Keynote1 Chris Shiel


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Middlesex University T&L Conference 2012

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Keynote1 Chris Shiel

  1. 1. Contributing to a Learning Planet Global education: Internationalisation and Sustainable Development, June 2012 Chris
  2. 2. A learning Planet? Globalisation and Sustainable Development? HUGE AND HIGHLY COMPLEX
  3. 3. Diminishing resources h629x285.jpg
  4. 4. Where the system creates winners/losers• Big bonuses despite crisis - Royal Bank of Scotland awarded 925 million Home repossessions euros in bonuses to some staff for last year, despite the bank posting a and unemployment fourth-quarter loss of two billion euros. rising Europe‟s „lost generation‟ - In the course of 2011, 241,000 Europeans under 25 joined the ranks of the jobless, illustrating the depths of the EU‟s economic crisis. In Spain and Greece almost half the young people are out of work (Global Post)
  5. 5. And where inequality persists• The 900 million people lucky • The world’s poorest 1.2 enough to live in the West: billion people:• are responsible for 86% of • are responsible for 1.3% of world consumption world consumption expenditures • 4% of world energy• 79% of the world‟s income consumption• 58% of world energy • 5% of world fish and meat consumption consumption• 47% of all carbon emissions • 1.5% of all telephone lines.• 74% of all telephone
  6. 6. The current situation may not be sustainable“In our interconnected world a future built on the foundations of mass poverty in the midst of plenty is economically inefficient, politically unsustainable and morally indefensible.” (Human Development Report 2005)……..but not just a „moral crusade‟ …
  7. 7. Hence the call for Sustainable development Development that meets the needs of the present without compromising the ability of future generations to meet their needs. (Brundtland 1987)“Our biggest challenge in this new century is to take an idea that seems abstract - sustainable development - and turn it into a reality for all the worlds people.” (Kofi Annan, UNSG, 2001)
  8. 8. 2005 - 2014 UNESCO Decade for Education for Sustainable Development. "ESD is a vision of education that seeks to balance human and economic well-being with cultural traditions and respect for the earth‟s natural resources. ESD applies trans-disciplinary educational methods and approaches to develop an ethic for lifelong learning; fosters respect for human needs that are compatible with sustainable use of natural resources and the needs of the planet and nurtures a sense of global solidarity." Curriculum and pedagogic implications???
  9. 9. Internationalisation• Knight‟s (2006) definition „the process of…‟ or• The good, the bad and the ugly (Scott 2011) „There is an urgent need to reset the compass of internationalisation, to steer towards the good and away from the ugly.‟• Higher education as a „global industry‟ where „Competition is in danger of displacing collaboration as the foundation for internationalisation‟ (IAU Report 2012)
  10. 10. IaH - meeting changing employment needs• “Global businesses are increasingly recruiting globally. Graduates who have international experience are highly employable because they have demonstrated that they have drive, resilience and inter-cultural sensitivities as well as language skills.” (Brown, Archer & Barnes 2008)• „What global companies look for are people who we think can take a global perspective. Students are well placed to do this if they have taken opportunities to widen their cultural perspective. (Sonja Stockton, Director, Talent, Pricewaterhouse Coopers in The Global Skills Gap, 2012)
  11. 11. The context: a Global Skills Gap• Three-quarters (74%) of the 500 business leaders polled worried that young peoples horizons are not broad enough to operate in a globalised and multicultural economy.• 93% of businesses think it is important for schools to help young people develop the ability to think globally. 80% think schools should do more, only 2% think they should do less.
  12. 12. Mind the
  13. 13. A need for global
  14. 14. A need for a global
  15. 15. At all levels in
  16. 16. A holistic approach to agendas (Shiel & Mann 2005) Global Perspectives Curriculum Extra-CurricularGlobal Issues Global Processes Internationalisation Sustainable DevelopmentEquity, injustice, poverty, Globalisation, anti- International community, Social, environmental andhealth, climate change, globalisation, global curriculum, intercultural economic integration,conflict, human rights. governance. awareness and competencies precautionary principle. Values, attitudes and skills of a global citizen
  17. 17. Making sense of contested terms in 2005A Global Perspective: • Enables people to understand the links between their own lives and those of people throughout the world • Increases understanding of economic, social and political forces which shape life • Develops skills, attitudes and values to enable people working together to bring about change for ‘common good’ and to take control of their own lives • Works towards a more just and sustainable world where power and resources are more equitably
  18. 18. Seeking to enhance ESD• Respect, value and preserve the achievements of the past;• Appreciate the wonders and the peoples of the Earth;• Live in a world where all people have sufficient food for a healthy and productive life;• Assess, care for and restore the state of our planet;• Create and enjoy a better safer, more just world;• Be caring citizens who exercise their rights and responsibilities locally, nationally and globally. (UNESCO)
  19. 19. BU Vision and Values 2018 • Ensure our graduates are culturally aware and internationally mobile by embedding the globalisation agenda within the student experience‟ (Strategic Aim) • Ensure that graduates develop a global perspective and understand the need for sustainable development by seeking to embed sustainable development across the curriculum (Strategic Aim) • Inspire our staff and students to enrich the world (Strategic Aim)
  20. 20. Need to consider• Curriculum• Pedagogy• Mobility• Extra Curricular• How these contribute to developing a „global mindset, global knowledge, cultural agility..‟ (AGR/CIHE report Global Graduates into Global Leaders, 2011)
  21. 21. Rethinking the curriculum:• Is there a process for securing the internationalisation of the curriculum and ESD?• Challenging ourselves/ euro-centric perspectives!• Does the content and approach promote cultural awareness, nurturing skills and knowledge for a global market place and SD?• Programme ILOs that address global issues, global processes, „inter-connectivity‟, inequality, cross cultural sensitivity, etc• Modules that focus specifically on Global Perspectives/ International Issues, cross-cultural capability and competence• Electives (and a structure) to enable students to gain experience of volunteering, other cultures,
  22. 22. Developing ILOs for all provision, for example:• Apply critical thinking skills to problems with an international dimension• Identify the significant global issues in the 21st century• Display an ability to think globally and consider issues from a variety of perspectives• Demonstrate awareness of how local decisions and actions have consequences for other international communities, and the local impact of international decisions• Identify ethical issues that may occur in their personal and professional lives• Utilise decision making tools to analyse/develop alternative, sustainable courses of
  23. 23. Exploring alternative pedagogy• Examining a subject or issue through a global perspective means to take a broader approach that:• values methodologies, techniques and academic analysis from other cultures• challenges and discards prejudice• considers with sensitivity the effect of our actions on others locally and globally, both now and in the future• questions Eurocentric, rich world, restricted perspectives and takes into account viewpoints and circumstances from all regions of the world• presents learners with the capacity to calculate the risks of decision making• acknowledges the global forces that affect us all and promotes justice and equality• empowers learners to bring about change• Seeks opportunities to develop students international awareness and
  24. 24. Reinforcing the alignment with employability• A global perspective is a broader perspective of the subject and facilitates the development of students who are • Self Reliant (global awareness heightens self- awareness/confidence) • Connected (global citizens work as part of a team, appreciate diversity/equity) • Well rounded (self-awareness and self-efficacy) • Critical reflectors (challenging knowledge, appreciating risk) • Specialist („subject knowledge‟ but also recognise intercultural issues, ethical dilemmas and global context of own professional practice) • Sensitive to diversity (conscious of self/other)
  25. 25. Mobility: a piece of the „internationalisation‟ jigsawUK Higher Education Statistics Agency (HESA) Typology:• mobility for an entire programme of study (diploma mobility)• for part of a programme (credit mobility)• other voluntary moves undertaken for a range of personal reasons.• Curriculum (study/work placement)• Extra curricular (summer schools/volunteering/internships)
  26. 26. Mobility contributes to developing:• awareness, knowledge and skills to operate in multicultural contexts and across cultural boundaries• Personal and professional development and enhanced employability• Language skills – context/idioms• values commensurate with those of responsible global citizenship• Connectivity: social/career networks• Enhanced human capital(HEFCE - British Council 2009 International Student mobility Literature Review; HEFCE 2009, Attainment in Higher Education )
  27. 27. However: Next Generation: UK’ research by British Council 2011• 2/3 felt they had an „international outlook‟ but students generally failed to see the links between international experiences and their own employability• Only 18 percent of young people said they had done, or definitely planned to work, study or volunteer abroad, despite almost nine out of 10 saying that such experiences were a great opportunity.• When students who had enjoyed international experience were asked what they felt they had gained, only 12% listed „work contacts for future employment‟.• Mobility tends to be exclusive
  28. 28. Remembering virtual mobility and global learning on campus• Capitalising on campus diversity - Multicultural learning is promoted in courses (and part of assessment) and in the extra- curricular sphere• “Virtual mobility” through e- learning and computer conferencing• Interactivity and communication - students are encouraged to learn from inter- cultural interaction, and informal exchanges on their respective learning and living contexts.
  29. 29. Ensuring that all our approaches contribute to producing graduates• Who understand their responsibility for the future.• Who are employable because they • Understand the bigger picture • Can see the global in the local • Are mobile • Cross-culturally
  30. 30. Developing their capacity• Seeing connections – systemic thinking• Imagining a better future – visioning• Critical thinking and reflection• Participating in decision-making• Building collaborative partnerships• Self in relation to
  31. 31. TNE – huge potential for developing GC but maximising sustainable development?• Economic driver• Enhancing the brand – presence• Is it maximising the contribution to Internationalisation?• Is it maximising contribution to the world?• Issues • Risk • Quality • Resourcing/staffing • May undermine local HE striving to respond to national needs. But ……
  32. 32. Institutional Challenges• Connecting agendas; overcoming silo mentality• Balancing regionalisation with globalisation• Enlightened leadership: strategy, structure, resources• Ensuring internationalisation and SD permeate all aspects of university life• Coherent approach to curriculum development/ advancing inclusive pedagogy• Structures/resources to enhance mobility, make it inclusive and reinforce employability• Ensuring partnership work is truly collaborative, creates synergy and is a vehicle for GC and
  33. 33. Contributing to a learning planet?• „Only when an international ethos pervades everything that we do, can we say that we make an effective contribution to global education.‟ (Shiel 2008)• The challenge: The global economy demands global thinking. We are preparing learners for a future that is evolving , uncertain and global - that future needs to be
  34. 34. What sort of future do we want?• What learning is required?• What do we need to change?• What will be the legacy of our approach?• DYg&