Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia
通过访谈、焦点小组和问卷调查，比较苏格兰和澳大利亚大学如何将国际化元素融入课程，发现两国实践有限，中国学生希望课程内容增加国际视角和流动体验。
Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students’ learning experiences. Using the typologies of curriculum internationalisation as a framework, this paper explores and compares how Scottish and Australian universities integrate international and intercultural elements into their curriculum to support Chinese postgraduate taught students’ study. Interviews, focus groups and a survey are used as the main research methods. Analysis reveals that the practice of curriculum internationalisation in both countries is rather limited, and that Chinese students express a desire for more international perspectives in the course content, and for more mobility experiences, in order to prepare for their future careers. The mismatch between academics’ and students’ understandings of curriculum internationalisation is highlighted as an arena of power differential and an area for further study.