Employing learning outcomes. As mentioned in the contextual preface to the data analysis of the present case, using learning outcomes as a tool to revise curriculum and

personality and flavour as an institution” and not expect our students to think like students in other places. Their identity is Israeli, but “they study problems/issues which are global”.

Eden takes the local-global tension a step further and criticises her colleagues’ approach of understanding the global curriculum as being similar to that offered in other countries.

According to Eden, if this would be the way to go global, we would be risking losing ourselves in the process:

Globalisation? I know we want to be there at the level of awareness. We changed the syllabus to a recognised format, great, we introduce English Medium Instruction, great, but if we really want to be international, we first have to be us. You have to contribute something to the global space. You have to be comfortable in your own skin and be able to contribute something unique to the global. With a sincere intention to learn from others but not to lose ourselves in the global, who we are.

Overall, these quotes point to an understanding that the process of internationalisation of the curriculum should aim to deliver a curriculum which many participants refer to as ‘global’.

By global curriculum they describe two levels: on the administrative level, it would comply with international syllabi standards, and on the content level, it would engage in knowledge items which are similar worldwide. Some participants, however, find this approach risking oversimplification and point to the need to discuss the intricacies involved, particularly with how the local context is considered in the process of creating an international presence through a globalised curriculum.

6.2.6.2 Employing learning outcomes. As mentioned in the contextual preface to the

were exposed to the concepts and practices of employing learning outcomes in curriculum design in the framework of an internationalisation of the curriculum workshop. As a result, using learning outcomes has become somewhat synonymous with internationalisation of the curriculum.

The following interview quotes demonstrate the extent to which using learning outcomes was novel to the team and how they have become one of the prominent identifying features of internationalisation of the curriculum. When asked about the value of using learning outcomes, Ron replied that “thinking through learning outcomes is dramatic. It's an exceptionally powerful tool to upgrade the entire curriculum of the courses”. He also stressed the novelty of it, saying that “we haven't done that until now, not at the department level and not at the course level”. Ron further claims that for him, one of the implications of employing learning outcomes was cutting down on several topics but teaching more in depth. Dan adds:

The best thing for was participating in [the workshop] and having access to materials.

Especially that PDF about learning outcomes and Bloom’s taxonomy…You begin with the outcomes but then you have teaching methods that you have to consider, and they have to be relevant and updated.

Eden further supports this view by noting the extent to which using learning outcomes is central to the process of curriculum internationalisation and highlights the pedagogical transition to a student-centered approach.

For me, the most significant element, and something we’ve worked on so much, is the learning outcomes. For me it clarified the need to define learning outcomes, and not in the way I’ve known them up until now, where an outcome of a course would be an exam or essay for instance. The stress now is what are the outcomes of the course, in the course. What do the students get from it. For me, this entire process really helped me and us tune, clarify and pinpoint what the outcomes are for the student.

Similarly, Simon comments on studying about learning outcomes in the framework of curriculum internationalisation workshops and says that they were “eye opening” and gave him tools with which he could think about his teaching constructively. For Simon, the workshops constituted an important aspect of his professional development as a lecturer.

Even though internationalised learning outcomes were discussed in the framework of the workshop for curriculum internationalisation, participants generally did not differentiate between general learning outcomes and internationalised learning outcomes. Dan for

example, says: “I don’t distinguish between internationalised learning outcomes and other learning outcomes. I haven’t thought about it but when I think about it, then I don’t differentiate.” Similarly, when directly asked about the need to define internationalised learning outcomes, Ron didn’t see why they should be differentiated and said, “take these 10 outcomes and you can put them anywhere, in Kellogg’s, in Brazil, in any MBS programme.”

When Josh was asked about formulating internationalised learning outcomes, he too replied:

“No, I wasn’t required to. No I haven’t. It’s only learning outcomes in general.”

Taken together, the above quotes about learning outcomes express the fact that the exposure to the methodology of learning outcomes as part of the curriculum

internationalisation efforts has introduced a significant, new pedagogical tool, which was previously absent. Moreover, since the act of employing learning outcomes is inherently considered to be internationalisation, participants did not express a need or desire to formulate internationalised learning outcomes in addition. There may be two possible explanations for this trend. Since the background of most of the Technological Marketing people is generally not related to education, exposure to some of the fundamental tools in pedagogy such as learning outcomes, constitutes a significant shift in the way they approach curriculum design. Moreover, it is possible that in order to start thinking beyond general learning outcomes and focus on internationalised learning outcomes, they need some more

time to experiment with learning outcomes as a tool before reaching a maturity level which will lead them towards the next step. It cannot be ruled out, however, that since they tend to see their general learning outcomes as inherently international, they will not feel the need to progress to the ‘next level’.

6.2.6.3 Fostering Interdisciplinarity and independent learning. Fostering