Issues associated with the internationalisation of curricula

A paper has been published by Terry Tudor in the journal Enhancing the Learner Experience in Higher Education (Vol. 3 No 1 2011, ISSN 2041-3122) on issues associated with the internationalisation of curricula.

Issues associated with the internationalisation of curricula: a case study of the development of a collaborative Masters programme between the University of Northampton (UK) and the University of Madras (India) 

Terry Tudor, University of Northampton

Internationalisation of curricula and activities is becoming a key thrust within UK Higher Educational Institutions (HEIs). This article examines factors in the development and implementation of a collaborative Masters in Environmental Management between the University of Northampton (UK) and the University of Madras (India). Using the concepts of internationalisation as a theoretical construct, the article examines the key challenges faced in the development and operation of the collaborative programme including overcoming cultural norms and bureaucracy. It concludes by discussing key personal and professional lessons.




The full article can be found at: http://journals.northampton.ac.uk/index.php/elehe/article/viewFile/22/33

Problems First, a new chapter

Two members of the Computing Division of the University of Northampton have contributed a chapter to the book  Software Industry-Oriented Education Practices and Curriculum Development: Experiences and Lessons  edited by Drs. Matthew Hussey, Xiaofei Xu and Bing Wu.  ISBN: 978-1609607975 IGI Global to be published later this year.

Problems First

Gary Hill and Scott Turner

ABSTRACT

This chapter considers the need to focus initial programming education on problem-solving, in advance of programming syntax and software design methodology. The main vehicle for this approach is simple Lego based robots programmed in Java, followed by the programming of a graphical representation/simulation to develop programming skills. Problem solving is not trivial (Beaumont & Fox, 2003) and is an important skill, central to computing and engineering.

An approach will be considered, illustrated with a series of problem-solving tasks that increase in complexity at each stage and give the students practice in attempting problem-solving approaches, as well as assisting them to learn from their mistakes. Some of the problems include ambiguities or are purposely ill-defined, to enable the student to resolve these as part of the process.

The benefits to students will be discussed including students’ statements that this approach, using robots, provides a method to visually and physically see the outcome of a problem. In addition, students report that the method improves their satisfaction with the course.

The importance of linking the problem-solving robot activity and the programming assignment, whilst maintaining the visual nature of the problem, will be discussed, together with the comparison of this work with similar work reported by other authors relating to teaching programming using robots (Williams, 2003).