Research snapshot: A systematic review of Internationalisation at Home practices
Internationalization at home in higher education: a systematic review of teaching and learning practices
Published date: 30 September 2024
This research, conducted by Dr. Maria Victoria Soule, Dr. Antigoni Parmaxi, and Dr. Anna Nicolaou as part of the EPOS project funded by the Cyprus University of Technology, aimed to explore the state of Internationalisation at Home (IaH) within the Cypriot higher education system and internationally. The project focused on analysing the needs of academic staff at universities in the Republic of Cyprus concerning IaH practices. It also sought to develop a training programme on IaH, which included creating an e-toolkit with open educational resources tailored to the academic staff's needs, along with establishing a community of practice. The research involved a systematic literature review of manuscripts published between 2018 and 2022 to identify best teaching practices in IaH, both globally and locally. The findings from this review informed the design of various instruments used in the subsequent stages of the EPOS project. This research will benefit both researchers and practitioners working in internationalisation practices in higher education, as well as academic teaching staff seeking to familiarise themselves with current pedagogical practices in IaH.
The most exciting aspect of this research is its contribution to a deeper understanding of recent IaH practices, particularly those accelerated by post-pandemic pedagogies of internationalisation.
About the authors
Key findings from the research:
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A diverse array of disciplines are engaging in IaH, moving beyond the traditional focus on foreign language courses. This suggests that decision makers at institutional and programme levels should actively consider implementation of IaH efforts in ‘non-traditional’ programmes and disciplines.
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When collaborations feature in IaH efforts and initiatives, evidence shows that these predominantly involve the 'Global North,' raising concerns about the inclusivity of perspectives from the 'Global South.' This finding calls for a concerted effort among higher education institutions to ensure that their curricula incorporate a wider range of global viewpoints.
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The research identifies challenges such as technical and organisational barriers, emphasising the need for well-supported implementation strategies to address these issues effectively.
