2025/07/17 by Franka Van den Hende, Franka van den Hende, Albert Boonstra
Social Sciences · Arts and Humanities · #Global Education and Multiculturalism #Second Language Learning and Teaching #Global Educational Policies and Reforms
paper · pdf · doi:10.1007/s10734-025-01494-0
Abstract For higher education institutions worldwide, internationalizing their study programs has become essential. However, this intricate process involves multiple stakeholders and organizational levels, requiring both individual and organizational changes that often lead to tensions. Given the significance of internationalization for teaching, learning, and society, understanding these tensions within increasingly diverse higher education institutions is essential. This conceptual study explores recurring tensions in curriculum internationalization through a duality perspective on organizational change, offering a synergetic “third space” that integrates unitarist and pluralist thinking. We use curriculum internationalization as a case study to explore and theorize potential tensions arising from change processes. To establish a robust conceptual and methodological approach, we employ Leask’s and Pettigrew’s frequently used frameworks for curriculum internationalization and organizational change. A university in the Netherlands serves as a practical example of how a duality perspective can be applied. Our study reveals new insights into navigating recurring tensions related to language, learning goals, assessment, teaching methods, support services, international research, and societal relevance. The theory-based approach allows these findings to be generalized to similar change processes in higher education. By connecting literature and practice from two fields, this study extends current conceptualizations and approaches to curriculum internationalization.