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2019 | OriginalPaper | Chapter

10. Internationalisation in Higher Education as a Catalyst to STEAM

Author : Armida de la Garza

Published in: The STEAM Revolution

Publisher: Springer International Publishing

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Abstract

In as much as academic disciplines can be regarded as cultures in their own right, the internationalisation and the interdisciplinarity agendas largely overlap: both seek to introduce students to knowledge of other cultures and intercultural competence; and both seek to instil global perspectives in students, so they can acknowledge our common human destiny. As Internationalisation efforts in Higher Education are usually led by the institutions’ International Offices in partnership with the academic units at various levels, they are particularly well placed to promote interdisciplinary collaboration. This chapter discusses ways in which Higher Education institutions can take advantage of these synergies to cultivate and nurture STEAM through internationalisation.

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previous chapter Retreating for Interdisciplinarity: The Case of the Health Research Futures Lab, Limerick
next chapter What Can We Learn About STEAM from Bridges?
Footnotes
1
Although it is common to understand multidisciplinary research as that which draws from various disciplines, each bringing a contribution towards the resolution of a problem, interdisciplinary research as that in which synthesis occurs and transdisciplinary research as that which frames the question ‘as part of a total system without any firm boundaries between the disciplines’ (Barry and Born 2013, p9), here I take the term to mean the collective understanding of an issue created ‘by including the personal, the local and the strategic, as well as specialised contributions to knowledge’ (Brown et al. 2010 p. 4), which goes beyond academic knowledge.
 
2
A much utilised taxonomy of knowledge that classifies disciplines as hard science (mathematics, physics), hard applied (medicine, civil engineering, pharmacy etc.), soft applied (psychology, law, business and economics) and soft (art, design, history, media studies) has found the last three far more open to IoC.
 
3
Indeed, in science, metaphors, whether exegetical/pedagogical or theory-constitutive, are essential. They generate insight and help in perceiving connections ‘that once perceived are truly present. They enable us to see aspects of reality that the metaphor helps to constitute. Metaphors show that conceptual boundaries are elastic and permeable and can be stretched and altered’ (Guldin 2016 13–14), demonstrating the value of linguistic approaches to students of science.
 
4
An example of curriculum developed for STEAM and internationalisation is the University of Northern Arizona’s Global Science and Engineering Program (GSEP), launched in 2011 to develop global capabilities. Students are required to complete a second major in an Asian or European language simultaneously and spend their fourth year abroad, half of it in a placement, and their fifth writing both capstone projects. Students indicated that their language major ‘enabled them to use a different part of their brain’ (Killick 2017, 200–201).
 
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Metadata
Title
Internationalisation in Higher Education as a Catalyst to STEAM
Author
Armida de la Garza
Copyright Year
2019
Book
The STEAM Revolution

Print ISBN: 978-3-319-89817-9

Electronic ISBN: 978-3-319-89818-6

Copyright Year: 2019

DOI
https://doi.org/10.1007/978-3-319-89818-6_10

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