ABSTRACT
To summarize the discourse around the implementation of EMI by academics from different disciplines in this book, the ROAD-MAPPING framework (Dafouz & Smit, 2016, 2020) is adopted. Overall, reports made by agents of different academic disciplines showed that the discipline-specific knowledge-making practice is just one of the driving forces in the process of implementing EMI. Agents’ expectations on the learning outcomes of their own disciplines, such as professional/vocational qualifications and a career pathway, are found to be another important factor. Individual agents’ own experiences in the management of EMI policy added an additional tier to the process. Drawn from these observations, a discipline-specific approach, supported by a management team composed of participating disciplines, is proposed for an effective implementation of new EMI programs.
