Internationalisation processes have accelerated the implementation of English-medium programmes (EMPs) across European higher education institutions. The field of business and management studies has been particularly affected by this trend (Wächter & Maiworm 2008: 46) with numerous new EMPs introduced each year. This paper presents key findings of a quantitative status quo survey on the spread of EMPs across Austrian business faculties as well as those of a qualitative case study on English-taught programmes at Vienna University of Economics and Business (WU). The macro data regarding degrees, implementation years and entry requirements confirm trends identified by precedent studies: There are no English-taught BA programmes, nearly 30% of all programmes were implemented at the peak of the Bologna reforms and there is no uniform admission policy. On the micro level, the study identifies key facts concerning the curriculum design of EMPs. The results point towards a lack of awareness of the ESP (English for Specific Purposes) element in English-medium business education, as only 11% of the courses can be classified as ESP. Despite the lack of focus on ESP, the analysis also shows that about a third of all content classes explicitly state language learning aims in their course descriptions.
Ament, Jennifer, Júlia Barón Páres & Carmen Pérez-Vidal
2020. A study on the functional uses of textual pragmatic markers by native speakers and English-medium instruction learners. Journal of Pragmatics 156 ► pp. 41 ff.
Arias de la Cruz, Andres
2021. EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University. Latin American Journal of Content & Language Integrated Learning 13:2 ► pp. 215 ff.
2019. “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia. International Journal of Applied Linguistics 29:1 ► pp. 78 ff.
2018. The Development of Voice Onset Time (VOT) in a Content-Based Instruction University Program by Japanese Learners of English: A Longitudinal Study. The Canadian Modern Language Review 74:4 ► pp. 502 ff.
Hu, Guangwei & Jun Lei
2014. English-medium instruction in Chinese higher education: a case study. Higher Education 67:5 ► pp. 551 ff.
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Nguyen, Huong Thu
2018. English-Medium-Instruction Management: The Missing Piece in the Internationalisation Puzzle of Vietnamese Higher Education. In Internationalisation in Vietnamese Higher Education [Higher Education Dynamics, 51], ► pp. 119 ff.
Sahan, Kari, Heath Rose & Ernesto Macaro
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2018. The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 527 ff.
Tai, Tien-En & Chia Wei Tang
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Tran, Ly Thi & Huong Thu Nguyen
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2020. Beyond English-Medium Education: From Internationalization to Sustainable Education. In English-Medium Instruction and the Internationalization of Universities [International and Development Education, ], ► pp. 259 ff.
Werther, Charlotte, Louise Denver, Christian Jensen & Inger M. Mees
2014. Using English as a medium of instruction at university level in Denmark: the lecturer's perspective. Journal of Multilingual and Multicultural Development 35:5 ► pp. 443 ff.
Westerholm, Kirsi & Anne Räsänen
2015. Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre’s TACE programme. In Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning, ► pp. 131 ff.
2018. Content and language integration at universities? Collaborative reflections. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 607 ff.
2020. Language of knowledge and knowledge of language. Towards plurilingual sciences?. European Journal of Higher Education 10:3 ► pp. 257 ff.
Yanaprasart, Patchareerat & Sílvia Melo-Pfeifer
2019. Students’ perceptions of authenticity of plurilingual non-native teachers in multilingual higher education settings: an exploratory and comparative case study of Geneva and Hamburg. European Journal of Higher Education 9:3 ► pp. 327 ff.
This list is based on CrossRef data as of 17 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.