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Becoming International, Delivering International and Being International

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... volume and new markets but ... Pedagogical issues what is the process? ... Internationalisation home - pedagogy, critical mass of (diverse) international ... – PowerPoint PPT presentation

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Title: Becoming International, Delivering International and Being International


1
Becoming International,Delivering International
andBeing International
  • Ian Shell
  • Associate Dean, Learning and Teaching

2
Context of Responsibilities
  • 2002 - Present PAB Chair (student awards)
  • 1999 - Present SLT Member / Chair (learning
    assurance and enhancement)
  • 1999 - Present ULT Member
  • 2002 Present Member International Committee
  • 2002 present International Development Cttee
    member
  • 2004 -2006 Chair International Collaboration
    Enhancement Group
  • 2005 Chair Collaborative Procedures Review
    Group
  • 2006 -2009 Chair - International Learning
    Enhancement Group
  • 2006 Chair - English Language Task Group
  • 2008 Chair Global Citizenship Award

3
1999
  • Becoming, Delivering and Being
  • Where were we?
  • Where were we going?
  • How were we getting there?
  • How would we know wed made it?

4
Strategy
  • December 1998 Review of International Policy
    and Strategy
  • To be a global university of first choice
    for students and corporate clients who value high
    quality English language based education and
    training to support lifelong learning skills for
    employment, the personal development of
    individuals, and the enhancement of education
    systems worldwide.

5
Key Objectives
  • Competitive in a global market
  • Widen access
  • The University as a multi-cultural institution
  • Income and diversification of streams
  • Challenging but rewarding experience for staff
  • Staff and student exchanges
  • Research and consultancy opportunities
  • Student employability in global economy
  • Integration into EU
  • Economic and social development of Region

6
Progress by 2004
  • 20 target of FT reached
  • 15 of gross income achieved
  • (School contributing ca 40 of this)
  • China emerges as dominant market
  • Increase in PG recruitment
  • Semester 2 start emerging as significant

7
International Student NumbersNewcastle Business
School
Year In UK Franchise
1999 - 2000 503
2000 2001 528 1137
2001 - 2002 665 1170
2002 2003 877 804
2003 2004 963 745

Year Proportion of University International Proportion of University Franchise
1999 - 2004 32 60
8
International Country of Origin
  • East Asia 60
  • (China 32 of total)
  • (Malaysia 16 of total)
  • West Asia 10
  • Africa 6
  • Middle East 4
  • Europe (non-Eu) 5
  • UK Domicile 14

9
So Where had we got to?
Key Objective Achieved?
Competitive in Global market Yes
Widen access Yes, volume and new markets but ...
Multi-cultural University Yes -many cultures in University but ...
Income growth and Diversification Yes
Challenging and rewarding staff experience ?
Staff and student Exchanges No evidence of major growth
Research and consultancy Limited
Student Employability in global Economy ? FDS remain high but International Student employment unknown
Integration into EU ?
Regional development ?
10
What were we doing for International Students
  • Strong support from student services meet and
    greet, International induction
  • International Office increasing strategic role
  • Development of accommodation services to support
    recruitment
  • International programmes developing
  • Collaborative Ventures growing
  • Individual Pedagogic Research

11
2004 Learning and Teaching Strategy
  • 17 major objectives, 42 sub-objectives
  • Diversity as enriching element in development of
    Global citizens
  • Balance diversity in recruitment
  • Understanding diversity in relation to
    effectiveness of the Learning and Teaching
    Process
  • Pedagogy as a valued activity

12
2004 International Development Strategy
  • 30 target for FT Newcastle campus by 2009 (min
    15 by school)
  • Grow International recruitment 10 per year
  • Increase franchise numbers and income by 50 over
    5 years
  • Diversify markets
  • International income 25 gross turnover
  • Strengthen university brand around Teaching
    Quality and employability

13
Institutional Audit
  • Institutional Audit 2005 (2010)
  • Collaborative Provision Audit 2006
  • continue to ensure that students for whom
    English is a second language are fully capable of
    learning through the medium of English from an
    early stage in their programme.. (CPA 2006)
  • English Language task group (2006)

14
Global Citizenship
  • International Learning Enhancement Group
  • A required outcome of Northumbria awards?
  • What is it?
  • Curriculum issues what is core, what is subject
    specific?
  • Pedagogical issues what is the process?
  • An award that is informed by but sits outside
    the academic programme of study

15
Learning and Teaching Strategy 2007
  • 5 Themes
  • Curricula incl. Internationalisation
  • Delivery incl. Meeting the needs of the diverse
    student body
  • AfL
  • Development of Lifelong Learners
  • Development of staff in Teaching and Supporting
    Learning

16
International Recruitment Strategy2007
  • Objectives Diversity, Brand Enhancement, Income
  • KPIs Increase enrolments, improve conversion,
    secure volume recruitment streams
  • Agent Contract conformance to recruitment
    criteria

17
Moving to an Internationalisation Strategy - 2007
  • The process of integrating an international,
    intellectual, or global dimension into the
    purpose, functions or delivery of post-secondary
    education (non-attributed reference in 2007
    Towards an Internationalisation Strategy)
  • Why response to globalisation, response to
    instability, response to market (what type of
    graduates does a global marketplace need),
    regional development

18
Moving to an Internationalisation Strategy - 2007
  • Internationalisation home - pedagogy, critical
    mass of (diverse) international students on
    campus, wider support, international staff, staff
    development, research, career guidance
  • Internationalisation abroad transnational
    education, staff and student exchange, alumni,
    joint research, business partnerships

19
2009 Where Are We Now
Year In UK Franchise
2008-09 969 2543

Year Proportion of University International Proportion of University Franchise
2008-09 31 66

Proportion of School International UG PG
China 30 33
Malaysia 11 3
India 5 18
Sri Lanka 8
20
2009 Learning and Teaching Plan
  • Learning and Teaching Strategy
  • Curriculum relevant to the global knowledge
    society
  • Recruitment entry tariffs incl. international
  • Delivery
  • access to internationalised global learning
    environments
  • responsive to diverse body of learners

21
2009 International Plan
  • Globalise the curriculum - development of global
    citizenship and addressing structural barriers to
    international experience
  • Encourage student international mobility and
    cross-cultural experiences
  • Enhance areas where the international student
    experience can be improved
  • Students access to specialised advice on global
    labour markets
  • Continue to develop transnational learning
    initiatives and work towards parity of experience
    wherever the student is located
  • Develop the University profile globally while
    maintaining recruitment
  • Seek high-quality partners for initiatives both
    University-wide and for niche areas
  • International capacity-building projects,
    including those that may give the University a
    long-term presence overseas
  • International opportunities for staff /
    recruitment/retention of a diverse staff base
  • Support and grow international research and
    enterprise activity

22
Dissonance
  • Strategies
  • Engagement in learning
  • Performance PAB, External Examiners
  • Perceptions staff, student
  • Coping strategies staff, student vs. Enabling
    strategies, emotional labour
  • Deficit Model

23
Process Issues
Recruitment
Student Support
Award 1st 21 22 3rd Pass Comm. Dist.
Learning Process
Programme Outcomes
Non Contact
Contact
Assessment feedback
Induction
Learning Support
24
Programme Outcomes and Awards
  • Do outcomes address internationalisation / global
    citizenship? Should they? How?
  • Criticality?
  • Should benchmarks for award classifications/
    achievement be the same for home/international?
  • Can a fixed award standard be achieved by a
    diverse intake with a common process?

25
Recruitment
  • Criteria for knowledge entry and process entry
  • Knowledge - mapping, articulation, qualification
    equivalence
  • Process language, pedagogy
  • Review of performance fed back to who?
  • Do we have a supply chain approach?

26
Induction
  • Familiarise the student to us does it raise our
    awareness of them as learners
  • When do staff find out they are teaching a
    diverse group and what that diversity is?
  • Purpose of induction / timing of induction
  • Social
  • Programme
  • Process

27
Delivery
  • Curriculum
  • Interaction opportunity, motivation, skills
  • (Does the same apply to staff )
  • What is IELTS 6, 6.5, 7 relative to our process
  • Directed Learning how much can an International
    student do?
  • What is our process capability?

28
Assessment
  • Familiarity
  • Understanding
  • A true measure of an international students
    ability?
  • Coping strategies

29
Where Next?
  • Who has the whole picture?
  • Where is staff development?
  • What is the International Student Journey?
  • What do International students want from us?
  • What do we want from them?
  • What is internationalisation?
  • How do we deliver it?
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