 Feb 2021
|Robin Shields (Supervisor)