new perspectives on internationalisation: enhancing the student experience understanding...
Post on 28-Mar-2015
219 Views
Preview:
TRANSCRIPT
New Perspectives on Internationalisation: Enhancing the Student Experience
Understanding transnational mobility: Staff, Students, and Future Employees?
Deborah Peel and Andrea Frank
12 June 2009
Overview1. To critically consider what is meant by the
internationalisation of the curriculum
2. To report a scoping study
3. To facilitate a debate about the implications of internationalisation for the transnational mobility of staff, students, and future employees
Internationalisation?
To learn ● verb……..
To teach ● verb…….
To internationalise ● verb…….
The University of X The University of ? prides itself on being more than
nine hundred years old. But who can identify with any certainty the moment in which a university comes into being? It is difficult to settle on a precise date. By way of definition, academic activity initially involved the scholar who, motivated by a love for knowledge, decided the parameters of a field of study and rigorously explored everything falling within them. As he conducted his research the scholar imparted the results to students who freely decided to follow him, outside of the jurisdiction of any official institution of the state or church.
…Thomas Becket - - Leon Battista Alberti - Pico della Mirandola - Nicholas Copernicus - Erasmus - Albrecht Dürer – Carlo Goldoni …
InternationalisationCritical Literature - Snapshot
‘one of the most significant drivers of change facing the modern university’ (Taylor, 2004)
a ‘core business’ of universities (de Jong & Teekens, 2003)
‘a new paradigm for education for the 21st century’ (Gacel-Ấvila, 2005)
‘a catchword of the times’ (Yang, 2002)
Internationalisation
curriculum development to prepare all graduates, regardless of country of origin, to be informed, responsible citizens able to work effectively in a global, multi-cultural context;
development of initiatives to enhance the learning experience of international students;
promote the Bologna process;
support the development of institutional strategies.
to help institutions, discipline groups and all staff to provide the best possible learning experience for their students
Scoping Study Objectives conceptualise the meaning/importance of an
‘internationalised curriculum’ for the built environment disciplines;
identify the potential problems and challenges in developing an internationalised curriculum;
explore and share participants’ experiences and knowledge of current teaching practices in delivering what they understood as an internationalised curriculum; and
map and seek to prioritise the particular needs of departments/schools to overcome potential barriers in progressing an internationalisation of curricula and which a research agenda could support.
Internationalisation of the Curriculum
How do you understand the concept?
What are your personal experiences?
What are the main problems and challenges?
Is this a common agenda?
What are the implications for transnational mobility?
1.The meaning/importance of an ‘internationalised curriculum’
in your sphere of activity
Contested Conceptualisations
Approaches: activities/programmes; process; competency
(skills,knowledge, values);
ethos.
Rationales: academic; political; economic; cultural and social.
Competitive/ Co-operative
ScalesMacroMedioMicro
In time and space
Internationalisation? Differentiated interpretations by:
individuals, institutions, anddisciplines
Ambiguity about the need for curriculum internationalisation…
2. Current teaching practices/ your experience in delivering an internationalised curriculum
in your institution
(e.g., special support for international students/collaborative projects)
Practices and Experiences Curriculum – design of programmes and content
Teaching and Learning Strategies and Delivery
Cross-cultural learningExchange programmes/study abroadField workDistance-learning
Changing Faculty and Student Profile (UG and PG)
Teaching and Learning Styles and Preferences
3. Problems and mobility challenges in developing an internationalised curriculum
Staff
Students
Mobility Drivers - Staff Intrinsic
ExperientialCircumstantialResearch-driven
Extrinsic
Economic/Global CompetitionInstitutionalStructural – Bologna
Mobility Issues - Students Differential needs which relate to the
‘total student experience’
Active recruitment of international staff to support student communities
Type, timing, nature and resourcing of student support
Home or Away?
Mobility Challenges Relevance of an
‘international product’ Implications for
professional bodies and accreditation
Language
Location/Real Estate
The University of Liverpool is to be the first in the UK to open a new University in China
(Suzhou). It will be completely independent with its own degree-awarding powers.
4. Needs of departments/ schools to overcome potential barriers in progressing internationalisation of curricula
Needs (Wish List….?) Information and understanding
Comparative insights
Guidance and advice
Greater clarity
Emerging questions Are there the necessary institutional resources and will-power
to support the process?
Is internationalisation sustainable over the longer term?
Workloads – do staff have the necessary time and space to rethink and redesign practice?
What staff incentives exist?
What training is available?
(Haigh, 2002)
Internationalisation of the curriculum?
…the process of designing a curriculum that meets the needs of an international student body…
…fair play…
…universal suffrage…
…for everyone?...
(Haigh, 2002)
New Perspectives on Internationalisation: Enhancing the Student Experience
Understanding transnational mobility: Staff, Students, and Future Employees?
Deborah Peel and Andrea Frank
12 June 2009
top related