anie conference, 7-9 october 2015 dr loveness kaunda mzuzu university

ANIE Conference, 7-9 October 2015Dr Loveness Kaunda

Mzuzu University

Internationalisation of the Curriculum

• Definitions• Internationalisation // Comprehensive

Internationalisation• “the integration of international, intercultural

or global dimensions into the purpose/functions and delivery of post-secondary education” (Knight, 2005)


• An “infusion of international and comparative perspectives throughout the teaching, research and service missions of higher education” (Hudzik, 2011)

• Curriculum: A body of knowledge which is planned and guided re: content and pedagogy– The what, when & how of what is taught

IoC is “the integration of international dimensions into the curriculum content & delivery (Leask 2012)


• Frames of Reference– Global frames of reference ascended to prominence

impacting on national, regional & global decisions and interpretations of internationalisation

– The need / desire to build & sustain inclusive global networks– The need to embrace / recognise multiple perspectives– Prevalence of global issues requiring global / multiple

/collective solutions (migration, climate change, economics, energy, political systems, education, health etc.

– Need to be connected to global market place of ideas, brains and innovations; rankings


• Need to produce world conscious & effective graduates - with ability to think analytically & act locally, nationally & globally = (“GLOCAL”)

• Search for & demand for global resources & common standards (e.g. quality assurance, course equivalence, credit systems, professional certification, convergence of accreditation frameworks, etc)


– Need for diverse perspectives in the curriculum– Joint degrees / research / publications– Increase in student / staff mobility– Produce graduates capable of solving problems in a

variety of locations, contexts with cultural and environmental sensitivity

– Understanding diff. lenses through which cultures view & act on information & knowledge

– Technology has opened up Internet connectivity bringing knowledge at one’s fingertips (e.g. MOOCs)


• National– Nation building –role of

HEI’s in supporting national development

– Relevance, respect for indigenous knowledge

– National policies and practice

– Values & priorities– Criticism:- Isolationist /

inward-looking??

• Regional– SADC– East Africa– West Africa– Afrocentric

<<Regional integration>><<Comprehensive vs local

focus>>


• Global argument(s)– Cross cultural knowledge, skills & attitudes– Permeation of ICT’s, worldviews, perspectives– Need to be heard & have influence in the world– Borderless worldZeleza (2012) warns against intellectual colonisation /

domination, homogenisation of knowledge, economic oppression re: globalisation

Knowledge must be grounded in African epistemic roots


Perceptions on Internationalisation• Imposition of wrong policies• Adoption of inapplicable models of education• Manipulation of research agendas• Intellectual property concerns• Feelings of superiority by western partners• Weak regulatory mechanisms in Africa• Skewed mobility patterns >>> brain drain


Issues & Questions– Is Internationalisation or internationalisation of

the curriculum relevant for African Universities?– Are African curricula already internationalised?– [Internationalisation, CI, IaH, IoC, AoC…?????– “To be a higher education institution of distinction,

you need to be internationalised” TRUE/FALSE?– What counts as adequate IoC?– Is there a compromise?

anie conference, 7-9 october 2015 dr loveness kaunda mzuzu university

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