Designing an internationationalised curriculum for higher education: embracing the local and the global citizen

In this article, differing interpretations of the internationalisation of higher education curriculum are explored analysing the structural and cultural aspects of the curriculum. Voices of tertiary staff from around the world taking part in a four-week, fully online course, entitled ‘Internationalising the curriculum for all students’ contributed to stimulating discussions that raised many questions about whose perspectives were being privileged in defining an internationalised curriculum and what constituted a transformed curriculum. In this analysis, the framework illuminates the varied theoretical and practical stances towards an internationalised curriculum. It highlights that indigenous knowledges and the positionings of marginal and diaspora peoples have been widely overlooked in internationalisation of curriculum practices, and these perspectives need to become integral to discussions of future tertiary education policies and curricula.     

Determinants of range effects in face recognition

The effects of test stimulus range on generalization gradients in humans were assessed for discriminations between faces that varied in brightness, faces that varied in orientation in the picture plane, and morphed faces. In Experiment 1, significant range effects, predicted by adaptation level theory, occurred when faces varied along the brightness or orientation dimension, but not for morphed faces. Changing the difficulty of discrimination of both training and test stimuli for Experiment 2 produced range effects in morphed faces. Experiment 3 explored training and testing stimulus factors as determinants of range effects in morphed faces. The results suggest that sufficiently biased testing ranges create shifts in response distributions (generalization gradients), and this may be amplified by using relatively difficult discriminations between training stimuli.     

Interpreting the Dispositional Flow Scale-2 scores: a pilot study of latent class factor analysis

The present study examined the extent to which scores on the Dispositional Flow Scale-2 (DFS-2) could differentiate individuals who frequently experience flow characteristics in physical activity from those who do not. A total of 993 participants completed the Japanese version of the DFS-2. Latent class factor analysis (LCFA), which combines the strengths of both latent class analysis and factor analysis, was conducted on the DFS-2 responses. Six classes were identified through a series of LCFAs and the patterns of the item-average scores for the nine flow attributes were found to be parallel among these classes. The top two and bottom two classes (19.3% and 13.4% of the whole sample) were considered the groups who experience flow characteristics frequently and seldom, respectively. These results indicated that individuals who often experience flow attributes in physical activity could be differentiated from those who do not based on their DFS-2 scores.