4. Reviewing themes. In this step the researcher worked to refine themes, identify overlapping themes and generally evaluate if they made sense
4.11.2 Using the Internationalisation of the Curriculum Indicators tool. Analysis of syllabi documents was conducted using the Internationalisation of the Curriculum
Indicators tool by following three steps:
1. Close reading of the syllabus document.
2. Extraction of relevant information from the original syllabus which corresponds with the rubrics defined in the tool.
3. Evaluation of every rubric according on a scale ranging from ‘Initial’, through ‘Partial’ to
‘Integrated’.
4.11.2.1 The tool in action: Example 1. This example shows how the tool was used in the research. Example 1 uses one of the syllabi documents provided by the English for Academic Purposes unit.
In ‘Step 1’ the researcher carefully read the document. In ‘Step 2’ relevant information was extracted from the syllabus as follows:
Table 2: Extracting information from a syllabus document for IoCI tool (Example 1)
Indicator Source
Course objective This course is designed to help you become an active and critical reader of academic material in English. We will work to enrich academic vocabulary proficiency, as well as develop the skills of inference, critical thinking and comparative reading. These skills will prepare students towards a project to be presented and evaluated at the end of the semester.
Intended learning outcomes
1. Use 50 new vocabulary words from the Academic Word List in context.
2. Describe the different sections of a research article and the relevant information that appears in them.
3. Review an academic text in English, of different research structures, in both familiar ("seen") and unfamiliar ("unseen") contexts.
4. Select academic articles in English from relevant databases according to pre-outlined criteria.
5. Compare and contrast two academic articles in English.
6. Produce findings of analysis in oral and written forms.
Internationalised intended learning outcomes
None specified
Assessment methods 30% Midterm: A 'SEEN' text from our course readings (1 of 4)
25% Project: A written and oral presentation, comparing/contrasting two academic articles
45% Final exam: A 'UNSEEN' text
Globally informed content items
Representative selection of texts covered:
1. Finding Love Online: The Nature and Frequency of Australian Adults’
Internet Relationships (Australian article)
2. Psychosocial and Familial Functioning of Children From Polygynous and Monogamous Families (Israeli article)
3. Borderline Personality Disorder and Aesthetic Plastic Surgery (Japanese article)
4. Social Influences on Cyberbullying Behaviors Among Middle and High School Students (American article)
5. Anti-Gay Rights in the United States: The Framing of the Religion 6. Living the VirtuReal: Negotiating Transgender Identity in Cyberspace
(Israeli article)
Integration of
teaching technologies
• Learning environment: Moodle
• All course materials available online
• Some assignments conducted/submitted online English medium
instruction
Mandatory in language courses.
In ‘Step 3’ every rubric was evaluated according to the scale defined by the tool, as follows:
Table 3: Evaluation of syllabus document using the IoCI tool (Example 1)
Degree of Internationalisation Syllabus Indicator
Initial Partial Integrated
Course objective Does not include any reference to
international, intercultural or global capabilities.
Includes some
international, intercultural or global capabilities.
Strong focus on
international, intercultural or global capabilities.
Intended learning outcomes Not formulated / loosely formulated without a learner-centered approach.
Formulated but lacking in scope or precision.
Comprehensively formulated, compatible with Bologna guidelines.
Internationalised intended
learning outcomes
Not formulated / loosely formulated without a learner-centered approach.
Formulated but lacking in precision or scope.
Attempting to cover the areas of (select):
✓ Knowledge
✓ Communication
✓ Problem solving
✓ Social responsibility
✓ Other:
Comprehensively formulated, compatible with Bologna guidelines, covering the areas of (select):
✓ Knowledge
✓ Communication
✓ Problem solving
✓ Social responsibility
✓ Other:
Assessment methods Includes a single assessment method, does not take into account learning diversities and does not measure learning outcomes.
Includes more than one assessment method but supports a relatively limited range of learning
diversities, and measures learning outcomes to a certain degree.
Multiple assessment methods, allowing richness in learning styles and testing performance and measuring learning outcomes.
Globally informed content items
Offering limited perspectives.
Includes a few ‘add on’
items to add different perspectives.
Enriched with multiple perspectives and topics towards cultivating a global mindset.
Integration of teaching technologies
None / negligent / used as substitution for ‘pen and paper’.
To some extent but does not necessarily enhance learning.
Used creatively, integrated to stimulate learning in different ways.
Examples:
English Medium Instruction Not specified / Few source materials introduced in English.
Syllabus, presentations and source materials mostly in English but lectures are delivered in local language.
Syllabus, presentations, source materials, assessment and lectures delivered in English.
Overall approach to internationalisation of the curriculum
Non existent / fragmented
An ‘add-on’ approach / not consistent / not
comprehensive
Cascaded comprehensively throughout the syllabus.
4.11.2.2 The tool in action: Example 2. This is another example showing how the tool was used in the research. Example 2 uses one of the syllabi documents provided by the Technological Marketing department. Steps 1 and 2 were repeated as in Example 1.
Table 4: Extracting information from a syllabus document for the IoCI tool (Example 2)
Indicator Source
Course objective The course provides students with advanced theoretical and practical tools to analyze consumer behavior. The course builds on the skills and knowledge acquired by students in basic marketing courses taken as prerequisites, namely, Marketing Fundamentals and Market Research. The course will provide you with a basis for understanding the behavior of other consumers and change your self-perception as a consumer.
The aim of the course is to introduce students to cognitive, attitudinal, and behavioral theories forming the basis of consumer behavior with an emphasis on their significance to marketing management. The course also focuses on
environmental factors affecting consumer decision-making.
Intended learning outcomes
To apply consumer behavior theories to real-life marketing challenges To analyze consumer segments based on psycho-social factors
To choose an appropriate target market based on a broad perspective of the marketing environment
To plan & analyze surveyed and observed consumer behavior To create research reports
Internationalised intended learning outcomes
None specified
Assessment methods Project based learning:
Survey preparation
Survey distribution and analysis Writing up of report
Preparing a presentation and presenting Globally informed
content items
Representative selection of texts covered:
Abraham, V., Poria, Y. (2019). "A Research Note Exploring Socially Visible Consumption in Tourism", Tourism Management, 70, pp.56-58.
Abraham, V., Reitman, A. (2018). "Conspicuous Consumption in the Context of Consumer Animosity", International Marketing Review, Vol. 35 No. 3, pp.412-428.
Jeffrey S.P., Susan A. A., James M. H. (2014). “Materialism, Conspicuous Consumption, and American Hip-Hop Subculture”, Journal of International Consumer Marketing, Vol. 26 No. 4, pp. 271-283.
Wayne, D.H., Deborah, J.M., Rik, P., Consumer Behavior, 7th Edition, Cengage Learning.
Integration of
teaching technologies
Learning environment: Moodle All course materials available online
Some assignments conducted/submitted online
Teaching includes face to face, as well as a blended model English medium
instruction
Materials and submissions- English. Teaching language and discussion Hebrew.
In ‘Step 3’ every rubric was evaluated according to the scale defined by the tool, as follows:
Table 5: Evaluation of syllabus document using the IoCI tool (Example 2)
Degree of Internationalisation
Indicator
Initial Partial Integrated
Course objective Does not include any reference to
international, intercultural or global capabilities.
Includes some
international, intercultural or global capabilities.
Strong focus on
international, intercultural or global capabilities.
Intended learning outcomes Not formulated / loosely formulated without a learner-centered approach.
Formulated but lacking in scope or precision.
Comprehensively formulated, compatible with Bologna guidelines.
Internationalised intended
learning outcomes
Not formulated / loosely formulated without a learner-centered approach.
Formulated but lacking in precision or scope.
Attempting to cover the areas of (select):
✓ Knowledge
✓ Communication
✓ Problem solving
✓ Social responsibility
✓ Other:
Comprehensively formulated, compatible with Bologna guidelines, covering the areas of (select):
✓ Knowledge
✓ Communication
✓ Problem solving
✓ Social responsibility
✓ Other:
Assessment methods Includes a single assessment method, does not take into account learning diversities and does not measure learning outcomes.
Includes more than one assessment method but supports a relatively limited range of learning
diversities, and measures learning outcomes to a certain degree.
Multiple assessment methods, allowing richness in learning styles and testing performance and measuring learning outcomes.
Globally informed content items
Offering limited perspectives.
Includes a few ‘add on’
items to add different perspectives.
Enriched with multiple perspectives and topics towards cultivating a global mindset.
Integration of teaching technologies
None / negligent / used as substitution for ‘pen and paper’.
To some extent but does not necessarily enhance learning.
Used creatively, integrated to stimulate learning in different ways.
English Medium Instruction Not specified / Few source materials introduced in English.
Syllabus, presentations, assessment and source materials mostly in English but lectures are delivered in local language.
Syllabus, presentations, assessment, source materials and lectures delivered in English.
Overall approach to internationalisation of the curriculum
Non existent / fragmented
An ‘add-on’ approach / not consistent / not
comprehensive
Cascaded comprehensively throughout the syllabus.