Title: Demystifying Internationalising the Curriculum through joinedup thinking Dr Viv Caruana, Education D
1De-mystifying Internationalising the Curriculum
through joined-up thinkingDr Viv Caruana,
Education Development Unit
28 March 2006
2Aims
- Contextualise and explore the principles of the
internationalised curriculum based on a model of
global citizenship underpinned by the concepts
of Internationalisation at Home and the
inclusive curriculum - Apply principles to teaching, learning and
assessment practices
3Outcomes
- Define concepts of global citizenship,
Internationalisation at Home (IaH) and the
inclusive curriculum - Synthesise the connection between these concepts
and Equality and Diversity (E and D) and
Education for Sustainable Development (ESD) - Synthesise the relationship between IaH and
internationalisation abroad
4Outcomes 2
- Examine and apply the principles of the inclusive
curriculum and intercultural learning to own
practice - Examine and apply good practice in learning,
teaching and assessment in the internationalised
curriculum - Apply and evaluate two tools for interrogating
the curriculum for internationalisation
5Activity
- Form into small groups, individually record on
post-it - What the internationalisation of HE means to you
- What internationalising the curriculum means to
you - The reasons why you would internationalise your
curriculum - Attach to flip chart paper provided and discuss
in the group - Share thoughts with plenary
6The context of the internationalised curriculum
Internationalisation
- The influence of globalisation
- Response to or expression of changes brought
about by globalisation - Dislocation, dis-identifying, and positioning as
other? - Uniformity, standardisation and homogeneity?
- Internationalisation engaging with the rich
diversity of the global economy and society?
7The context of the internationalised curriculum
Internationalisation
- The marketisation discourse
- International competition
- Institutional shortfalls
- Branding
- Re-assessment of HE purposes, priorities and
processes? - Patterns of international recruitment
- A new elite or cosmocracy?
- Caruana and Hanstock, 2003 Deem, 2001 De Vita
and Case, 2003 Edwards et al, 1997 Haigh, 2002
Koutsantoni, 2006a)
8The context of the internationalised curriculum
Internationalisation
- unconsidered pursuit of the international can
lead to a less, rather than a more, effective
international contribution - Halliday, 1999
9The context of the internationalised curriculum
Internationalisation
- The knowledge economy and learning society
- A new dimension
- The global world of work
- A world of super-complexity
- The graduate of the twenty-first century
- (DE Vita and Case, 2003 Haigh, 2002 Lunn, 2006)
10Internationalising the Curriculum
- Unfamiliar phenomenon?
- Meaning blurred by the traditional distinction
between home and international students
11Internationalising the Curriculum
- Global perspectives
- A shift in approach rather than a change of
content - Ethical and values-based ethos for cross-cultural
capability - Re-thinking cross-border student mobility
- Killick, 2006 Lunn, 2006, Shiel, 2006
12Internationalising the Curriculum
- Internationalisation at Home
- any internationally related activity with the
exception of outbound student mobility - countering the lighthouse effect
13Internationalising the Curriculum
- Internationalisation and Equality and Diversity
(E and D) - Synonymous goals
- Different rationales
- Aware of, sensitive to or valuing
diversity? - Caruana and Hanstock, 2005
14Internationalising the Curriculum
- Intercultural competence
- A long term change of a persons knowledge
(cognition), attitudes (emotions), and skills
(behaviour) to enable positive and effective
interaction with members of other cultures both
at home and abroad - Nilsson, 2003
15Internationalising the curriculum
- At home and abroad complementary concepts?
- Staff going abroad sharing their experience on
the home campus - International students sharing their experience
in the classroom - International staff sharing their experience
- Internationalisation at Home the safe and
controlled environment for developing
intercultural competencies - Internationalisation at Home developing
intercultural competence through engagement in
projects with the local community - Internationalisation at Home increasing outward
student mobility
16Internationalising the Curriculum
- The sustainability curriculum and the
internationalised curriculum a merging of
minds? - Scott (2002) quotes Hamm and Muttagi (1998)
sustainability is .not about environmentbutthe
capacity of human society to enact permanent
reform in order to safeguard the delicate balance
between humans and their natural life-support
system.
17Internationalising the Curriculum
- The sustainability curriculum and the
internationalised curriculum a merging of
minds? - Sustainability issues as the concern of the
global citizen - Sustainability literacy, skills and knowledge as
the literacy, skills and knowledge of the global
citizen - Internationalisation as the response to the
effects of globalisation, sustainable development
as an attempt to humanise it - Haigh, 2005 HE Academy, 2006
18Internationalising the Curriculum
- The challenge of the internationalised
curriculum - the translation of the crude, abstract
simplicity of policy texts into interactive and
sustainable practices of some sort involves
productive thought, invention and adaptation - Ball (1994) as cited in Keeling, 2004
19Activity
- In small groups
- Consider and discuss the ways in which you would
regard existing programmes of studies within your
school/ discipline as internationalised record
on flip-chart - Feedback to plenary
20Embedding international and intercultural
orientation a taxonomy?
- International/intercultural awareness
(International literature, case studies etc) - International/intercultural competence ( IaH -
projects with the local community volunteering
and mentoring schemes, online collaboration) - International/intercultural expertise (study or
work placement abroad)
21The inclusive curriculum
- Cultural stereotypes of international students
- Passive, obedient lacking autonomy
- Deficiency and assimilation
- Confucian culture in a state of transition?
- De Vita, 2004 Hills and Thom, 2005 Kingston and
Forland, 2004 Morrison et al, 2005 Smith, 2006
22The inclusive curriculum
- International student expectations
- Standards of excellence not borne out by
experience - Need for deep learning and valuing own opinion
- Group work practicing skills, sharing and
working co-operatively - Most valued teacher attribute is heart
- Kingston and Forland, 2004 Nield and Thom 2006
Peters 2005 Robinson, 2004 Wu, 2002
23Learning and Teaching in the multicultural
classroom
- The pedagogy of recognition embracing the
student experience - Pedagogic autonomy the synoptic
- module
- Literacy reciprocal understanding, ongoing
dialogue and collaboration, formative assessment - De Vita, 2004 Hills and Thom, 2005 Warren and
Fangharel, 2005
24Learning and Teaching in the multicultural
classroom
- Multicultural group work
- group mix
- transparent rationale
- relevance of tasks
- engage higher order cognitive skills
- time to get to know each other
- guidance on group processes
- reflexive and constructive discussion
- Black, 2004 De Vita, 2001b, 2002b2002a, 2004
Robinson, 2004 Ridley, 2004
25ICT and intercultural awareness
- Online collaboration allied to a learning and
teaching strategy based upon experiential and
problem-based learning - Importance of getting to know you period
- Activities designed to benefit both sets of
students - Assessment of outcomes of collaboration
- Guiding discussion
- Bell and Whatley 2004 Caruana, 2004 Kooijman et
al 2004
26Assessment in the multicultural classroom
- Dialogue to consider UK HE culture
- Guidance on task
- Overcome confusion surrounding when and how to
reveal ones own voice - Avoid cultural bias and intellectual
self-censorship - Countering plagiarism using detection software
as a developmental tool - Levelling the playing field
- Barrett and Malcolm, 2006 De Vita 2002 2004
2005 Hills and Thom, 2005 Ridley, 2004
27Activity
- In small groups consider and discuss
- How you might embrace the student experience in
the classroom - How you might make use of ICT in developing
intercultural competence - How you might make assessment more inclusive
- Record ideas on flip-chart paper provided and
feedback to plenary
28The IDME Continuum (Leopold and Mercado, 2007)
X X XX
X X
A strong international component to the
programme, with high-level exposure to
international cases, studies and
readings. Tutorship by international staff and/or
by those with international experience.
Culturally inclusive teaching and learning
practice. Focus on developing international
managers and on preparing graduates for
international professions. Policies focused on
student mobility language learning.
International content in the curriculum, which
seeks to broaden horizons competencies
alongside other aims. Draws on some international
material but oriented towards domestic cases,
readings and investigations. Some culturally
inclusive teaching learning practice. Tutorship
by international staff but limited exposure. No
major focus on student mobility or language
learning.
No intercultural and international component to
the programme. Largely domestic readings, cases
and evaluations. The programme is directed
towards discipline-based goals and targets, with
emphasis on the domestic environment and
professional needs in that context. Lacks
policies on student mobility, inter-cultural
learning etc.
29Activity The IDME continuum and the AOPI
framework
- In small groups consider and discuss
- Where you think your programme/s sit/s in
relation to the continuum and why? - In what ways might you be able to move your
programme/s along the continuum? - Do you think that the AOPI framework could be
applied within the context of your school/faculty - How would you improve the framework?
- Informal feedback to plenary
30Activity The GAPMAP
- In small groups consider and discuss
- How might you use the GAPMAP in your academic
practice? - Would the home students in your school recognise
themselves in the student profile of the GAPMAP? - Informal report back to plenary