Internationalizing Curriculum in Universities (Module 13)


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  • Reference Bologna Process
  • Internationalizing Curriculum in Universities (Module 13)

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