In a groundbreaking study that rethinks how institutions approach the complexities of curriculum internationalization, researchers F. Van den Hende and A. Boonstra unveil a duality perspective on organizational change. This perspective allows educators and administrators to critically assess the recurring tensions that arise as they strive to incorporate international components into their curricula. The implications of this research extend beyond mere academic theory; they serve as a vital framework for understanding how universities can better navigate both the challenges and opportunities presented by globalization.
One of the central tenets of this study is the concept of duality in organizational change. This refers to the notion that institutions must balance competing priorities simultaneously. On one side, there is the push for enhanced global engagement through the internationalization of curricula. On the other, institutions must remain rooted in their local identities and educational missions. This balancing act is essential as institutions seek to foster a diverse learning environment while preserving their unique contributions to higher education.
The authors highlight that while curriculum internationalization can lead to enriched educational experiences, it also poses serious challenges. For instance, faculty members may feel overwhelmed by the additional pressures of designing internationally-oriented courses alongside their existing workloads. Moreover, institutions often encounter resistance from stakeholders who fear that internationalization may compromise the integrity and mission of their programs. Understanding these tensions is critical for institutions seeking to implement successful international programs.
The duality perspective emphasizes the need for a nuanced approach to navigating these tensions. Instead of viewing internationalization and local identity as competing forces, the researchers advocate for an integrative strategy that recognizes the interdependencies between the two. This integrative approach could lead to innovative curricula that honor local contexts while simultaneously fostering global competencies among students. Educational leaders are thus encouraged to rethink their strategies, considering how various components of their programs can coexist and enhance one another.
Van den Hende and Boonstra also underscore the significance of stakeholder engagement throughout the internationalization process. They argue that for any curriculum initiatives to be successful, input from students, faculty, and community members must be actively sought and valued. Engaging these stakeholders not only builds trust but also ensures that the curriculum reflects diverse perspectives and is responsive to the broader educational environment. Stakeholder involvement can be a powerful catalyst for change, one that generates enthusiasm and commitment toward internationalization efforts.
The importance of professional development for faculty members cannot be overstated. As universities expand their international horizons, faculty must be equipped with the necessary skills and knowledge to teach in a globally-oriented context. The authors suggest that targeted training programs can empower educators to embrace internationalization. Such initiatives could cover topics ranging from cultural competency to pedagogical strategies for engaging international students, ultimately enriching the learning experiences of all.
Furthermore, the findings from this research have implications for policy-making within universities. Decision-makers must recognize the complexity of curriculum internationalization and create supportive infrastructures that facilitate these changes. This might involve reallocating resources toward interdisciplinary collaboration or providing incentives for faculty who engage in international research. By fostering an environment that encourages bold initiatives and experimentation, institutions can enhance their international standing while positively impacting student outcomes.
The dialogue surrounding curriculum internationalization is also tied to national and global higher education trends. As globalization continues to shape educational landscapes, institutions must adapt to an increasingly interconnected world. The authors emphasize that internationalization is not just a trendy initiative but an essential aspect of preparing students for the workforce of the future. Job markets are rapidly evolving, and graduates equipped with global competencies are often more competitive and successful.
What stands out from the study by Van den Hende and Boonstra is their call for transparency in the internationalization process. Institutions must communicate their goals, challenges, and progress to all relevant stakeholders. By doing so, they can mitigate concerns and foster a sense of ownership among those affected by curriculum changes. Transparency will ultimately enhance the credibility of internationalization initiatives and solidify their place in the institutional culture.
The duality perspective presented in this research contributes to an expanding body of literature focused on organizational change in education. As institutions grapple with the complexities of curriculum internationalization, this study provides a valuable lens through which they can assess their efforts. Understanding that both global engagement and local identity can coexist leads to more balanced, effective strategies than those that view these elements in stark opposition.
Moreover, the research invites institutions to reflect on their long-term vision for curriculum internationalization. It is not merely a responsive act to global changes, but rather a proactive effort to reshape educational experiences. Through thoughtful implementation of international programs, institutions can aspire to lead the way in global education, effectively preparing students for the challenges of an interconnected world.
In light of these findings, universities are encouraged to scrutinize their current curriculum frameworks and consider potential areas for enhancement. Embracing a duality perspective allows educational institutions to approach internationalization with an open mind, ready to tackle the obstacles that may arise. The journey towards curriculum internationalization is multifaceted, and by leveraging duality, universities can cultivate vibrant academic ecosystems that honor both local and global contributions.
As we move forward, the landscape of higher education will continue to evolve, and so too must our understanding of how best to navigate these changes. The work of Van den Hende and Boonstra serves as a critical reminder that while tensions in curriculum internationalization are inevitable, they can also be transformative. By embracing complexity and fostering collaboration, institutions can achieve their goals of cultivating globally-minded citizens who can thrive in a diverse world.
In conclusion, the duality perspective on organizational change offers an innovative framework for understanding and addressing the challenges of curriculum internationalization. As educational institutions continue their endeavors to globalize their programs, the insights from this research will be invaluable in guiding their strategies. Moving forward, as universities strive for excellence in international education, the lessons learned from this study will undoubtedly play a pivotal role in shaping future directions.
Subject of Research: Curriculum internationalization and organizational change in higher education.
Article Title: Reconceptualizing and navigating recurring tensions with curriculum internationalization: a duality perspective of organizational change.
Article References:
Van den Hende, F., Boonstra, A. Reconceptualizing and navigating recurring tensions with curriculum internationalization: a duality perspective of organizational change.
High Educ (2025). https://doi.org/10.1007/s10734-025-01494-0
Image Credits: AI Generated
DOI: 10.1007/s10734-025-01494-0
Keywords: Curriculum internationalization, organizational change, higher education, global engagement, local identity.