CONFERENCE PROGRAMME 2012

Enhancing
Internationalisation:
Supporting Curricula,Diversity and
Inclusion
University of Chichester
Learning andTeaching Conference 2012
Tuesday 12th June
#LTswapshop

University of Chichester2 www.chiuni.ac.uk/swapshop
Enhancing
Supporting Curricula,Diversity
and Inclusion
LearningandTeachingConference2012
Key Note Speaker 1
Dr Catherine Montgomery
Dr. Catherine Montgomery is currently Principal Lecturer in Education at Northumbria
University. Catherine’s particular areas of interest in the field of teaching and learning are
language and culture in higher education, internationalisation of the curriculum, teaching
international students and the development of graduates as ‘global citizens’. She also has
expertise in assessment for learning and student engagement and was previously the Research
Director for the Centre for Excellence inTeaching and Learning at Northumbria.Catherine was
awarded a NationalTeaching Fellowship in 2010 in recognition of her contribution to these fields,
particularly for her work in developing staff approaches to responding to internationalisation
and innovative teaching and learning for diverse student groups.
‘Enhancing Internationalisation: Designing Positive Intercultural
Learning Environments for Globalised Higher Education’
This keynote considers how the design of higher education learning environments can influence
student perceptions of working in intercultural groups. Some current discourses circulating
in higher education suggest that students and staff find working in intercultural groups
problematic, for ‘cultural’ reasons or due to the prior learning experiences of ‘international’
students. Intercultural group work and positive group interaction is at the same time seen as
a crucial element of a ‘transformative’ curriculum that educates graduates for a multicultural
and global world (Montgomery and Clifford, 2011). Recent research indicates that in learning
environments where collaborative approaches such as peer learning and authentic, interactive
task design are emphasised, student attitudes to working in intercultural groups are more
positive (Montgomery, 2009; 2011) and intercultural interaction is perceived as learning skills
for life and work in a globalised context. In addition to questioning some of the dominant
discourses relating to international higher education, the presentation will also consider the
influence of institutional contexts and ‘cultures’ on the development of effective intercultural
learning environments.
Welcome
Over the last 10 years universities’ income from overseas students has more than doubled,rising
to approximately 9.6% of the HE sectors’ total income for 2009-2010 (HEFCE, 2011). With
fees for international students remaining uncapped, these income targets will increase further.
With the international market growing at about 7% per year, there is now increasing pressure
not only to recruit overseas students, but also to ensure a high quality of student experience,
as emphasied in the Government’s Education White Paper (June 2011) ‘Putting Students at the
Heart of the System’.
The aim of this one-day swap-shop is to highlight best practice in enhancing internationalisation,
focusing on three key areas: curricula, diversity and inclusion.
Principal Lecturer and
National Teaching Fellow,
School of Education,
Northumbria University

University of Chichester 3www.chiuni.ac.uk/swapshop
Enhancing
and Inclusion
Key Note Speaker 2
Dr Vini Lander
Vini is a Principal Lecturer who is the Head of the BA (Hons) Primary Education and is also
Head of Primary Education. In this role she oversees the strategic development of primary
initial teacher education and on-going professional development. Vini has been at the University
since 2000 when she took over the undergraduate primary programme. She is a member of
the Education Management Group and other University wide committees. Vini studied for her
EdD at the Institute of Education and completed her doctorate in 2011.In terms of her national
profile Vini was Deputy Director of Multiverse, a TDA funded professional resource network
on achievement and diversity from 2004-10. In this role she travelled widely across England
and Europe to disseminate the work of Multiverse. She is currently a member of the British
Education Research Association and is co-convenor of one of its special interest groups (SIGs).
Vini has delivered keynote lectures and presented at national and international conferences.
Vini has undertaken research in the area of student teachers’ developing subject knowledge in
science and written subject support materials for the SCIcentre. She has also been an Ofsted
inspector for primary schools and initial teacher training.As part of her role in Multiverse,Vini
has delivered training sessions to student teachers and teacher educators on diversity,inclusion
and achievement across the country and in Germany. Vini’s research interests lie in the field of
diversity, social justice and initial teacher education. She is currently working on two research
projects one looking at racism in higher education and the other examining the career paths of
Black and minority ethnic tutors in initial teacher education.
‘Being Other’
The keynote will explore the notion of the ‘Other’ in academia and how this space can serve
to preserve dominant discourses whilst appearing to promote liberal values and practices. The
lecture will ask the participants to consider how dominant discourses can serve to exacerbate
the notion of ‘Other’ and how they may lead to exclusionary rather inclusive practices.
Department of Education,
University of Chichester
“...the increasing sophistication of international
students in their choice of institution, makes it
crucial for UK Higher Education to continuously
maintain and enhance the quality of international
students’ experiences’
[QAA, 2011]

Enhancing
and Inclusion
“maintaining and enhancing our reputation for
high-quality higher education provision is crucial
for the UK’s image as a destination of choice for
international students’
[BIS, 2011]

Enhancing
and Inclusion
9.00am Coffee and Registration:
Venue: Cloisters
9.30am Welcome and Introduction
Venue: Mitre Lecture Theatre (MLT)
9.40am Key Note Speaker: Dr Catherine Montgomery
Enhancing Internationalisation: Designing Positive Intercultural Learning
Environments for Globalised Higher Education
10.20am Sessions 1, 2 and 3
Venues:
Strand 1 - Mitre Lecture Theatre (MLT)
Strand 2 - LO6
Strand 3 - E124
11.35am Refreshments: Cloisters
11.55pm Sessions 4 and 5
Venues:
Strand 2 - LO6
12.50pm Lunch
Venue: Cloisters
1.40pm Key Note Speaker: DrViniVander
‘Being Other’

2.10pm Sessions 6 and 7
Venues:
Strand 2 - LO6

3.05pm Session 8: Workshop Cafe
Venues:
Workshop 1 - Cloisters
Workshop 2 - E124
3.50pm Q&A and Summary
4.15pm University of Chichester Module of the Year Award
Programme Outline

Enhancing
and Inclusion
Session 1:
Time: 10.25am to 10.45am
Strand 1 (MLT): What’s it really like here? The Experience of
International Students at the University of Brighton
Helen Stanley
Strand 2 (LO6): Towards an Inclusive University Experience in the
Internationalised Learning Environment
Chris Dancer and Paivi Leivo
Session 2:
Strand 1 (MLT): Using Diversity in the Student Group to Enhance
‘OUR’Teaching: Best Practice Developed from the MA
Management Course, London Metropolitan Business
School
Jane Neal-Smith and Wendy Bloisi
Strand 2 (LO6): Sustaining Developments in Inclusive Early
Intervention in Oman
Diana Seach
Session 3:
Strand 1 (MLT): It’s a CulturalThing!
Christine Fountain
Strand 3 (LO6): Cutting Edge Developments in International CPD
Steve Corcoran
Session Itinerary

Enhancing
and Inclusion
Session 4:
Time: 12.00pm to 12.20pm
Strand 1 (MLT): Bridging the Intercultural Competence Gap
Between the University and the Enterprise
John Holder
Strand 2 (LO6): Student Groupwork -An Issue of Inclusion
Chris Downs
Session 5:
Strand 1 (MLT): Bridging the Gap with Students on International
Placements -A Foray into the Use ofTechnology
Joanne Hooker, Peter Jordan and Ian Harris
Strand 2 (LO6): Home andAway
Zarina Subhan-Brewer
Session 6:
Strand 1 (MLT): The First Semester –What can Lecturers do to Help
New International Students Swim Rather than
Sink?
Michael Villeneuve
Strand 2 (LO6): Cross Cultural Inclusion within a University-Wide
Languages Programme
Claudio Zanchi, Stephanie Demont, John Holder and Ian
Harris
Session 7:
Strand 1 (MLT): Quality in Internationalisation
Sue Lavender
Strand 2 (LO6): Engaging Students in Curriculum Development:A
Project to Develop Cultural InclusivityAcross Five
Courses
Gareth Barham
Session Itinerary

Enhancing
and Inclusion
Venue: Mitre Lecture Theatre
Title: What’s it really like here?The Experience of International Students at the University
of Brighton
Contributor(s): Helen Stanley
Institution: School of Nursing and Wifery, University of Brighton
Contact: h.stanley@brighton
This project examined the lived experience of International students on diverse courses in three
Schools in the Faculty of Health and Social Science within the University. The project process
included focus group and individual interviews.This work has informed the working practices of
both academic and administration staff in the Faculty. The findings will therefore be of interest to
staff across the University who work with International students.The findings provide insight into the
students’ motivations for applying to the University of Brighton; their experience of the application
process and of studying at the University, including: accommodation, school induction procedures,
language support, assessment, and study styles.
Venue: LO6
Title: Towards an Inclusive University Experience in the Internationalised
Learning Environment
Contributor(s): Chris Dancer and Paivi Leivo
Institution: School of Enterprise Management and Leadership, University of Chichester
Contact: c.dancer@chi.ac.uk / p.leivo@chi.ac.uk
International students are a significant element fuelling the rapid growth of the School of
Management, Enterprise and Leadership (SEMAL) at the University of Chichester. Teaching is
focussed on facilitating an excellent learning experience through an innovative small group,seminar
based environment. However, SEMAL recognises that blended cohorts of home and international
students result in a challenging environment not only for the students, but for all stakeholders.
International students face a complex and frustrating environment, in part derived from possibly
unfamiliar teaching and learning conventions, learning with home students, as well as wider
influences which relate to aspects of the University provision covered by support services. SEMAL
has anticipated that it needs to relate to its student stakeholders and the wider University with a
more nuanced understanding by appointing an SEMAL International Student Support Assistant.
This session focuses on a project that is currently seeking to develop a greater understanding of
the student learning environment through. Findings will refine the activities of the role for the newly
created SEMAL International Support Assistant, and assist in developing practices and procedures
that ensure that membership of a diverse student body delivers an enhanced learning experience
for both home and international students.
Session 1

Enhancing
and Inclusion
Title: Using Diversity in the Student Group to Enhance‘OUR’Teaching: Best Practice
Developed from the MA Management Course, London Metropolitan Business
School
Contributor(s): Dr Jane Neal-Smith and Dr Wendy Bloisi
Institution: London Metropolitan Business School
Contact: s.neal-smith@londonmet.ac.uk / w.bloisi@londonmet.ac.uk
This paper draws on research carried out with the international students currently studying on the
MA Management course at London Metropolitan Business School (LMBS). LMBS currently recruits
approximately 1,000 international students and the MA Management course attracts a large
percentage of Chinese and Nigerian students.With a focus on improving the student experience
emphasis has been placed on utilising the cultural diversity in the classroom in order to improve
the educational experience for international students. During peer reviews, one element commonly
noted is that many examples used to illustrate points have a British flavour. Clearly this does not
encompass the rich cultural heritage in the room and requires addressing, but how do staff engage
with cultural diversity? Furthermore, some international students who are learning in their second
language often require translation and either ask one another or use electronic devices.This can
cause conflict because of the disruption to the class, so how can we ensure inclusivity when we
teach whilst simultaneously removing barriers to learning? Research considered three main themes:
(i) learning how to learn in a UK setting; (ii) learning from each other; (iii) how do staff learn how
international students learn? This presentation will discuss the results of this research and use the
student experience to promote best practice for university teaching staff.
Venue: LO6
Title: Sustaining Developments in Inclusive Early Intervention in Oman
Contributor(s): Diana Seach
Institution: Department of Education, University of Chichester
Contact: d.seach@chi.ac.uk
In 2010 a collaborative project was set up between the Association of Early Intervention Centre in Muscat,
the University of Nizwa and the Institute of Education to develop a Diploma in Inclusive Early Intervention.
Forty five Omani women were specifically chosen to be the first students, trained in English who would go on
to work at the Early Intervention Centre for children aged 2 – 8 years who have special educational needs
and disabilities. Over the past two years the Diploma has been taught by specialists from different universities
in the UK and internationally. In 2011 we were invited to deliver 3 modules, giving lectures and supporting
students in their studies in Early Childhood Special Education, Developing Communication and Methods of
Diagnosis and Assessment. Each module has been taught reflecting practices in the UK whilst giving students
the opportunity to challenge these in relation to what inclusive practice means to them in their own context.
The manager of the Early Intervention Centre, Dr Al Saleh has highlighted the importance of reflective cross-
cultural engagements in teaching and learning.All the tutors who have worked on the programme recognise
that a strong sense of personal growth, as well as academic learning and practice-based development, has
been achieved by the students. In this presentation we will outline the future needs and aspirations of those
involved in the project. In particular,the contribution to teaching and learning through a global perspective on
inclusive education that will further the discourse on cultural competencies in professional practice wherever
we find ourselves working.
Session 2

Enhancing
and Inclusion
Title: It’s a CulturalThing!
Contributor(s): Christine Fountain
Institution: Southampton Solent University
Contact: christine.fountain@solent.ac.uk
Internationalisation benefits universities and students - learning from international counterparts presents
increased employability. Richer experiences equip students with relevant skills for the global market,especially
language and cultural knowledge. Employers recognise the value of international experience.Whilst a body
of research exists (to emphasise the lecturer/student interaction) in the multicultural teaching environment
less consideration is evident in the interaction within the micro-multicultural group.What happens in the
learning environment where a German, Lithuanian, Nigerian and American come together as a micro- group
to produce assessed work? This swap of current practice considers the challenges to the student experience
and the pedagogic implications of such mixed cohorts. This Welcome Week (induction) activity has proved
crucial to the success of students. Undertaking the exercise – ‘Learning it’s a Cultural Thing’ in groups to
share and explore their expectations and experience of learning. As poster presentations, the work was
presented to lecturers and the faculty Student Support Officer. The work has recently been presented at the
Solent UniversityTeaching and Learning Symposium as both posters and an interactive session to share the
findings and the learning outcomes for lecturers in considering the pedagogic and dynamic implications in
such group work cohorts.
Venue: LO6
Title: Cutting Edge Developments in International CPD
Contributor(s): Steve Corcoran and Helena King
Institution: International Short Programme Unit (ISPU), University of Chichester
Contact: s.corcoran@chi.ac.uk / h.kang@chi.ac.uk
In this talk, the International Short Programme Unit (ISPU) will present a ground-breaking initiative as a
result of which experienced international in-service teachers from South Korea undertake an extended school
practicum in British schools. The practicum involves content teaching of the national curriculum in schools
in West Sussex and East Sussex. The initiative is new for both UoC and the Korean Government which has
commissioned the ISPU to run this programme on their behalf. The presentation will explain the relevant
Korean education policy and explore both the value of the school practicum for these teachers and the
contribution that international teachers can make to the educational experience of British school children.
Session 3

Enhancing
and Inclusion
Title: Bridging the Intercultural Competence Gap Between the University and the
Enterprise
Contributor(s): John Holder
Contact: john.holder@solent.ac.uk
How can the system of higher education better equip graduates with the required skills in the present
and future multi-cultural and multi-disciplinary workplaces? Where do we start to improve the dialogue
between universities and enterprises for a mutual transfer of knowledge in the context of intercultural
competence? The SKILL2E project (Sustainable Know-How in Intercultural Learning in Student Placements
and the Knowledge Transfer to Enterprises) addresses the need for preparing higher education graduates
for their future work environments, with respect to multi-cultural, cross-organisational and cross-sectoral
collaboration. The project is an Erasmus Lifelong Learning cooperation between six academic partners and
four enterprises from Europe complemented by the expertise of two overseas institutions. The universities
and enterprises involved in the project reflect a cross-section of European culture well suited for this multi-
perspective approach and for generating useful and sustainable results beyond the project lifetime. The
project involves a number of interlinked aspects: (i) intercultural competence assessment; (ii) pre-placement
training; (iii) cultural mentoring; (iv) intercultural reflection; and (v) enterprise handbook.
The results of the project will be evaluated and disseminated across the EU.The project runs until September
2012. This presentation will briefly outline the project and share some of the experiences and challenges
relating to encouraging international work placements at home and abroad.
Venue: LO6
Title: Student Groupwork -An Issue of Inclusion
Contributor(s): Chris Downs
Institution: School of Enterprise, Management and Leadership, University of Chichester, University of
Chichester
Contact: c.downs@chi.ac.uk
‘I didn’t want to have to rely on reading flash cards in doing an unrehearsed assessed presentation’ (dyslexic
student).The other group members told him not to worry and left their work on the group presentation to the
last minute. The presentation was not rehearsed. Three UK students stand around the white board discussing
the issue, as requested by the tutor in the classroom. One of them holds the dry wipe marker. Behind them
an international student, the fourth group member, speaks but goes unheard.
We ask our students to work in groups, in and out of class, and we assess them in groups. Many experience
significant stress and distress as a result. I wish to share views on the ethical issues raised by this, and to
share current and possible future practice aimed at improving students’ experience of working in groups. I
will draw in particular on the experience of working with students on a module called Working with Others
and Developing Self.
Session 4

Enhancing
and Inclusion
Title: Briding the Gap with Students on International Placements - Foray into the Use
of Technology
Contributor(s): Joanne Hooker, Peter Jordan and Ian Harris
Contact: joanne.hooker@solent.ac.uk / peter.jordan@solent.ac.uk / ian.harris@solent.ac.uk
Students studying International Business Management and International Tourism Management at
Southampton Solent University undertaking a yearlong study placement abroad. Typically for many, this
is the first experience of living and working abroad and can entail a range of academic and personal
challenges including feelings of alienation, possible culture shock, time constraints to complete all tasks,
lack of class cohesion, few opportunities to discuss coursework / assignments with colleagues or staff, time
differences,work- life balance in new country,possible technical difficulties in accessing Southampton Solent’s
VLE (myCourse). The students complete most of their study on modules at the host University, along with
20 credits in research methods by distance learning. The purpose of this distance learning study is to ensure
they have the necessary underpinning knowledge to complete their final year and also maintain links with
Southampton. This aims to create a single learning community and a strong sense of cohesion to support the
students during their placement and for their smooth return to Study at Southampton. However engagement
between the students and staff at Southampton has been mixed. Therefore the course teams have utilised
a number of electronic tools from basic VLE material and email, to Wikis/Forums, narrated PowerPoint Files,
audio feedback and even virtual worlds. Second Life (SL), a virtual world that allows students to create an
avatar and interact with other users around the world. The presentation will provide an overview of these
various strategies,their implementation pre,during and post placement and the responses from students and
staff as to their effectiveness.
Venue: LO6
Title: Home andAway
Contributor(s): Zarina Subhan-Brewer
Institution: International Short Programme Unit (ISPU), University of Chichester
Contact: z.subhan.brewer@chi.ac.uk
Given that international students are making up more and more of the UK postgraduate student population,
this paper will consider the problems they face once attending a course in the UK. My area of interest is the
difference in learning that takes place between being on home territory and on foreign soil.The paper will
cover the first-hand experience of working with a group of teachers/trainers for 4 weeks in China and training
them again less than a month later in the UK at the University of Chichester. Although language is a common
problem, while studying in the UK, all participants in this case were themselves teachers/teacher trainers of
English language.This paper intends to propose what factors can reduce the learning process drastically and
what institutions can do to counter the effects.Without real inclusion there is a danger that they will remain
in isolation and withdraw from their new environment culturally and academically, which cannot help the
learning or teaching process.
Session 5

Enhancing
and Inclusion
Title: The First Semester –What can Lecturers do to Help New International
Students Swim Rather than Sink?
Contributor(s): Michael Villeneuve
Institution: University of Chichester
Contact: m.villeneuve@chi.ac.uk
According to a recent Ofqual report (The Independent, 3 April 2012) “Many new students flounder..”
with the academics interviewed raising concerns about pupils “’learning to the test’” - being drilled to
pass exams. As a result of this, new students fail to take control of their own degree studies because they
are used to being told how to pass an exam.” This statement was made regarding UK students, but
International students face even greater difficulties not just involving academic adjustment but also language
and cultural adaptation. The solutions proposed to the difficulties faced by UK students tend to include
changes to the teaching and assessment experienced by the students before they arrive at University.
However, in the case of International students this is not possible. In this presentation, based on a review
of literature combined with experience drawn from staff workshops, I will ask if there is anything that
lecturers can do to help support new International students at the University of Chichester once they
arrive so that they settle quickly into academic life in the UK, and reduce their chances of floundering.
Venue: LO6
Title: Cross-Cultural Inclusion within a University-Wide Languages Programme
Contributor(s): Claudio Zanchi, Stephanie Demont, John Holder and Ian Harris
Contact: claudio.zanchi@solent.ac.uk / stephanie.demont@solent.ac.uk / john.holder@solent.ac.uk
ian.harris@solent.ac.uk
Southampton Solent University delivers an Institution-Wide Languages Programme available to almost all
students within the university as part of their option choices. The students in classes are multicultural, with
up to 15 different nationalities being represented within a single class. The mix of students creates a number
of challenges such as multiple cultural differences, ensuring a common understanding and starting point for
learning, meeting the needs of different abilities and the range of student expectations from their option
choice. However there are also many opportunities for the academic staff to utilise the varying strengths of
the student body to support each other, build on the student enthusiasm to develop employability skills and
encourage mutual support.
Feedback from students shows very high satisfaction with the teaching and learning on the units with
comments such as‘We look forward to going to Chinese classes’or‘I have studied Spanish for 2 years ….the
best teacher I have had. The unit is very good.’
The academic staff recognise the different characteristics of the various cultural groups and ensure the
learning environment is created to: challenge students in a supportive atmosphere to enhance their learning;
build individual confidence; ensure interactive learning takes place rather than passive learning; focus on the
priority areas for business employability, for example relatively more work on speaking and listening than
reading and writing elements; and ensuring appropriate resources are used. The presentation will expand
on the strategies adopted to enable student achievement and satisfaction, with consideration of how these
strategies can be implemented in other subject areas.
Session 6

Enhancing
and Inclusion
Title: Quality in Internationalisation
Contributor(s): Sue Lavender
Institution: Applied Language Studies, University of Chichester
Contact: s.lavender@chi.ac.uk
Internationalisation may sometimes, in reality, be viewed mainly as the recruitment of increased numbers of
international students.This presentation, based on survey, interview and ‘critical incident’ data, invites you to
engage with our international students at an individual level.The presentation uses student voices to highlight
challenges of and strategies for integration into our community and its learning/teaching cultures, as well as
personal motivations for overseas study and particular reasons for choosing Chichester. It explores individual
likes and dislikes, personal highlights and low moments.The data illuminate a number of key features which
may combine to make some students especially vulnerable in terms of their integration into the university
community and its cultures.The presentation concludes with students’ own practical suggestions on how the
quality of their experiences might be enhanced.
Venue: LO6
Title: Engaging Students in Curriculum Development:A Project to Develop
Cultural InclusivityAcross Five Courses
Contributor(s): Gareth Barham
Institution: Cardiff School of Art & Design
Contact: gbarham@cardiffmet.ac.uk
The presentation will focus on a project carried out at Cardiff Metropolitan University aimed at developing
curricula across five courses in terms of internationalisation and cultural inclusivity. The project engaged
student partners as both researcher and research participants and put students at the heart of their
curriculum development. Participants will gain an insight into how students engaged with the concept
of internationalisation of curriculum and cultural diversity, how students worked with academic staff in
partnership, and the benefits this project has provided for the student intern employed. They will also see
how staff across five different disciplines with differing student cohorts, teaching methodologies and discipline
contexts integrated culturally inclusive developmental changes to their teaching practices.

The courses were chosen for their diversity, one almost entirely international students, one a mix of local and
international, and one with no international students. They were also spread across disciplines with differing
teaching methodologies. The staff involved were expected to make a development to their teaching to make
it more culturally inclusive, and this was written up as a case study for future dissemination. Gareth and Sue,
the two project leaders employed Alison as a student intern. She was introduced to the theories and practices
of internationalisation through meetings with the project leaders and being mentored throughout the research
process. Alison carried out all the research by running focus groups with the respective undergraduate
students to explore curriculum development strategies regarding internationalisation. Alison then collated the
findings into a report which was discussed with project leaders, the academic staff case developers, and an
external specialist. The academic staff from the five courses then applied the findings to a developmental
change in their teaching.The project process, all the cases generated, the webinar proceedings, and other
artefacts will be available on a dedicated web resource, and used as a teaching resource for staff.
Session 7

Enhancing
and Inclusion
Session 8:Workshop Cafe
Venues: Workshop Group 1 - Cloisters
Workshop Group 2 - E124
Activity Understanding the International Student Experience Journey
Facilitator(s): Dr Andy Clegg, Principal Lecturer for Learning and Teaching
Institution: University of Chichester
Contact: a.clegg@chi.ac.uk
With ever increasing pressure on international student recruitment it is becoming essential that degree
programmes have a clearly defined, student-focused approach to delivering the student experience.
Programmes need to draw on lessons learnt in the wider ‘experience economy’, and give greater attention to
the importance of customer service in order to provide a basis for differentiation, and sustained competitive
advantage. The aim of this workshop is to use the International Student Journey Model as a means of
critiquing the overall quality of experience offered to international students, and providing the basis of a
vehicle to support enhancement.
The International Student Experience Journey Model
[Clegg, 2007]
Instructions:
1. Please help yourself to refreshment and then follow the instructions provided by the
facilitators in each room.
Managing
Information &
Communication
Managing the
Application
Process
Managing the
Welcome
Managing the
HE Experience
Managing the
Student Exit
Managing the
Quality of the
Student
Memory
Prospectus
Website
Open Days
Admissions
Interviews
Taster Days
Induction
Registration
The First Week
Teaching/Learning
Assessment
Student Support
PDP
Careers Support
Guidance
Graduation
Alumni
Useful Link:
HEA International Student Lifecycle Resources Bank
http://www.heacademy.ac.uk/international-student-lifecycle

Enhancing
and Inclusion
ARKOUDIS, S. (2009), Teaching International Students - Strategies to Enhance
Learning, Centre for the Study of Higher Education, University of Melbourne.
BURNAPP, D., DICKENS, A. AND BORTHWICK, K. (2007), Supporting International
Students in UK Higher Education - A Staff Development Course, Languages
Linguistics Study Area, HEA (available online: http://www.llas.ac.uk/resources/
mb/2968)
DOLAN, M. (2009), The Handbook for Economics Lecturers - Motivating
International Students - A Practical Guide to Aspects of Learning and Teaching,
University of Bath.
MONTGOMERY, C. (2010), Understanding the International Student Experience,
Palgrave Hall, London.
NATIONAL UNION OF STUDENTS (2010), Charter for Becoming a Global
University, NUS.
QUALITY ASSURANCE AGENCY (2011), International Students Studying in the UK
- Guidance for UK Higher Education Institutions, QAA, Gloucester.
UK COUNCIL FOR INTERNATIONAL STUDENT AFFAIRS (2009), Discussing
Difference, Discovering Similarities: A Toolkit of Learing Activities to Improve Cross-
Cultural Exchange Between Students of Different Cultural Backgrounds, UKCISA,
London.
UK COUNCIL FOR INTERNATIONAL STUDENT AFFAIRS (2011), International
Student Services in Colleges and Universities 2010-2011: A Benchmarking Survey,
UKCISA, London.
HIGHER EDUCATION ACADEMY - Internationalisation resources available online at
http://www.heacademy.ac.uk/internationalisation
Internationalstudentservicesin
collegesanduniversities2010-11:
abenchmarkingsurvey
Useful Resources
A date for your diary:
Learning andTeaching Conference
June 11th 2013: Employability
Conference Organiser:
DrAndy Clegg
Principal Lecturer for Learning and
Teaching, University of Chichester
Email: a.clegg@chi.ac.uk
a toolkit of learning activities to improve cross-cultural
exchange between students of different cultural backgroundsDiscussing difference,
discovering similarities:

CONFERENCE PROGRAMME 2012

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