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Internationalisation of the curriculum. Maureen Bell University of Wollongong [email protected]. Outline. Internationalisation of higher education Successes at ACU? Internationalisation of the curriculum What is it? What do we know about it? What are universities doing? - PowerPoint PPT Presentation
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Outline Internationalisation of higher education Successes at ACU? Internationalisation of the curriculum
What is it? What do we know about it?
What are universities doing? Tensions, dilemmas, ambivalences Reccomendations and good practice ACU – your plans?
Internationalisation of higher education
teaching
research
service
Globalisation influences
Scholarly influences
Communications
Internationalisation of higher education
The process of integrating an international/intercultural dimension into the teaching, research and service functions of the university
Knight & de Wit, 1997
Internationalisation of the curriculum
Reflection What does internationalisation
of the curriculum mean for you?
What are the purposes/aims of internationalisation of the curriculum?
What is internationalisation of the curriculum?
key strategy for internationalisation of higher education
Back, Davis, & Olsen, 1996; Bremer & Van Der Wende, 1995; Ellingboe, 1998; J. Knight & de Wit, 1995; Leask, 2001; Ninnes & Hellsten, 2005; Rizvi, 2002
Internationalisation of the curriculum
curricula with an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for domestic students as well as foreign students
(Back et al., 1996, p. 1).
International curriculum - OECD
Internationalisation of the curriculum
infusion of international content into curriculum is simplistic
a holistic conception of curriculum refers not only to content but also to pedagogy and values
the preparation of students to be internationally knowledgeable and inter-culturally competent
to address, through scholarship, the increasingly interdependent nature of the world
(Association of Universities and Colleges Canada, 1995).
Internationalisation of the curriculum
a construct, not a clearly defined set of ideal or best practices Curro & McTaggart, 2003
a complex process that is as much about who and how we teach as it is about what we teach Leask, 2001
Internationalisation of the curriculum
conceptual confusion and a lack of clear practice Knight, 1999
Internationalisation of the curriculum – Australia
Internationalisation of the curriculum
What are universities doing?
We know very little about the ways in which academics and students are experiencing, and developing responses to internationalisation within the teaching and learning function of the university
North American and Canadian universities considered internationalisation of the curriculum to be the most difficult component of international education AUCC, 2000
Internationalisation of the curriculum
What are universities doing?
There is little evidence that internationalisation activities are seen as relevant to the mainstream of academic activity
Altbach & Teichler, 2001
educators make few, if any, changes in either the process or content of classroom activities
Ward, 2006
most faculty members had not internalised the cause of internationalisation Referring to internationalisation in his own university
Stohl, 2007
Internationalisation of the curriculum
What are universities doing?
Global skills development Study Abroad & Summer Study Abroad
‘Propinquity’ - international students as a curriculum/pedagogical resource
International content
International pedagogy structured inter-cultural engagement
Inclusive curriculum Acknowledging student experiences and characteristics
Global Learning
Internationalisation of the curriculumWhat are universities doing?
Internationalisation Tensions, dilemmas, ambivalence
Internationalisation of the curriculum brings social, cultural and intellectual benefits
at the same time it is also essential to maintain the strong international student market in Australia despite the challenges now posed by the higher value of the Australian dollar and the increasing concerns about international security AVCC, 2004
Internationalisation models Model 1 Market-driven Model 2 Hybrid Model 3 Education-led
Locus of curriculum control appropriated at administrative levels
Locus of curriculum control with academic endeavour
Locus of curriculum control with academic endeavour
Absence of theory Evolving theory-base Development of theory-base
Absence of critique, dialogue
Some critique, dialogue Critical conversations
Edict driven, re-badged curriculum
Cross-institutional curriculum deliberations, re-badged curriculum
Responsive, cross-institutional curriculum deliberations
Logistical problems block engagement
Logistical problems recognised and minimised
Logistical problems overcome
Circumscribed and/or ineffectual curriculum change
Developing curriculum Expansive curriculum
Unsatisfactory student outcomes
Some international student outcomes achieved
Specific and achieved student outcomes
Internationalisation models Model 1 Market-driven Model 2 Hybrid market-
driven and education-ledModel 3 Education-led
Locus of curriculum control appropriated at administrative levels
Locus of curriculum control with academic endeavour
Locus of curriculum control with academic endeavour
Absence of theory Evolving theory-base Development of theory-base
Absence of critique, dialogue Some critique, dialogue Critical conversations
Edict driven, re-badged curriculum Cross-institutional curriculum deliberations, re-badged curriculum
Responsive, cross-institutional curriculum deliberations
Logistical problems block engagement
Logistical problems recognised and minimised
Logistical problems overcome
Circumscribed and/or ineffectual curriculum change
Developing curriculum Expansive curriculum
Unsatisfactory student outcomes Some international student outcomes achieved
Specific and achieved student outcomes
Internationalisation models Model 1 Market-driven Model 2 Hybrid Model 3 Education-led
Locus of curriculum control appropriated at administrative levels
Locus of curriculum control with academic endeavour
Locus of curriculum control with academic endeavour
Absence of theory Evolving theory-base Development of theory-base
Absence of critique, dialogue Some critique, dialogue Critical conversations
Edict driven, re-badged curriculum Cross-institutional curriculum deliberations, re-badged curriculum
Responsive, cross-institutional curriculum deliberations
Logistical problems block engagement
Logistical problems recognised and minimised
Logistical problems overcome
Circumscribed and/or ineffectual curriculum change
Developing curriculum Expansive curriculum
Unsatisfactory student outcomes Some international student outcomes achieved
Specific and achieved student outcomes
Internationalisation of the curriculum
It is within the global context that the concept of internationalisation of the curriculum has recently emerged as a grass-roots, visionary response to the market-driven changes taking place in the higher education sector.
Higher education institutions must seize the initiative in the process of internationalisation rather than reacting to external globalisation forces, such as the market
develop an education system where internationalisation promotes cultural diversity and fosters intercultural understanding, respect and tolerance among peoples.
International Association of Universities, 1998
Internationalisation of the curriculum A socially responsive, education-led model
Internationalisation of the curriculum
The challenge
How can institutions of higher education adequately prepare their graduates to live and participate as global citizens and professionals?
A need for courses and programs that: offer authentic contexts and tasks build international learning
communities provide mechanisms for meaningful,
regular, inter-cultural contact engender learning through reflection
upon that interaction
Internationalisation of the curriculum
The challenge
Internationalisation of the curriculum
ACU GRADUATE ATTRIBUTES
Open-mindedness and receptiveness to new ideas
A spirit of service to the community Commitment to good citizenship, respect
for individuals, empathy with persons of differing cultural and religious backgrounds, community responsibility and concern for the environment
A high regard for equity and human rights in the context of a broad understanding of globalization
The ‘new’ cosmopolitanism
Graduates who recognise their responsibility to every other human being
Kwame Appiah (2006)s
A means to move beyond the narrow confines of nationalism and Western-centric views of the cultural ‘other’
… by defining not only a commitment to pluralism and a respect for diversity of cultures
... but also the recognition of the interdependence between peoples and societies and the global graduate’s responsibilities that stretch beyond the formal ties of citizenship.
Kwame Appiah (2006)
The ‘new’ cosmopolitanism
Education-led model and policy-based procedures Acknowledge the importance of strategic issues Disciplinary vision eg, graduate as cosmopolitan citizen International pedagogy
international student engagement within and across institutions
effective use of learning management systems authentic learning contexts and tasks experiential learning approach
Equity of student access to international programs Nurture and reward academic goodwill, knowledge and skills
Internationalisation of the curriculum Recommendations from the research (Bell, 2008)
Internationalisation of the curriculum
Activity
ACU – your plans? How to achieve? Which curriculum areas? Disciplinary vision of graduate attributes Obstacles? Opportunities?
Use Recommendations Good practice guidelines
Program areas
philosophy & mission administrative support support services professional
development awareness activities community linkages international linkages program review
Curricular areas
learning objectives course content instructional
resources teaching/learning
strategies assessment
strategies extension activities extra-curricula
activities
Internationalisation of the curriculum Good Practice (Whalley 1997)
Internationalisation of the curriculum
Activity
ACU – your plans? How to achieve? Which curriculum areas? Disciplinary vision of graduate attributes Obstacles? Opportunities?
Use Recommendations Good practice guidelines
