Internationalization of curricula in higher education institutions in comparative perspectives: Case studies of China, Japan and the Netherlands

Higher Education

Volumn 51, Issue 4, 2006, Pages 521-539

  Huang, Futao ^a  

^a HIROSHIMA UNIVERSITY   (Japan)

Author keywords

China; Comparative perspective; Internationalization of university curriculum; Japan and The Netherlands

Indexed keywords

EID: 33645743377     PISSN: 00181560     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10734-004-2015-6     Document Type: Article

References (15)

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2. China Education Yearbook Editorial Board. (1996). China Education Yearbook. Beijing: People's Education Press, p. 359.
3. De Wit, H. (2002). Inter nationalization of Higher Education in the United States of America and Europe- A Historical, Comparative, and Conceptual Analysis. Greenwood press, p. 192.
4. Division of International Students Bureau of Higher Education, MEXT. (2001A). Waga kuni no ryugakusei seido no gaiyou - ukeire oyohi haken, Outline of System of International Students in Japan- Incoming and Sending p. 10.
5. Division of International Students Bureau of Higher Education, MEXT. (2001B). Waga kuni no ryugakusei seido no gaiyou - ukeire oyobi haken, Outline of System of International Students in Japan- Incoming and Sending p. 9.
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8. Huang, F. (2003). 'Transnational Higher Education: a perspective from China', Higher Education Research & Development 22(2).
9. van der Wende, M.C. (1996). Internationalizing the Curriculum in Dutch Higher Education: an International Comparative Perspective, University Ultrecht.
10. Ministry of Education, Science, Sports and Culture. (1992, 2002). Statistical Abstract of Education, Science, Sports and Education, Japan, p.86, 90.
11. Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT). (2001). Statistical Abstract, 2001 edition. Printing Bureau, Ministry of Finance: Tokyo, Japan, p. 88.
12. OECD Documents. (1996). Internationalisation of Higher Education, OECD: Paris, P. 48. According to the OECD research, nine types of internationalized curriculum are identified, namely, 1, curricula with an international subject. 2, curricula in which the traditional/original subject area is broadened by an internationally comparative approach. 3, curricula which prepare students for defined international professions. 4, curricula in foreign languages or linguistics which explicitly address cross-cultural communication issues and provided training in intercultural skills. 5, interdisciplinary programs such as region and area studies, covering more than one country. 6, curricula leading to internationally recognized professional qualifications. 7, curricula leading to joint or double degrees. 8, curricula of which compulsory parts are offered at institution(s) abroad, staffed by local lecturers. 9, curricula in which the content is especially designed for foreign students.
13. Universiteit Leiden. (2002). Leiden University Programmers, The Netherlands, p. 10 (university pamphlet).
14. Welch, A. (2004). Educational Services in Southeast Asia: Human Capital, Skills and Development and Future Growth, Building Institutional Capacity in Asia, Project commissioned by the Ministry of Finance, Japan, 2003/04 Report, Booklet No. 7. The University of Sydney.
15. Yang, R. (2002). Third Delight: The Internationalization of Higher Education in China, Routledge New York & London.