Internationalisation – From Principles to Practice
11
Any situation in which some individuals prevent
others from engaging in the process of inquiry is one of violence. (Paulo Freire, 1970, p. 85)
Education is transformative and can be either a locus for redressing disadvantage or conversely for reinforcing elitism. (Sally Brown, 2015, p 202)
Post-national university?
Internationalsation
as an amalgam of
“fragmented and rather unrelated terms”
the “complex social environment of the university in the 21st century”,
which is “fraught with tensions”
values-based
evidence-based
equitable
academic practice
Principles- Internationalisation should be:
“UNESCO’s position in this field is that higher education in a globalized society should assure equity of access and respect cultural diversity as well as national sovereignty.” (UNESCO, 2004, p. 25)
Values statement:
Internationalisation of the curriculum should seek to do no harm and to do equal good by ensuring/enhancing equitable learning experiences for all our students
i. the recruitment of international students
ii. the study abroad opportunities for domestic students
iii. the international distance delivery of awards
iv. the international physical delivery of awards
v. the international partnership network
vi. the international representativeness among staff
vii. the international content of the curriculum
viii. the international appropriateness of the delivery of the curriculum
Objectives for IOC
i) it is a process which seeks to enhance the capabilities of our graduates
ii) those capabilities are to be relevant to the globalising world
.......to enhance the capabilities of our graduates to:
be employable in a globalising world
make positive contributions in a globalising world
lead ethical and sustainable lives in a globalising world
become global leaders in a globalising world
Capabilities "to lead a life
we have reason to value"
i. to increase/diversify institutional revenues and surpluses
ii. to make viable some valued but under-recruiting provision
iii. to gain future regional influence through returned alumni
iv. to strengthen the reputation of research (in field x) at a university
v. to make a course or set of courses among the ‘best’ in the world by
attracting the most talented students globally
vi. to enhance cross-cultural learning opportunities on campus
vii. to add international dimensions to disciplinary knowledge and enrich the learning experience
The nexus "fraught with tensions"
"I don't know why we have to talk to these international students...we're not interested in what they have to say"
Social identity is part of people's self concept - and it is emotionally significant; being in my social 'in-group' is a comfortable space...
The habits and habitus
embedded in
our hidden curriculla.
The nub of the matter seems to be that contact must reach
below the surface in order to be effective in altering prejudice. Only the type of contact that leads people to do things together is likely to result in changed attitudes.
(Allport 1979: 276)
- Equality
- Common Goals
- Intergroup Co-operation
- Authority support
- understanding something of how we might appear to others;
- being willing to see our own values and behaviours as cultural habits which may be as strange to others as theirs are to us;
- listening, reflecting, enquiring, and so forth before judging another’s ideas or behaviours;
- being willing to accept the value others ascribe to their behaviours and ideas, even where we may not agree with them;
- being able to modify our language and/or behaviour to help the flow of communication with others;
Managing intercultural/diverse student group work
- Expectations/climates for IC group working are established from Day1
- IC group work skills are taught and assessed - components are embedded in learning outcomes
- Students are required to reflect on their IC learning as part of the group task
- Assessed tasks require collaboration & the integration of diverse (e.g.) cultural, social, personal knowledge, experience, perspectives
- Students are supported in dealing with/learning from negative experiences of IC interactions
(See Betty Leask, 2015 for more)
Educational Developers ?
- PGCAPs, PGCHE's, CPD programmes
- do no harm
- do equal good
- diversely international/multicultural in content
- convey inclusivity in practice
- demand critical engagement with & respect practice in diverse contexts
- require collaborative working
- reward diverse perspectives/solutions
- summatively assess inclusivity & global perspectives
To what extent do we pursue and enable others to pursue development which ensures we can all conduct our professional lives in ways we have reason to value in a globalising world?
Principle #5
owned by the
whole institution
1. 72 per cent
2. 11 per cent
3. 16%
4. 570,000
5. 4 million
6. 700
7. 210,00
8. 8,000
9. 77,000
10. 34
To what extent do we pursue and enable others to pursue development which ensures we can all conduct our professional lives in ways we have reason to value in a globalising world?
How will we continue to do so in the complex worlds of our post-national universities?
Seeking to do no harm and equal good.
David Killick
Leeds Beckett University
d.killick@leedsbeckett.ac.uk
dkillick55@gmail.com
Internationalisation:
From Principles to Practice
Hidden messages in the formal curriculum
Inclusivity - for example supporting and enabling students with respect to…
Equality in:
content - sources & citations, case studies, images & media selection
delivery - language, voice, etiquette, expectations
Common Goals which are: authentic/relevant to all participants, 'global' in scope/application
Intergroup Co-operation through: collaborative tasks, expert informants, process-focussed
Authority support through: consistency; embedding; reward & recognition; summative assessment
How a learning outcome can help
(Constructive alignment)
At the end of this module, students will be able to present a summary (analysis, critical review) of [a subject specific issue].
At the end of this module, students will be able to present a summary (analysis, critical review) of [a subject specific issue]
in language which is accessible to an audience including speakers of English as a second or foreign language.
Nurturing Environment for IOC
Contact which has the potential to reduce prejudice (to nurture curiosity, risk- taking, through successful cross-cultural encounter).
By European Association of Social Psychologie (www.easp.eu/_img/pics/persons/tajfel.jpg) [CC BY 3.0 (http://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons
Apologies -
no attribution
By Government of Thailand ([1] Uploaded by 2T) [CC BY 2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons
"Painel Paulo Freire, detalhe 4" by Luiz Carlos Cappellano - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons
Internationalisation
- what
- why
- where
- who
- how
No university or indeed national higher education system can behave as if it not working in a global environment.
(Sally Brown, 2015, p.202)
a process with "far reaching implications"
Value for IOC
Academic equity
Processes
seek to
- do no harm
- do equal good
(to everyone)
#1
underpinned by explicit values
Principle #2
embarked upon on the basis of explicit objectives
Principle #4
evaluated against explicit and measurable targets
Principle #3
driven by identified and appropriately resourced functional areas
...to enhance the capabilities of our graduates to lead lives they have reason to value in a globalising world
…universities are deluding themselves if they believe that the presence of international students on campus contributes to the internationalization of higher education.
(Wright and Lander 2003: 250)
“…most investigations have concluded that
domestic students are largely uninterested in initiating contact with their international peers.”
(Ward 2001: 4)
“…surveys indicate that there is little interaction
and high levels of disinterest between local and international students.”
(Ensenchlas & Trvaskes 2007: 414
[The curriculum that] no teacher explicitly teaches
but that all students learn… including how the school views them as human beings. (Banks 2001: 23)
[The hidden curriculum includes] those incidental lessons that are
learned about power and authority, what and whose knowledge is valued and what and whose knowledge is not valued. (Leask 2009: 207)
The presence of foreign students does not even make a positive impact on the education of domestic students except in limited situations... (Bond 2003: 14)
Higher education has … a set of values and a ‘hidden curriculum’ that conveys moral
messages to students and influences their character … Universities through their mission statements, structure and cultural life exercise an influence on their students’ character formation.
(Arthur & Bohlin 2005: 21)