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Internationalizing Curriculum in Universities (Module 13)
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Internationalizing Curriculum in Universities (Module 13)


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Presentation for CIE403 Module 13

Presentation for CIE403 Module 13

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  • Reference Bologna Process
  • Transcript

    • 1. Renee Cassidy and Erinne Losinio
      20 April 2011
      CIE403 Module 13
      Internationalizing Higher Education
    • 2. Overview
      Part One: Terminology
      Key concepts
      Part Two: The Debate
      Critical issues
      Part Three: The Way Ahead
      Considerations for the future
    • 3. What is Internationalization?
      Part One: Terminology
    • 4. What is internationalization?
      “… the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of higher education at the institutional and national levels” (Knight, 2008)
      “… internationalization is changing the world of higher education, and globalization is changing the world of internationalization” (Knight, 2004)
      Do you agree? How do you view the relationship between globalization and internationalization?
      What evidence of internationalization do we see in HEIs?
    • 5. Another perspective…
      Globalization is the reality shaped by an increasingly integrated world economy, new technology, emergence of international knowledge network & role of English language
      Internationalization is the variety of policies and programs that universities and governments implement to respond to globalization
      American Council on Education, 2010
    • 6. What is the role of universities?
      “…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 and/or foreign students” (OECD, 1994)
      Supporting international students
      Facilitating study abroad and educational exchange to broaden and enrich students’ cultural experiences
      Learning about other languages and cultures as a way of developing their skills of intercultural communication
      Preparing to work in the global knowledge economy
    • 7. Key terms for consideration
      • Intercultural/global competence
      • 8. How does this relate to the ideas of global citizenship that we discussed in the past few weeks?
      • 9. Neo-liberal imaginary
      • 10. Is the link between intercultural competence and economic advancement overstated?
      • 11. Epistemic virtues including relationalityand reflexivity
      How do you envision an effective internationalized curriculum?
    • 12. Group one: Defend the statement
      Group two: Create a counter-argument
      You will have 20 minutes to prepare your case. Choose a spokesperson to present your group’s argument. The spokesperson must be different for each statement. Each side will have 3-5 minutes to present their case and 1 minute after the other side presents for any rebuttals. Online students will determine which side presented the best argument.
      Part Two: The Debate
    • 13. Statements
      Internationalization ultimately leads to the commodification and commercialization of education.
      Curricular reforms focused on internationalization are narrow in scope and do not adequately prepare students to engage critically with the cultural politics of globalization.
    • 14. What does the future look like for universities?
      Part Three: The Way Ahead
    • 15. Rising demand of HE
      Demand exceeds supply, especially in developing countries
      Growth in number of students, opportunities, and demand of globalized, knowledge-based economy
      Competitive job market
      Student mobility
      Campuses abroad, online
      Growth of private HEIs
      Privatization of public HE
      Demand for accountability
      American Council on Education, 2010
    • 16. Private higher education
      • Worldwide surge in private higher education
      • 17. 30% of global higher education enrollment is in private sector
      • 18. Private institutions have no consistent model
      • 19. Operate with private assets or partially with public funds
      • 20. For-profit vs. non-profit
      • 21. Have owners or investors or operate as foundations
      • 22. Issues of quality assurance
      • 23. Private enrollment increasing worldwide
      • 24. East Asia (70%)
      • 25. Latin America (45%)
      • 26. South Asia (30%)
      • 27. Africa (25%)
      • 28. U.S. (20%)
      • 29. Central & Eastern Europe (20%)
      • 30. Southeast Asia (15%)
      • 31. Australia (3 %)
      • 32. Western Europe (marginal)
      • 33. Middle East (just beginning to emerge)
      American Council on Education, 2010
    • 34. OECD, 2008
    • 35. Internationalization in HEIs
      Expect increased interconnectedness and competition
      Economic, political, social implications
      Collaboration vs. competition
      Top three concerns/perceived risks among institutions (OECD, 2005)
      Commodification/commercialization of education programs
      “Brain drain”
      Degree mills and low-quality education providers
      Universities remain intrinsically global, national, regional
      Competition for resources and position crosses national borders
      University curriculum cannot ignore cultural realities
    • 36. Challenges
      Adjusting to growing and multiple expectations of internationalization
      At institutional level – quality, prestige, revenue
      At national level – competitiveness, answer to demographic trends, for strategic alliances
      At regional level – path to political and economic integration, competitiveness and social cohesion
      At global level – all of the above AND solidarity, capacity building, Millennium Development Goals and sustainable development
      IAU, 2007
    • 37. What does the future hold?
      Survival of the “global fittest”? (American Council on Education, 2010)
      More privatization and growth of for-profit institutions?
      Role of technology?
      Increased role of governments?
      Ranking systems as evidence of quality?
    • 38. Final thoughts
      Diversity of goals, rationales, geographic priorities, strategies, practices and models
      Growing complexity with regionally differentiated interests and policy objectives (ex. immigration, competitiveness, trade, development)
      New risks, new actors and new challenges but also new possibilities and opportunities
      “We are at the beginning of the era of transnational higher education” (Altbach, 2004)
    • 39. To be continued (online)…
    • 40. OECD, 2008
    • 41. EUA Trends, 2010
    • 42. EUA Trends, 2010