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Uws 20 june 2013


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Uws 20 june 2013

  1. 1. page 1Slide title (TimeInternationalisation of the curriculumWhat does it mean for us?The GLOBAL PERSPECTIVES Project atGlasgow Caledonian UniversitySabine McKinnonLecturer in Academic DevelopmentGLOBAL PERSPECTIVES Project ManagerGCU LEADUWS Learning and Teaching Conference20 June 2013Image
  2. 2. Overview1. The strategic context at GCU2. The GLOBAL PERSPECTIVES Project in GCU LEAD3. Where are we at GCU?Initial results from GLOBAL PERSPECTIVES research4. The way forward: sharing responsibility5. The process of internationalising the curriculumpage 2
  3. 3. The strategic context at GCU(GCU Global: Internationalisation Strategy 2012-2015)“We now wish to make a step change in our focus and our activity towardsgreater internationalisation.” (p.4)“ (GCU has) ... a long-term aspiration that internationalisation is embeddedacross all relevant University activities.” (ibid)“ The implications of internationalisation are at the heart of our approaches tolearning and teaching.” (p.19)Internationalisation of the curriculum (IoC) is a core component of the strategy(p.4)
  4. 4. The GLOBAL PERSPECTIVES Project in GCU LEAD(2012-15) What does ‘internationalisation of the curriculum’ mean in practice andhow is it currently being implemented at GCU? How do students and academic staff experience the impact of GCU’sinternationalisation strategy on learning and teaching? What are their perceptions of the benefits and challenges of developing aninternationalised curriculum? What are the best mechanisms for embedding IoC in all schools? What support is required to enable academic staff to deliver aninternationalised curriculum?page 4
  5. 5. GLOBAL as shorthand for the process• Growing awareness of international issues• Learning from other cultures• Observing and reflecting on cultural differences• Being prepared to challenge oneself• Avoiding cultural stereotypes• Listening to culturally different points of viewpage 5
  6. 6. The Project PhasesPhase 1 Research: opportunities for and barriers to implementing IoCPhase 2 Create a community of interested staff and students Pilot and evaluate innovative solutions Disseminate best practice to all subject disciplinesPhase 3 Develop guidelines and support mechanisms for implementationuniversity-widepage 6
  7. 7. GLOBAL PERSPECTIVES pilots in 2013-14Subject TitleLaw Internet Law: Law without frontiersrequires learning without bordersMarketing Cross cultural education and fashionindustry knowledge exchangePhysiotherapy Internationalisation of curricula:a departmental perspectiveEngineering International Audio EngineeringSociety Recording CompetitionEngineering Collaboration with the Institute ofEngineering and Technology (IET) onthe internationalisation of thecurriculumpage 7
  8. 8. What does IoC mean?(Leask, 2009)• “Internationalisation of the curriculum is the incorporation of aninternational and intercultural dimension into the content of thecurriculum as well as the teaching and learning processes and supportservices of a program of study.”• “An internationalised curriculum will engage students with internationallyinformed research and cultural and linguistic diversity. It will purposefullydevelop their international and intercultural perspectives as globalprofessionals and citizens.”page 8
  9. 9. What are we trying to achieve?The Global People Project (Reid et al, 2010)Global citizens ... make an effort to understand international issues actively seek to understand unfamiliar behaviour avoid judging people from other cultures on the basis ofstereotypes use diversity as a mirror to explore their own cultural identity are ready and prepared to deal with culturally ambiguoussituations know at least one language other than 9
  10. 10. Where are we at GCU?GLOBAL PERSPECTIVES research• on-line survey sent to 85 programme leaders in all schools;• 48 responses = 56%• 17 individual interviews with 8 of 9 Heads of Department andsenior staff• focus groups with 31 ‘Student Leaders’ from all schools• UK: 18; International:13• UG: 28; PG: 3page 10
  11. 11. What is an internationalised curriculum?The student view1. GCU curricula should be aligned with international practice“I think an international curriculum should be the one that can be like ...othercurriculums from abroad. For example a student from GCU could go toanother university outside UK and being accepted there because of thecurriculum. The curriculum is similar. “ (home student)“Yeah, well, I agree with that, especially as an international student myself, youdon’t want to come to a university where you feel as if that what is beingtaught can’t be transferred to where you’re from or to another place. “page 11
  12. 12. 2. Curricula should improve international employability“I would say it’s more like being able to compete on a more global level so thatyou could work anywhere rather than just being able to work in the UK. “(home student)“ I think having a good stead to get jobs in other countries and once youqualify, not just being confined to Scotland or the UK, being given theopportunity and the skills basis to go wherever you want. “ (home student)page 12
  13. 13. 3. Curricula should reflect intercultural awareness“ I believe that when you want to make a curriculum internationalised you notonly have people come from different countries to study at your university, Ifeel that you should somehow consider the background that these peoplehave gone through in their different countries ... I feel that a great deal ofconcentration should go into ‘ok in this country how do they do stuff?”(International student)page 13
  14. 14. The academic viewPerceptions of new strategySceptical about new approach“How would you characterize GCUs approach to internationalisation?In your view, how much importance does the university attach to itsdifferent aspects?”89% of survey respondents: recruitment is a top priority33% : raising UK students’ international awarenesspage 14
  15. 15. Lost in translation? The difficulties of operationalizing thestrategyo Potential conflict with other GCU strategies and targets“ ...there’s a large number of people who just see it (teaching international students) asmore work have people whose English is not great ... and then they fail . Sowhy would you take people from a different culture when they’ve got a higherchance of failing? know, turkeys don’t vote for Christmas.”o Insufficient guidance on contextualisation in subject disciplineo Just another fashion?“ There is a big spotlight on it for a period of time and then it sort of diminishes really. Itmoves on to something else and I think it’s about sustaining that kind of level offocus...”page 15
  16. 16. The need to ‘break the mould’Students and staff agreed that majority of GCU students lack internationalambition and awareness.Academics“ (they) have a long way to go ... (for them) global citizenship would be anaspiration , I would say, because, to be frank, we have an agenda onScotland that encourages students to stay at home”“ I feel that students are happy to take a lesser job, but it’s one that allowsthem to remain within the area.”page 16
  17. 17. Students“ they (home students) are not even interested in any culture...they arefriendly, but they don’t want to know anything about different countries.”(international student)Staff survey37% : majority of home students are aware of international issues42%: minority are aware20%: not awarepage 17
  18. 18. The way forward: sharing responsibilityThe student view It is up to students to show initiative and interest but theyneed to be encouraged and supported.“I think it should be promoted more, but it should be down to you as well...I’dsay 60% it should be you going for it, but you do need the support andbackground to guide you in the right direction.” Make ‘international modules’ compulsory and assessknowledge“I think it wouldn’t be enough if you just told people. I think it needs to bemarked. Otherwise there is no point.”page 18
  19. 19. The academic view Do not rely exclusively on the champions“ I think ... it’s not really happening. It’s not happening in any consistent wayacross the university. So that’s a big problem.” Adopt a “carrot and stick approach”“there has to be some kind of structural mandate that makes them (engage)even if they don’t in their hearts of hearts believe in it...they have to do it...because it is expected of them.” Take a flexible approach to curriculum designpage 19
  20. 20. ReviewandreflectImagineReviseand planActEvaluateWhere do we start?The process of internationalising the curriculum(Leask and Bridge, 2013)
  21. 21. Where is GCU on the “spectrum of acceptance”?(Bell, 2004)Survey resultsIoC is essential and should be integrated: 51%IoC is possible but not essential: 40%IoC is not required: 9%
  22. 22. “Interpretations and enactments ofinternationalisation of the curriculum incontext require critical reflection, imaginationand careful nurturing. “(Leask and Bridge, 2013, p. 98)
  23. 23. ReferencesBell, M (2004) Internationalising the higher education curriculum – Do academicsagree? Caledonian University, Internationalisation Strategy 2012-2015, B (2009) ‘Using formal and informal curricula to improve interactions betweenhome and international students’. Journal of Studies in International Education, 13(2), pp 205-221Leask, B and Bridge, C (2013) Comparing internationalisation of the curriculum in actionacross disciplines: theoretical and practical perspectives, Compare, 2013, vol 43, no1, pp 79-101Reid, S, Stadler, S, Spencer-Oatey, H and Ewington, N (2010) Internationalisation in theUK Higher Education Sector: A Competency based Approach, University of Warwick