Narratives of taking part: International faculty in the internationalization of curriculum in Thai higher education

Abstract

In recent years, efforts to internationalize the curriculum (IoC), including developing new courses or modules explicitly focusing on global issues and cross-cultural communication, have become prevalent. This study explored the perceptions, experiences, and challenges international faculty (InFac) encountered and their roles in IoC within Thai higher education institutions (HEIs). Using purposive sampling, 13 InFac participated in an open-ended email questionnaire and semi-structured individual interviews. Findings revealed that although the participants acknowledged the complexity of the IoC within Thai HEIs, they held positive perceptions about it, highlighting their role as agents of change and contributors to IoC. They also perceived IoC within Thai HEIs as a dynamic and evolving process characterized by an upward trajectory of growth and development. Findings also highlighted that IoC concentrates not only on the curriculum but also on institutional policies, classroom pedagogies, and teachers’ interaction with the curriculum. The study discusses its implications and offers recommendations for future research.

Keywords

• Academic institutions
• Curriculum
• International faculty
• Internationalization of the curriculum
• Thailand higher education