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
The author extends the work on diversity policy in UK higher education by centring the voices of Black and minority ethnic scholars and de-centring white comfort with the aim of a…
Abstract
Purpose
The author extends the work on diversity policy in UK higher education by centring the voices of Black and minority ethnic scholars and de-centring white comfort with the aim of a call to stop the pain that sanitised university diversity policies cause Black and minority ethnic scholars.
Design/methodology/approach
Using in-depth qualitative and auto-ethographic research methods, this paper engages with both respondents' narratives as well as the author's experience of carrying out the research within the walls of predominately white universities.
Findings
In order for universities to move beyond hollow and sanitised diversity, they must centre the voices of Black and minority ethnic scholars. Respondents spoke of their experiences of pain, and feelings of “taking up” space in predominately white universities. The author also discusses respondents' feelings towards diversity and inclusion policies such as the Race Equality Charter Mark.
Originality/value
The research is built on previous work on diversity by decentring white comfort.