Internationalisation of classroom: from higher education internationalisation strategy to practice
Internationalisation is considered one of the crucial factors reshaping higher education in the 21st century to cope with multiple challenges. It is also widely recognised that internationalisation in higher education needs to take into consideration both the national and institutional contexts....
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/17074/ http://journalarticle.ukm.my/17074/1/40397-132542-1-PB.pdf |
| _version_ | 1848814220461735936 |
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| author | Romyen Kosaikanont, |
| author_facet | Romyen Kosaikanont, |
| author_sort | Romyen Kosaikanont, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | Internationalisation is considered one of the crucial factors reshaping higher education in the 21st century to cope
with multiple challenges. It is also widely recognised that internationalisation in higher education needs to take into
consideration both the national and institutional contexts. Hence, it is fundamental that a higher education institution
should derive its own definition, strategy, and strategic plan. This is to ensure full integration of internationalisation in
its vision, operation and strategic planning of in its priorities in all dimensions. Often, mobility programmes especially
outbound mobility students are perceived as important because mobile students acquire international, intercultural and
global knowledge and skills. However, only 2.3 percent of the enrolled students the higher education level worldwide
can participate in outbound mobility programmes. This paper draws on the author’s experience as a former vice
president of a Thai public autonomous university in charge of internationalisation and a Thai native lecturer offering a
course in “Thai Economy” in the Bachelor of Economics Programme. The paper argues that internationalisation of the
classroom is crucial, and with carefully crafted course content, objectives, expected learning outcomes, activities and
maximisation of the use of inbound mobility student, assessment and reflection can fill the gap in equipping non-mobile
students with international, intercultural and global knowledge. |
| first_indexed | 2025-11-15T00:30:37Z |
| format | Article |
| id | oai:generic.eprints.org:17074 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T00:30:37Z |
| publishDate | 2020 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:170742021-07-15T02:27:12Z http://journalarticle.ukm.my/17074/ Internationalisation of classroom: from higher education internationalisation strategy to practice Romyen Kosaikanont, Internationalisation is considered one of the crucial factors reshaping higher education in the 21st century to cope with multiple challenges. It is also widely recognised that internationalisation in higher education needs to take into consideration both the national and institutional contexts. Hence, it is fundamental that a higher education institution should derive its own definition, strategy, and strategic plan. This is to ensure full integration of internationalisation in its vision, operation and strategic planning of in its priorities in all dimensions. Often, mobility programmes especially outbound mobility students are perceived as important because mobile students acquire international, intercultural and global knowledge and skills. However, only 2.3 percent of the enrolled students the higher education level worldwide can participate in outbound mobility programmes. This paper draws on the author’s experience as a former vice president of a Thai public autonomous university in charge of internationalisation and a Thai native lecturer offering a course in “Thai Economy” in the Bachelor of Economics Programme. The paper argues that internationalisation of the classroom is crucial, and with carefully crafted course content, objectives, expected learning outcomes, activities and maximisation of the use of inbound mobility student, assessment and reflection can fill the gap in equipping non-mobile students with international, intercultural and global knowledge. Penerbit Universiti Kebangsaan Malaysia 2020 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/17074/1/40397-132542-1-PB.pdf Romyen Kosaikanont, (2020) Internationalisation of classroom: from higher education internationalisation strategy to practice. AKADEMIKA, 90 (2(SI)). pp. 127-137. ISSN 0126-5008 https://ejournal.ukm.my/akademika/issue/view/1275 |
| spellingShingle | Romyen Kosaikanont, Internationalisation of classroom: from higher education internationalisation strategy to practice |
| title | Internationalisation of classroom: from higher education internationalisation strategy to practice |
| title_full | Internationalisation of classroom: from higher education internationalisation strategy to practice |
| title_fullStr | Internationalisation of classroom: from higher education internationalisation strategy to practice |
| title_full_unstemmed | Internationalisation of classroom: from higher education internationalisation strategy to practice |
| title_short | Internationalisation of classroom: from higher education internationalisation strategy to practice |
| title_sort | internationalisation of classroom: from higher education internationalisation strategy to practice |
| url | http://journalarticle.ukm.my/17074/ http://journalarticle.ukm.my/17074/ http://journalarticle.ukm.my/17074/1/40397-132542-1-PB.pdf |