Middlesex University T&L Conf 2012

1. “I‟m not interested in what these
international students have to say”
A view of internationalisation
Dr David Killick

2. Outline
1. Why internationalisation matters
for all our students
2. A „model‟ of a graduate attribute
3. How modifications to learning
outcomes might offer a powerful
starting point

3. Why internationalisation matters for all
our students
 What do you think of when somebody
mentions internationalisation?
 What does internationalisation mean (or
what might it mean) to your students?
 What would you identify as some of the
key features of the world in which our
graduates will have to make their way?

4.  communicate with the diversity of people they are
likely to encounter in the wider world
 understand who they are themselves, what their
own values are, and why it's important to
recognise these things in others
 take a critical stance towards how things are, and
to see things as they appear from other
perspectives.
 see how what they study, and what they do as
specialists in that subject fits into the wider world
 recognise the possible value of doing things
differently
 recognise their responsibilities when they take
decisions which affect other people

5. A „model‟ of a graduate
attribute
What does internationalisation of the
curriculum mean?

6. A „model‟ of a graduate
attribute
“… the skills, knowledge and abilities of
university graduates, beyond
disciplinary content knowledge, which
are applicable in a range of contexts
and are acquired as a result of
completing any undergraduate degree”
(Barrie 2006, 217).

7. A „model‟ of a graduate
attribute
“Global outlook” as an attribute for the
future world(s) of our students

8. Enabling effective and
responsible engagement in
A Global Outlook a multicultural and
globalising world.
Inclusivity
A
global
outlook
Global
Relevance

9. Meeting diverse The subject is being Global
Inclusivity studied by students
needs AND Relevance
who (will) carry out
affording others
their lives, in a globally
equal respect. interconnected world.
 valuing diverse  ensuring the student sees
perspectives and how their discipline and
experiences brought into the professions to which it
the course (whether in relates fit into this rapidly
informal discussions, in evolving global context;
seminars, or in assessed  equipping them with
work, for example); attributes such as cross-
 enabling students also to cultural capability and
see the value in these; global perspectives;
 providing meaningful  enabling them to „make
integration into their way‟ responsibly in
class/group activities (i.e. this world, professionally
avoiding „tokenism‟); and personally.
 building sensitivity
towards/ acceptance
of/respect for different
ways of working together

10. • how does [this issue or action] look to or impact upon
somebody living in a different country, on a different
continent, etc?
• The applicability of the neoclassical school of
thought to a developing country
• The use of open educational resources
• The factors which led to the Japanese invasion of
China
• how does [this issue or action] look to or impact upon
somebody living locally who has a different belief
system, etc?
practitioner research findings in dance
• how is [this issue or action] impacted by concerns or
events in other global contexts?
• how will the way I respond to [this issue or action]
impact upon the way others see it/respond to it?

11. • how does my own culture represent, judge, value
[this issue or action]?
• how is [this issue or action] dealt with by relevant
institutions, industries, governance or political
structures elsewhere?
• what are the practical, ethical, social, professional and
personal consequences of [this issue or action] for a
diverse local and/or global community?

12. A „model‟ of a graduate
attribute
“Global outlook” as
Assessment
tasks the basis for
internationalisation
Learning
activities
of the curriculum
Learning
outcomes

13. a global outlook is not limited to
„international‟ knowledge
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
analyse market analyse market
opportunities in opportunities in two
the international contrasting international
business environment business environments

14. where multicultural/international
dimensions are very likely to be
assumed/inherent/understood/deeply
embedded in the discipline/profession
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
debate the ethical debate the ethical
responsibilities of responsibilities of
science in society with science with reference to
reference to current current issues in a
issues multicultural society

15. where multicultural/international
dimensions are very likely to be
assumed/inherent/understood/deeply
embedded in the discipline/profession
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
consider how different consider how different kinds
kinds of bodies [for of bodies [for
example, fat, thin, old, example, fat, thin, old, imp
impaired, sporty, „fit‟], a aired, sporty, „fit‟], and
nd their various their various meanings, are
meanings, are socially socially constructed by
constructed different communities

16. UK-centric subject areas, where
students are focusing on UK/English
practice
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
identify and describe identify and describe key
issues which have been issues which have been
created and debated created and debated due to
due to changes in the changes in the modern
modern British British education system
education system since since 1988 with reference to
contrasting practice in one
1988 other national context

17. How a local context can be given a
more global and/or multicultural focus
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
review the role of review the role of
sustainable construction sustainable construction
within the changing within the changing local
context of the wider and global contexts of
sector the wider sector

18. Can you suggest a learning outcome
from your own subject area?
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …

19. Take 1 learning outcome of your choice –
modify to a chosen subject area (or devise
your own):
• Outline 1 teaching/learning activity
which might help students achieve the
learning outcome
• Devise 1 assessment task which would
enable students to demonstrate they
have achieved the learning outcome

20. analyse market consider how different kinds
opportunities in two of bodies [for
contrasting international example, fat, thin, old, imp
business environments aired, sporty, „fit‟], and
their various meanings, are
socially constructed by
identify and describe key different communities
issues which have been
created and debated due
review the role of
to changes in the modern
sustainable
British education system
construction within the
since 1988 with reference
changing local and
to contrasting practice in
global contexts of the
one other national
wider sector
context