Samenvatting
In higher education literature, academic staff have long been considered
the main blockers in internationalizing study programs, but recent
research suggests that the real blockers are the many changes required
in their disciplinary contexts. However, both perspectives have not been
based on organizational change theory including academics and their
disciplinary contexts. This article examines the recurring institutional
issues with strategies, resources, and connections with curriculum
internationalization from a Dynamic Resource-Based View of
organizational change. The dimensions of this resource-based
organizational change theory have been decomposed into five
propositions for investigating the value of strategies for curriculum
internationalization as perceived and experienced by academic staff in
specific disciplinary contexts. In a multiple case study of four
disciplinary contexts in a West-European university from 2012 to 2020,
we studied 56 strategic documents and 29 in-depth interviews with
academic staff. Our theory-based approach and value-adding analysis
with multiple data, cases, and researchers allow for theoretical
generalization with implications for higher education strategy
development in various regions of the world. Our findings reveal that,
as a process involving organizational changes, curriculum
internationalization requires more explicit, integrative strategies,
adequate deployment of leadership, knowledge, and academic staff
competencies, and strategic alignment with core processes and the
specifics, commonalities, and dynamics of disciplinary contexts. Based
on the selected theoretical perspective of organizational change, we
present new explanations and practical guidelines to substantiate and
improve the process of internationalizing study programs. At the same
time, we demonstrate the critical role of academic staff and their
disciplinary contexts.
the main blockers in internationalizing study programs, but recent
research suggests that the real blockers are the many changes required
in their disciplinary contexts. However, both perspectives have not been
based on organizational change theory including academics and their
disciplinary contexts. This article examines the recurring institutional
issues with strategies, resources, and connections with curriculum
internationalization from a Dynamic Resource-Based View of
organizational change. The dimensions of this resource-based
organizational change theory have been decomposed into five
propositions for investigating the value of strategies for curriculum
internationalization as perceived and experienced by academic staff in
specific disciplinary contexts. In a multiple case study of four
disciplinary contexts in a West-European university from 2012 to 2020,
we studied 56 strategic documents and 29 in-depth interviews with
academic staff. Our theory-based approach and value-adding analysis
with multiple data, cases, and researchers allow for theoretical
generalization with implications for higher education strategy
development in various regions of the world. Our findings reveal that,
as a process involving organizational changes, curriculum
internationalization requires more explicit, integrative strategies,
adequate deployment of leadership, knowledge, and academic staff
competencies, and strategic alignment with core processes and the
specifics, commonalities, and dynamics of disciplinary contexts. Based
on the selected theoretical perspective of organizational change, we
present new explanations and practical guidelines to substantiate and
improve the process of internationalizing study programs. At the same
time, we demonstrate the critical role of academic staff and their
disciplinary contexts.
| Originele taal-2 | English |
|---|---|
| Aantal pagina's | 18 |
| Tijdschrift | Studies in Higher Education |
| DOI's | |
| Status | E-pub ahead of print - 12-dec.-2023 |