MA International Education (Curriculum and Pedagogy)

Year of entry: 2024

Course unit details:
Concepts and Practices of International Education

Course unit fact file
Unit code EDUC71331
Credit rating 15
Unit level FHEQ level 7 – master's degree or fourth year of an integrated master's degree
Teaching period(s) Semester 1
Available as a free choice unit? No

Overview

Concepts and Practices of International Education

Aims

To develop students’ knowledge and comprehension of (1) concepts (2) theories to apply these to analyse (3) issues in practice and (4) trends in international education leading to a synthesis and evaluation of the latter.

 

Concretely, the unit will aims to introduce a range of conceptual approaches and show how these can be applied to various phenomena, including structures, policies and practices in international education.

Learning outcomes

Upon completion of the units, students should be able to

 

Teaching and learning methods

Students will have a facilitated discussion based on the weekly theme. To get the most out of the unit, it is important that students take full part in these discussions and engage with the ideas put forward by others in the seminar discussions. Each week some guide questions will be proposed by your seminar leader based on the theme of that week's lecture.

Knowledge and understanding

  • List and relate definitions international education
  • Find key policies and international conventions relating to education.
  • Find and define the role of international agencies in promoting and regulating education
  • Compare and contrast definitions of international education
  • Compare and contrast policies of different multinational organisations, countries, and institutions relating to international education
  • Interpret academic literature related to concepts in international education
  • Locate relevant practices of international education linked to the above mentioned concepts
  • Apply concepts and theoretical frameworks to international education practices
  • Examine the alignment of concepts and theories with a variety of practices of international education
  • Appraise the value and relevant of certain concepts and theories over others in the field of international education.

Intellectual skills

  • Develop critical thinking skills in relation to the challenges of defining and analyzing international education
  • Develop the ability to frame problems and issues in international education using relevant concepts and theories
  • Evaluate teaching and learning policies in international contexts;

Practical skills

  • Model educational policies in international contexts and recommend avenues for potential improvement;
  • Be able to conduct database searches to identify relevant literature appropriate to writing tasks and assessment;
  • Employ ideas and evidence from scholarly work in international education to support an argumentand report it effectively in a discussion environment

Transferable skills and personal qualities

  • Contribute to debates about issues facing education systems globally
  • Contribute international perspectives of practical experiences in international classrooms and learning environments;
  • Demonstrate skills in analysing documents and other evidence;
  • Make effective use of electronic and other sources of information;
  • Collaborate with others in group discussions.

Assessment methods

Method Weight
Written assignment (inc essay) 100%

Feedback methods

Feedback through Turnitin on main assignment 

Recommended reading

 

Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2010). Trends in global higher education: Tracking an academic revolution. Brill Sense.

Apple, M. W., Au, W., & Gandin, L. A. (Eds.). (2011). The Routledge international handbook of critical education. Taylor & Francis.

Ballard, K. (Ed.). (1999). Inclusive education: International voices on disability and justice. Psychology Press.

Bhandari, R., & Blumenthal, P. (2010). International students and global mobility in higher education: National trends and new directions. Springer.

 

Crossley, M. (2000). Bridging cultures and traditions in the reconceptualisation of comparative and international education. Comparative education, 36(3), 319-332.

 

Crossley*, M., & Tikly, L. (2004). Postcolonial perspectives and comparative and international research in education: A critical introduction. Comparative Education, 40(2), 147-156.

 

Crossley, M., & Watson, K. (2003). Comparative and international research in education: Globalisation, context and difference. Routledge.

 

Dixon, P., Humble, S., & Counihan, C. (Eds.). (2015). Handbook of international development and education. Edward Elgar Publishing.

 

Dolby, N., & Rahman, A. (2008). Research in international education. Review of Educational Research, 78(3), 676-726.

 

Hayden, M. (2006). Introduction to international education: International schools and their communities. Sage.

 

Knight, J. (2008). Higher education in turmoil: The changing world of internationalization. Brill Sense.

 

Matthews, J., & Sidhu, R. (2005). Desperately seeking the global subject: International education, citizenship and cosmopolitanism. Globalisation, Societies and Education, 3(1), 49-66.

 

UNESCO (2015) Education for All Global Monitoring Report. Paris: UNESCO

Phillips, D., & Schweisfurth, M. (2014). Comparative and international education: An introduction to theory, method, and practice. A&C Black.

Psacharopoulos, G. (Ed.). (2014). Economics of education: Research and studies. Elsevier.

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In Second international handbook of educational leadership and administration (pp. 245-279). Springer, Dordrecht.

Walker, M. and Unterhalter, E. (ed) (2007) Amartya Sen's capability approach and social justice in education. London/New York: Palgrave.

Study hours

Scheduled activity hours
Lectures 20
Tutorials 2
Independent study hours
Independent study 128

Teaching staff

Staff member Role
Miguel Antonio Lim Unit coordinator

Additional notes

 LEARNING AND TEACHING PROCESSES (INCLUDING THE USE OF E-LEARNING)

10 x 2 hour lectures/seminars supported by individual or group tutorials

 

Learning Hours:

Activity

Hours Allocated

Staff/Student Contact

20

Tutorials

2

Private Study

56

Directed Reading

40

Assignment Preparation

32

Total Hours

150

 

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