María Victoria Soulé, Antigoni Parmaxi and Anna Nicolaou
This paper explores current teaching and learning practices, benefits and challenges in the implementation of Internationalization at Home (IaH) in higher education.
Abstract
Purpose
This paper explores current teaching and learning practices, benefits and challenges in the implementation of Internationalization at Home (IaH) in higher education.
Design/methodology/approach
The study follows a systematic review (SR) protocol in accordance with the PRISMA Statement, covering published research from 2018 to 2022. Through this process, we identified 58 peer-reviewed manuscripts meeting our inclusion criteria. We examined disciplines, locations of IaH, objectives pursued, modality of the IaH implementation, activities and resources used. Benefits and challenges were also analysed.
Findings
The SR reveals a growing adoption of IaH, employing various technologies and interdisciplinary methods to foster cross-cultural competence. It emphasizes diverse teaching activities and resources, aligning with digitalization trends. While IaH brings benefits like improved intercultural sensitivity, collaboration and skills development, it also faces challenges in language, technical, personal, pedagogical and organizational aspects, highlighting its complexity.
Research limitations/implications
Our search focused on research from 2018 to 2022, potentially missing earlier trends, and excluded grey literature due to quality concerns. The SR emphasizes online collaborative efforts in IaH, signalling a shift to digital internationalization. Institutions should invest in supporting such practices aided by strategic university alliances. A critical approach to “Global-North” collaborations is urged, promoting geographically inclusive IaH initiatives.
Originality/value
This study responds to the call for critical analysis on concrete examples of IaH. Through a systematic review, it explores recent teaching and learning practices, with a particular focus on the latest technological advancements. The study specifies learning objectives and identifies relevant tools for implementing IaH initiatives.
Details
Keywords
Hirou Karimi and Guita Farivarsadri
This paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.
Abstract
Purpose
This paper aims to examine the barriers to adopting collaboration in architectural design studios from the instructors' perspectives and explore strategies to overcome barriers.
Design/methodology/approach
Semi-structured interviews were conducted with 14 coordinators in architecture and interior architecture design studios to gather insights into their experiences and perspectives on collaboration. Thematic analysis was employed to identify key themes and patterns in the data.
Findings
The study reveals that collaboration is highly valued by instructors for its potential to enhance creativity, problem-solving abilities, and preparation skills among students. However, the study identified several barriers, such as student conflicts, coordination challenges, cultural differences, and technological constraints.
Practical implications
The instructors recommended specific strategies to promote collaboration in architectural design studios. These strategies include involving students in collaborative projects, providing training in collaboration skills, striking a balance between online and in-person activities, and developing supportive policies and skills. Implementing these strategies can help design programmemes that prepare students for professional success and future careers.
Originality/value
This study sheds light on the importance of integrating collaboration skills in architectural education. By exploring barriers and suggesting strategies, it provides valuable insights for educators and encourages further research into the implementation of these strategies. Design programmes can benefit from adopting a multifaceted approach to foster collaboration among students, thereby enhancing their learning experience and future prospects.