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Middlesex University T&L Conf 2012

Middlesex University T&L Conf 2012

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  • 1. “I‟m not interested in what theseinternational students have to say”A view of internationalisation Dr David Killick
  • 2. Outline1. Why internationalisation matters for all our students2. A „model‟ of a graduate attribute3. How modifications to learning outcomes might offer a powerful starting point
  • 3. Why internationalisation matters for allour 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 its 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 attributeWhat does internationalisation of thecurriculum mean?
  • 6. A „model‟ of a graduate attribute“… the skills, knowledge and abilities ofuniversity graduates, beyonddisciplinary content knowledge, whichare applicable in a range of contextsand are acquired as a result ofcompleting any undergraduate degree”(Barrie 2006, 217).
  • 7. A „model‟ of a graduate attribute“Global outlook” as an attribute for thefuture world(s) of our students
  • 8. Enabling effective and responsible engagement inA Global Outlook a multicultural and globalising world. Inclusivity A global outlook Global Relevance
  • 9. Meeting diverse The subject is being GlobalInclusivity 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 graduateattribute “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‟ knowledgeOriginal Learning Modified LearningOutcome OutcomeStudents will be able to … Students will be able to …analyse market analyse marketopportunities in opportunities in twothe international contrasting internationalbusiness environment business environments
  • 14. where multicultural/international dimensions are very likely to be assumed/inherent/understood/deeply embedded in the discipline/professionOriginal Learning Modified LearningOutcome OutcomeStudents will be able to … Students will be able to …debate the ethical debate the ethicalresponsibilities of responsibilities ofscience in society with science with reference toreference to current current issues in aissues multicultural society
  • 15. where multicultural/international dimensions are very likely to be assumed/inherent/understood/deeply embedded in the discipline/professionOriginal Learning Modified LearningOutcome OutcomeStudents will be able to … Students will be able to …consider how different consider how different kindskinds of bodies [for of bodies [forexample, fat, thin, old, example, fat, thin, old, impimpaired, sporty, „fit‟], a aired, sporty, „fit‟], andnd their various their various meanings, aremeanings, are socially socially constructed byconstructed different communities
  • 16. UK-centric subject areas, wherestudents are focusing on UK/EnglishpracticeOriginal Learning Modified LearningOutcome OutcomeStudents will be able to … Students will be able to …identify and describe identify and describe keyissues which have been issues which have beencreated and debated created and debated due todue to changes in the changes in the modernmodern British British education systemeducation system since since 1988 with reference to contrasting practice in one1988 other national context
  • 17. How a local context can be given amore global and/or multicultural focusOriginal Learning Modified LearningOutcome OutcomeStudents will be able to … Students will be able to …review the role of review the role ofsustainable construction sustainable constructionwithin the changing within the changing localcontext of the wider and global contexts ofsector the wider sector
  • 18. Can you suggest a learning outcomefrom your own subject area?Original Learning Modified LearningOutcome OutcomeStudents will be able to … Students will be able to …
  • 19. Take 1 learning outcome of your choice –modify to a chosen subject area (or deviseyour 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 kindsopportunities in two of bodies [forcontrasting international example, fat, thin, old, impbusiness environments aired, sporty, „fit‟], and their various meanings, are socially constructed byidentify and describe key different communitiesissues which have beencreated and debated due review the role ofto changes in the modern sustainableBritish education system construction within thesince 1988 with reference changing local andto contrasting practice in global contexts of theone other national wider sectorcontext