Adult Student Understanding of the Internationalization of the Curriculum Paper Example

Introduction

Student understanding of the curriculum is an educational aspect that nearly all learning institutions are facing all over the world. The paper is going to discuss student understanding of the internationalization of curriculum within their studies. Friesen (2012) observes that the ever-expanding global society is gradually demanding clarity on the understanding of the curriculum by all students. It's no doubt that a large percentage and proportion of students are working or studying company abroad. Deardorff (2006) argues that students only need to tune in to the television and read the internet to realize and come to an understanding of the impact of global events on every student's life. At the current rate of globalization, the students still undergoing education will find themselves in a multicultural and interdependent world and it is evident that regardless of the narrow aspect of professional and academic abilities acquired, the student's will still require some degree of skills and knowledge with respect to the world's inter-connectedness across multicultural settings. Thus the primary research question is; do students understand the internationalization of the curriculum?

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The sharp focus on the global role of education in today's socio-economic and political development has presented adult students with the opportunity to understand the internationalization of the curriculum. The opportunity aims at putting students in the right position and mindset for the modern day challenges bedeviling the global society.

Brief Literature Review

Student's ignorance of other cultures and countries is well documented and understood. In a survey that involved adult students from America, a large percentage lacked information and details of events in major countries in the world. Friesen (2012) points out that with the increasing penetration of the internet; it is common knowledge that a large majority of adult students have reliable information pertaining to other countries and cultures. From the survey carried out by Gallup, senior students scored 50.5 out of 100 questions on world knowledge and cultures (Deardorff 2006). A large percentage of the scores pertained to different sectors of study with history scoring the highest of 59.4. The survey also showed that few adult students had taken a role in programs out of their country with over 65 percent have taken in their own country. Results on student's knowledge of other cultures are highly disappointing considering that this very group of adult students will take up international roles, studies, and responsibilities one day in the future (Chira 2017). At the same time, they will be required to function at the global level.

While colleges and universities have to undertake a serious in-depth preparation for adult students to understand the curriculum, it is the responsibility of adult students to align with the preparation as well. The primary responsibility of understanding the curriculum although rests with institutions bodies remain the chief duty of every student to understand the same. The chief purpose of this research paper is to access the understanding of adult student's knowledge on the internationalization of the curriculum. Friesen (2012) observes that a common objective of adult education is to help the students irrespective of their course undertaking, acquire the literacy on the curriculum that comes with the ethical and humane values in addition to the intellectual artistic and intellectual foundations of education and culture together with the sensitivity of other international and cultural concerns.

Theoretical Approach

The behaviorist approach will be used to study this topic. Students, both young and old use and apply various learning theories in their pursuit of knowledge. The three learning approaches include; the behaviorist approach, the cognitive approach, and the humanist approach. Internationalization of education entails making and taking education standards to the global level. It is the preparation of students to function internationally and culturally that is relevant to the different environments. Deardorff (2006) maintains that to enable adult student's to understand the internationalization of the curriculum, it is important to provide global exposure that entail global standards politically, socially, economically, and culturally. All these aspects entail student's responding to the environment in accordance with the rising educational demands. Behaviorist approach to learning involves the learner responding to a stimulus in their respective environments. According to Friesen (2012) to understand the internationalization of the curriculum, the student must thus come to terms with the various dynamics making up the environment. It will no doubt help the student to understand the curriculum and apply it practically in their respective fields of study or profession.

According to Friesen (2012) internationalization of the curriculum entails tailoring the curriculum to global standards to prepare students to understand and equip themselves multicultural and internationally. It further entails infusing global dimension into adult student's courses. With increased globalization of world issues and dynamics, it is extremely important to help adult students increase their global perspective with the aim of positioning them to effectively compete in the world economy.

Benefits of Understanding Internationalizing of the Curriculum

Student understanding of the internationalizing of the curriculum has numerous benefits that include enlarging education administrative issues. It also helps in exposing adult students to widen their experience and knowledge overseas in addition to expanding their global interest and awareness (Friesen, 2012). The exposure has the benefit of opening up new ideologies, research, and connection with other international students overseas. Internationalization of the curriculum aims at opening up new diverse opportunities and experiences for adult students with the aim of positioning them strategically for global endeavors (Lorz, Netz & Quast 2016). With international bodies and organizations such as the United Nations and World Health Organization among others, adult students have the moral duty to understand global dimensions, and sensitivity of relations between countries and cultures. For example, Sammons (1995) argues that the diversity of cultures and countries presents numerous opportunities for adult students, a concept that permeates through every country's social, cultural, political, and economic framework. Friesen (2012) observes that by developing knowledge and understating of an internationalized curriculum, adult students have the practicalities and knowledge to pursue global goals and objectives further building a cohesive education environment.

Other benefits that institutions focus on internationalization of the curriculum include enhancement of student competitiveness within the international marketplace, provision of a good understanding of international issues and forces that play a critical role in shaping states, cities, regions and the world. Internationalization of the curriculum also offers exposure to encouragement and difference in multicultural acceptance and understanding. Similarly, curriculum internationalization offers students an international overview of one's field of interest and discipline. It also helps students in meeting global learning goals such as in expanding and growing fields such as science and technology. On networking, Sammons (1995) maintains that understanding of internationalization of the curriculum plays a significant role in helping students develop a global professional network in addition to enhancing intercultural communication abilities.

Duong and Chua (2016) note that institutions of higher learning often encourage their students to make informed choices and decisions in pursuing relevant knowledge and skills that align with international standards. Lorz et al., (2016) argue that to position themselves strategically in the global society, adult students have to get engaged in strategies and undertakings that strengthen their capacity to engage in global society. According to Sammons (1995) despite low interest in understanding internationalization of the curriculum, many students often show interest in exchange programs that enable them to study foreign languages, cultures, and international aspects of engagement. According to Chira (2017) many students from the US, Europe, and Asian countries have shown great interest in studying foreign languages and cultures further fostering their interest and understanding of internationalization of the curriculum.

Often students understand the goal of taking on global standards and incorporation of the syllabus, disciplines within the international and intercultural dimension. Institutions of learning take the role of exposing students to assessment tasks, learning outcomes, teaching methods, and supporting study programs that meet international standards. For example, most institutions of learning such as The University of Sheffield have taken the initiative to incorporate global and intercultural fields into their disciplines for each course undertaken by their students. The courses are compulsory disciplines that must be taken by all students both local and international (Sammons, 1995). The move, also replicated in various international colleges and universities have helped students understand and come to terms with the internationalization of the curriculum within their preferred discipline and area of study. According to Friesen (2012) with an increasing number of international students having soft skills critical for effective employability, the world is gradually facing the prospect of a large pool of employable students. Some of the soft skills student shave derived from the internationalization of the curriculum include flexibility, problem-solving skills, interpersonal skills, effective communication, and organization. Others include negotiation and mediation.

Despite an aggressive approach by international learning institutions attempt to incorporate curriculum internationalization into their learning programs, the majority of students are only versed in two or three foreign languages limiting their global understanding of the curriculum (Friesen, 2012). At the same time, only a small percentage of students have been outside their countries of origin further inhibiting their chances of proper understanding of internationalization of the curriculum. For example, Iowa State University discovered that over 4o percent of their students undertaking agriculture have never visited another county. Majority of the travels were confined to countries within Europe, Mexico, and Canada and were only limited for a few days. At the same time, the majority took their time vacationing instead of studying.

Lorz et al., (2016) maintains that all over the world, the majority of learning institutions try their best to help students participate in an international activity. Through international engagement especially on academic issues, students are able to understand the curriculum at a global level increasing their chances of connecting and understanding global issues (Duong and Chua 2016). Despite numerous initiatives by institutions of learning to incorporate internationalization of the curriculum in their students study a large number of students do not fully support the initiative and only approve of the plan if and when other courses are not added to their learning objectives.

According to the study at Iowa State University, students only support and learn...