Joan McGuire and Femke ten Bloemendal examine a new way of educating which aims to level the playing field in international higher education to ensure that no matter what the (dis)ability or background, every student has a fair chance to succeed. This is an extract from the 2012 summer issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.

1. Discussing international education
GAINING PERSPECTIVE FROM BEYOND HIGHER EDUCATION
AN INTERVIEW WITH MARTHA NUSSBAUM
CHARMS OF THE IRISH LANGUAGE
UNIVERSAL DESIGN IN INTERNATIONAL EDUCATION
SUMMER
2012

2. FORUM
THIS ISSUE 03
Summer issue highlights
12
“We need to broaden and deepen
our imagination.”
MARTHA NUSSBAUM, PHILOSOPHER
18
“Irish writers have been willing
to push the boundaries of literary
conventions.”
CHARMS OF THE IRISH LANGUAGE
24
“It’s wise to view Universal
Design as a process which aims to
level the playing field.”
JOAN MCGUIRE AND FEMKE TEN BLOEMENDAL
31
“Cooperation is the underlying
fundament of almost everything
we do in internationalisation.”
GAINING PERSPECTIVE FROM BEYOND
HIGHER EDUCATION

3. 04 FORUM
THIS ISSUE
Contents
EAIE UPDATES SPOTLIGHTS FEATURES
News from the Association Regularly occurring themes Investigating hot topics
02 EDITORIAL 08 THE FUTURE OF DIGITAL 22 SUCCESSFULLY 28 STUDENT INITIATIVES FOR
STUDENT DATA PORTABILITY IMPLEMENTING A STRATEGIC GLOBAL HEALTH
06 MEMBER NEWS A ground-breaking seminar INTERNATIONAL PLAN A new voice
Essay contest; EAIE Elections Challenges and advice
12 MARTHA NUSSBAUM 31 GAINING PERSPECTIVE FROM
07 BOOKS WEBSITES An interview 24 A NEW PARADIGM FOR BEYOND HIGHER EDUCATION
INTERNATIONAL HIGHER Driving forces of cooperation
35 CALENDAR 16 WHAT WILL YOU BE TALKING EDUCATION
ABOUT IN DUBLIN Universal Design
EAIE Conference
conversation starter
18 CHARMS OF THE IRISH
LANGUAGE
A literary journey
34 TALKING HEAD
An interview with Steve West
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Linda Johnson, Laura Howard, Timo Ahonen,
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All rights reserved. Extracts from Forum may be re-
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Cover photography Andrew Rich (istock) ISSN 1389-0808

4. 24 FORUM
FEATURE
A NEW PARADIGM FOR INTERNATIONAL
HIGHER EDUCATION:
UNIVERSAL DESIGN
Photo: Philip Barker (istock)

5. FORUM
FEATURE 25
Joan McGuire and Femke ten Bloemendal examine
a new way of educating which aims to level the playing
field in international higher education to ensure that
no matter what the (dis)ability or background, every
student has a fair chance to succeed.
G
one are the days that higher educa- people with disabilities is not only time thought that applying the principles would
tion institutions catered for the consuming and costly but is also, in a sense, be beneficial for other groups of students
young, well to do, able-bodied, na- counterproductive and does not lead to a such as language learners and students
tional male. Changes towards more cultur- truly inclusive environment. with a different cultural background.
ally diverse societies and greater equal rights A movement to create more inclusive Is it reasonable to suggest that the
legislation have led to a much more diverse physical environments called Universal De- principles of UD and UDI might provide
population in higher education. This grow- sign (UD) has been evolving since the 1970s. a template for international educators and
ing diversity impacts everybody working in UD is defined as the process of designing administrators to meet the needs of cultur-
higher education, but notably educators. It products and environments that are usable ally and linguistically diverse students?
changes the services that students need and by all people to the greatest extent possible The table overleaf includes the principles
it will impact internationalisation. without the need for retrofitting changes.1 of UD and UDI, definitions, and exam-
ples that are drawn from teachers who are
THERE IS A STRONG DRIVE FOR INCLUSIVE INSTITUTIONS thinking inclusively about their teaching
WELCOMING A DIVERSE STUDENT POPULATION and the diverse learning needs of students.
For clarification/illustration purposes, the
Traditionally, international educators and An underlying assumption of UD is human principles are applied to the case study
administrators have been apt to working diversity and an awareness of a variety of below.
with cultural differences and to dealing with needs. Examples of UD are plentiful: ramps
language barriers. However, when it comes and electronic doors to facilitate entry to CASE STUDY: JENNIE
to other forms of diversity, for example, buildings, captioning on television screens Jennie, an American student, is accepted
students with disabilities, students from to provide text of narrative, large print or onto an MA programme at a European
non-traditional backgrounds, and second pictorial signage. An unanticipated outcome university. She has indicated that she
career (mature) students, there is not that of intentional design is that many people, has a learning disability. The institution
same level of comfort among educators. At not only those with disability-related accom- promised to do its utmost to help her to be
the same time, there is a strong drive for modation needs, benefit – as witnessed by a successful. Upon arrival, she shows the list
inclusive institutions welcoming a diverse parent pushing a baby stroller who can easily of the accommodations and adjustments
student population. access a space using a ramp or somebody she received at her former US institution:
delivering a heavy package who can use the extended exam time, use of a laptop, and a
UNIVERSAL DESIGN electronic door. note taker. She is insecure about disclosing
When new legislation in the 60s and 70s Recently, the notion of UD has been her disability and stressed about doing well
called for accessible buildings, it entailed expanded to the instructional environment and finishing the programme in time.
changing original constructions. Similarly, via a concept called Universal Design for The aim of any higher education in-
the call for equal opportunities in education Instruction (UDI). 2,3 UDI is an approach stitution would be for this student to feel
for people with disabilities necessitated spe- to teaching that consists of the proactive welcome and, most importantly, to succeed
cial arrangements to ensure these students design and use of inclusive instructional academically. The institution would prob-
received the same opportunities as able- strategies that benefit a broad range of ably come up with a special arrangement
bodied students. The approach of retrofitting learners including students with dis- to accommodate Jennie. Nevertheless,
buildings and instruction to accommodate abilities. From the outset of UDI, it was it is expected that Jennie will encounter

6. 26 FORUM
FEATURE
Photo: ayzek (shutterstock)
additional issues as illustrated in the table in the classroom. It is evident that many no- far from the base of proactive inclusiveness,
opposite. Using the UDI principles, the tions on teaching internationally and ideas rather than develop practical solutions for
institution would be looking at some of the on achieving an international institution specific higher education areas.
recommendations and actions in the forth already fit the UD(I) principles. It is wise to view UD(I) as a process
column of the table to better assist Jennie rather than a product, a process which aims
during her studies. LIMITATIONS to level the playing field so that everybody
In this case study, the focus is on the Any shift in a paradigm must be carefully has a fair chance to succeed. Its aim is to
teaching environment, but many sugges- and critically examined for its efficacy before create a welcoming, open campus that truly
tions are easily transferable to administra- its adoption can be touted. UD in physical allows for a diverse student body including
tive procedures. UDI aims to proactively environments is a widely accepted principle students with disabilities and international
diminish barriers by anticipating and de- though not without debate. Although ef- students alike. UD(I) may be seen simply
signing for a diverse population. Designing forts are underway to consider the impact of as principles for good practice, but what
instruction and administrative procedures instruction that is intentionally designed to distinguishes its principles from other simi-
for a diverse population gives users options be inclusive, it takes time to gather evidence lar standards is that they were created with
instead of limitations. UD changes at an that universally designed instruction leads inclusion at their core as the one unifying
institutional level will limit the need for to differences in student learning outcomes. goal that binds them together.5 Universal
specific accommodations and parallel serv- It is critical that research efforts continue in Design in international education might
ices for ‘special’ student groups. a deliberate manner so that the movement give us a framework to rethink our ideas and
for inclusive teaching rests upon a sound move internationalisation forward.
MARRIAGE OF CONCEPTS foundation. Multi-site approaches to
Recommendations in the table opposite will implementing UDI principles including
be familiar to many teachers and admin- international education would go a long 1. Center for Universal Design. (2011, July 9). Retrieved
istrators in international higher education. way toward expanding the evidence base for from www.ncsu.edu/project/design-projects/udi/cent-
er-for-universal-design/history-of-universal-design.
2. Scott, S. S., McGuire, J. M., Foley, T. E. (2003).
Universal design for instruction: A framework for antici-
SUCCESSFULLY TEACHING INTERNATIONAL STUDENTS REQUIRES
pating and responding to disability and other diverse
TEACHERS TO BE EXPLICIT IN THEIR EXPECTATIONS learning needs in the college classroom. Equity Excel-
lence in Education, 36, 40–49.
3. ‘Universal Design for Instruction’ is the term we use
The principles of UD and UDI tie in with strategies that are beneficial to the growing in this article. In literature, the terms ‘Universal Design
guidelines on teaching an international diversified population of students. for Education’, ‘Universal Design for Learning/Learners’
or ‘Universal Learning Design (ULD)’ are also used.
classroom and even with the some of the The principles of UD and UDI have These terms refer to the same concept.
ideas on Internationalisation at Home been applied to many areas including UD 4. Carroll, J. (2006). Strategies for becoming more
(IaH). Successfully teaching international for student services and UD for assessment. explicit. In J. Carroll J. Ryan (Eds.), Teaching interna-
students requires teachers to be explicit in Literature on these developments can help tional students. Improving learning for all (pp. 26–34).
Abingdon: Routledge.
their expectations, in teaching and assess- us to understand the way UD principles 5. Higbee, J. (2008) Universal design principles for stu-
ment methods,4 which matches UDI prin- work in other areas – it can teach us the pit- dent development programs and services. In Higbee,
ciples 1, 3, and 4 in the table. IaH places a falls and possibilities and help us to develop J. Goff, E. (Eds), Pedagogy and student services for
institutional transformation. Implementing Universal
strong emphasis on a culturally diverse stu- UD in international higher education. At design in Higher Education (pp. 195–203). University of
dent body which matches the principles of the same time, it is important not to lose Minnesota.
UD(I). Both IaH and UD(I) aim to make sight of the original principles, the holistic
an impact at an institutional level as well as theory behind UD and not to deviate too

7. FORUM
FEATURE 27
UDI recommendations for
UD Principle Definition UDI Issues faced by Jennie
instruction
Principle 1: Instruction is designed to be Jennie has a hard time writing Provide multiple ways of
Equitable use useful and accessible for all. and reading notes. accessing notes, for example
Be fair in providing means through podcasts, class notes
of use. online, etc.
Principle 2: Provide choice in methods of Jennie struggles to process Consider using two projectors
Flexibility in use participation and presentation. the visual material in her art to be able to leave the slides
history course. on longer. Allow student
choice to show mastery of the
material; for example through
presentations, picture cata-
logue, etc.
Principle 3: Instruction is straightfor- Jennie takes a lab class which Provide an index card in the
Simple and intuitive ward. Eliminate unnecessary uses the metrics system in all class and course syllabus. En-
complexity. their calculations and reports. courage the use of an online
conversion resource.
Principle 4: Instruction communicates Jennie blames the mediocre Make sure to be explicit in
Perceptible information necessary information and is grade of her first assignment the expectations and grading
readily perceived. on her learning disability. criteria. Provide a grading
scale in course syllabus.
Principle 5: Instruction anticipates Jennie is used to basing her Structure a long essay into
Tolerance for error variation in individual student writing on her own opinion sections or design a series of
learning pace and prerequisite but this style is not valued at essays so the student can ben-
skills. her new university. efit from immediate feedback.
Principle 6: Instruction requires minimal Jennie is insecure about the Be clear on the rules for using
Low physical effort nonessential physical effort. use of her laptop since she laptops, tape recorders and
feels this will disclose her other devises.
disability.
Principle 7: Consideration is given to In discussions, Jennie does Use a circular class arrange-
Size and space for approach appropriate size and space for not understand the non-native ment so students can face
and use approach, reach, manipula- English speakers, and they do one another. Use props (like
tions, and use. not understand her. stopwatches or traffic lights)
to monitor the discussion.
Principle 8: i Environment promotes inter- Jennie only interacts socially Switch group work between
Community of learners action and communication. with other American students. national groups and multi-
cultural groups. Allow time
for getting to know each
other and interacting.
Principle 9: Instruction is welcoming and Jennies experiences a differ- A statement in the class
Instructional climate inclusive. High expectations ent instructional climate with syllabus affirming the need
are expressed for all students. regards to her disability. for class members to respect
diversity, cultural differences
and differences in strengths
and abilities.
i. These last two principles have been added in UDI to complement the original 7 principles of UD.