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Reconceptualising Internationalisation for learning and teaching

Reconceptualising Internationalisation for learning and teaching
by

mike dee

on 24 February 2011

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Transcript of Reconceptualising Internationalisation for learning and teaching

Internationalisation The London location of City University, and its positioning as the University for business and the professions is increasingly aligned with the notion of educating global citizens. A quarter of UK jobs are related to international trade (DfES, 2004) and growing important is attached to international students attending universities in the UK.

Broadly these areas are part of the ‘internationalisation agenda’ in Higher Education (HE). Here much of what is written and talked about is at the level of national and institutional policy and strategy. We are interested in connecting the international agenda with issue at the teaching and learning level, which is where students and staff actually experience internationalisation. This however is only the starting point since the notion of a singular ‘internationalisation agenda’ are problematic. Jane Knight (2003) suggests that internationalisation is about integrating international/intercultural content into all aspects of HE including teaching, learning, research and services. For others the agenda is about equality of opportunity to access learning (Haigh 2002). In general debates around internationalisation are also about the global rights and responsibilities in a changing world: “It should remain the purpose of universities to prepare graduates for a career and for life, not a single job.” Discussion: What are the right questions to ask about Internationalisation in HE teaching and learning? The making of a global citizen: what are the conflicts that need to be made explicit and what are creative ways of working with these? Questions:

1 What practices that engage international cohorts of diverse students are you aware of from your school/department?

2 What more can be done to internationalise teaching and learning at City University?

3 In what ways can we best prepare students for a global citizenship and a career? “[This example of internationalization] helped inspire me greatly, it showed me the potential in human capital and the extent of a difference that an individual can make. At this point in time, I still own a copy of Fayol's famous book on general management; a book that I feel will teach me many lessons in life.”

A Cass undergraduate student in how international perspectives in his teaching helped his learning. Student perspective A working definition of internationalization in City documentation:

Characteristics of a desirable international curriculum include the following:
Cross-cultural and global competence;
Recognition of social, ideological and economic diversity;
Multi-lingual competence;
Recognition of the value of critical enquiry;
Specific activities to internationalize student experience;
Specific internationalizing TLA activities;
Elements of an internationalized curriculum Literature review Word cloud based on relevant literature on Internationalisation 'students' and 'teaching' feature ambiguously
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