Presentation on theme: "Internationalising the student experience: a review of practice - challenges, successes, issues and practice? Rajesh Dhimar (email@example.com) Sheffield."— Presentation transcript:
1 Internationalising the student experience: a review of practice - challenges, successes, issues and practice?Rajesh DhimarSheffield Hallam UniversityHEA/UKCISA:TIS Project ConferenceInternationalisation of Pedagogy and Curriculum in HE: Exploring New FrontiersJune 2011
2 Today's session Current context Higher Education Academy framework for internationalisationFaculty perspective and core objectivesFaculty approach to internationalisation - 3 strands (International Business Development, mobility and Learning, Teaching and Assessment)Developments in internationalisation and LTA in the Faculty of Development and Society at Sheffield HallamScoping project - summary, findings and recommendations
3 Current context - what's internationalisation all about? Europe UnitThe Prime Minister's Initiative 2 for International Education (PMI 2)Bologna Process -Towards the European Higher Education AreaNorthern Consortium - United KingdomLeadership Foundation for Higher EducationOrganisation for Economic Co-operation and Development - OECDTeaching and Learning International Survey (TALIS)Higher Education AcademyHEFCE - International StrategyDIUS - 9 perspectives on HE development (1 of which is about internationalisation - a ten year view (Bone,D. 2008)UKCISA (UK Council for International Student Affairs)
4 What can be surmised?Internationalisation in HE - a contested enterpriseNo single consensus on international development in HEInternational development - adds to the diversity of the student experienceSurvival of courses - reliance upon international recruitment and investmentSignificance of financial contribution from international students and their implications
5 Curriculum Issues for Internationalisation Learner mobility challengesAccommodating international students in and out of LTA practice - should we rearticulate our LTA to be more flexible for a diverse body of students?Inclusivity-contributing to an evolving society vs. traditional HE delivery (private sector/class/hierarchy)Need a realistic, thought through approach across HE institutions - Employer engagement/Widening Participation/lifelong learning/graduate attributesFocus on partnership and collaboration between HE institutions
6 Higher Education Academy - Framework for Internationalisation (2009-11) The HEA identifies five core components of an Internationalisation process and the Faculty is clustering its own activities around these components:Institutional; (values, policies, partnerships)Staff; (supporting, developing and rewarding)Students; (diversity, communication)Curriculum; formal and informal (internationalised curriculum, exchanges, integration)Support; (services & facilities, pastoral, linguistic/ cultural/academic)
7 Faculty perspective - Internationalisation Project at Sheffield Hallam (2007-2010) University's Corporate Plan ( )Sheffield Hallam International Strategy ( ) (New strategy is being developed during 2010/11)All Faculty international strategies/plansHeads of International Development in each of the 4 FacultiesApprox - 14% of Sheffield Hallam students are international (rising year on year)Existing rationale - one way of trying to address current reputational and income needsThe Internationalisation project is set in the context of other institutional related activities delivered by:- International Office- International Student Support- International Marketing- Partnership Support Unit
8 3 paradigms for internationalisation Student and Staff MobilityLearning Teaching and AssessmentInternational Business DevelopmentResearch on student perceptions of mobilityNew partnerships with overseas HEI'sStudent information sessions to promote mobility opportunitiesWork on Undergraduate course structures to enable mobilityInternationalisation of the student experience conference to share and promote good practiceAttendance and representation at European/International recruitment fairsDevelopment of 3 international focused optional modules in ASSProject to scope current practice and future direction in internationalisation and LTAInternational visits to HE institutions in China, India, Africa and the Middle eastNew curriculum partnership link with St Francis CollegeInternationalisation Special Interest Group
9 Ongoing Internationalisation Project developments to support LTA strand in 2008/09 Internationalisation of the student experiencespecial interest groupevidence base of current practiceestablish new partner linkdisseminate practice - conferencedevelopment of new international modules
10 Learning, Teaching and Assessment (LTA) "to ensure that all students can benefit from an "internationalised" experience even if they are not physically mobile, for example by studying modules with an international focus and by working with students from other countries and cultures".Faculty Internalisation Strategy ( )
11 " Internationalising the curriculum is an important and strategic initiative of universities worldwide. An internationalised curriculum has the potential to enrich the educational experience of both local and international students by providing a range of opportunities for study and cultural exchange. This includes student mobility programs as well as incorporation of international content"Martin, J. and How, Kee.L (2008)
12 Enquiry- scoping internationalisation and Learning, Teaching and Assessment (staff perspectives) Purpose and aimsThe objectives of the scoping exercise were to:Enquire about the opportunities that courses offer to integrate international and cross-cultural perspectives through learning, teaching and assessmentConsider the international relevance of subject material through learning, teaching and assessmentExplore understandings of different pedagogical cultures to ensure that teaching and learning remains sensitive to student’s educational contexts
13 The approach to enquiry Opportunities for:mobilitycultural diversitycurriculum contentstudent and staff profilesStage 1. Course profile informationsemi-structured qualitative interviews with staff in key rolesIncluding- Heads of Internationalisation- Heads of Learning, Teaching and Assessment (LTA;- LTA leads- Module/Course leadersTopic focus - covered:- staff roles and responsibilities;- International structures and processes- issues and benefits- overview of practice and impacts- future needs/plans14/17 Faculty's subject areas had been representedStage 2. Conversational dialogue
14 What did we find? Emerging themes Cultural diversity and integrationInternational practicesStudent and staff mobilityStatutory requirements and Professional BodiesCurriculum DevelopmentProgramme/course structuresInternational research for staff and studentsLanguage and LinguisticsInternational recruitment strategiesPlagiarismTransnational educationInstitutional PartnershipsEmployabilityInternational student profilesWithin discipline context
15 Diversity of staff practice There was a general awareness of cross- cultural, global, citizenship issuesThe notion of HE being internationalised generally, was not necessarily something which was a core feature of subject curriculas.Interestingly, there was a common perception that 'Internationalisation' was perceived to be about the process of recruitment and teaching of international students and opportunities for work based learning/student placements abroad.
16 Statutory requirements/professional bodies "it is one of the standards, which students have a requirement to meet, they know what the standards are and what they need to do to get there…one of the things for example around working with multicultural perspectives and an awareness of cultural diversity of people, especially in the jobs which they (students) may end up being employed in. Meeting competencies against national/international standards makes the course more meaningful for our students and so it is much more than just an academic qualification, it becomes part of what students believe in".
17 Curriculum Change"Our distance learning courses really do embrace internationalisation because the interest in the subject and the way it is delivered means they (students) can develop their own interests. Most of them live abroad, the idea of this module is how you connect with the locality and issues in globalisation , so you might study how a society is operating in Sheffield, but how does the world affect it? People who are interested in political movements, their interest in the wider world, people who are interested in manufacturing - they are dependent on overseas markets…how do they conceive and relate to the world…it's the concept between the relationship between a community and a society and its interactions with the wider world".
18 Programme/Course Structures "…it seems like there's been a recent push in internationalisation, particularly over the last year, it's generated loads of interest and activity which is demanding on staff time and we've been asking what the resource for this is (referring to staff buy out time) and where the time on the work plan to set up partnerships with other Universities comes from. I raised this with other SGL's - eventually we were told that it would come out of our own subject resource. That's the current model. This presents a problem - the actually issue then is that it needs to be built into current core work planning and there's been no preparation for that. So my question is how is your international strategy is aligned with your work planning strategy? But it seems like nobody has thought to link them to together and how you would advise subject leaders about how to do this work in practice."
19 Student and staff mobility "we include as much experience of travelling abroad as much as we can… we think the learning in terms of the experience from other cultures, even if they are just European cultures is fundamental for them (students). We've always enjoyed having international students on our courses, especially on our undergraduate courses and they bring a great deal to the rest of the cohort. Within this we've established a fantastic partnership with the host institution and they've given us a phenomenal service"."…it's taken a long time for us to get the partnership with (reference to an institution) exchange set up, but its been brilliant for students on our module who've been away and have come back completely transformed and enthused about their experience and their own learning. This has had a massive positive knock on effect on them and how they see themselves as professionals after they finish their degree, which is really encouraging to see".
20 Examples of practiceInterpretation of subject/discipline as one which is internationalStatutory/professional body requirements aligned to national/international standardsSubject accreditation to national/international professional bodiesOpportunities for students to study a foreign language (in order to take up a future mobility opportunity, usually taken as an elective module at level 5 for undergraduates)International learning opportunities e.g. International group work presentations, discussion forums, case studies and guest lecture speakersInternational teaching opportunities for staff/students (e.g. sabbaticals and work based learning opportunitiesInternational research opportunities for staff/studentsModules and courses framed within an international context - i.e. transforming subject material that is of international relevanceWork based learning opportunities. e.g. ERASMUS scheme (ranging from year/semester/month/week long placements. weekend visits, day trips, field work, residentialsAssessment which uses comparative analysis approach to learning (e.g. assessment tasks which compare and contrast different theories and/or international practices within subject/discipline contexts
21 Some issues Lack of staff development Access to facilities and resources to support international related activity in courses was limitedNo explicit alignment with other institutional processes e.g. academic work planning, appraisal, CPD, SMT, course design and evaluation, validationInflexible assessment and feedback practices e.g. one year MA coursesSome "monocultures" in courses hinder experiences with and/or integration with other culturesAre the students ready for international change? (assessment the student profile)
22 Implications for LTA and the curriculum: developing internationalisation How can we provide effective staff development processes to support the integration of international perspectives/relevance within the curriculum?How can we develop the facility, capacity and resource for supporting international related activity , which is aligned with University Central Support Services, IT Support, International Office, that includes aspects of international business development and student and staff mobility?How can we modernise assessment and feedback practices to facilitate international LTA activity?How can we provide students with opportunities for international related experiences both within and outside the curriculum?How can we effectively use student feedback to develop international activity which is relevant to their subject?How can we promote the development of international collaboration at individual, team, departmental, faculty, and institutional level?
23 RecommendationsThe findings of this scoping exercise should be used and disseminated across the Faculty in helping to provide input to the future support for internationalisationThe need for a clear institutional lead and direction for InternationalisationCelebrate good international practice (reward and recognition)Promote greater awareness of the InternationalisationDevelop Faculty wide and cross-institutional links on the strategic development for internationalisationProvide appropriate interventions for International learning, teaching and assessment support for staffPromote professional development and staff engagement in support of internationalisationUndertake further investigatory work, focusing on the needs and practices of relevant international stakeholders
24 Key texts and references Burnapp, D. et al, (2008), Supporting international students in UK Higher Education: a staff development course, The Higher Education Academy, Subject Centre for Language, Linguistics and Area Studies (LLAS)Carroll, J. and Ryan, J.(2005), Teaching International Students, Improving Learning for All, The Staff and Educational Development Association SeriesHudson, B. and Todd, J. M. (2000), Internationalising the Curriculum in Higher Education - Reflecting on Practice, Sheffield Hallam University PressHyland, F. etc al, (2008), A Changing World: the internationalisation experiences of staff and students (home and international) in the UK Higher Education, The HEA, Subject Centre for Education (ESCalate) and Subject Centre for Language, Linguistics and Area Studies (LLAS)Internationalising students' unions in higher education (March 2008) - a strategic framework and audit toolkit for students' unions, National Union of Students, supported by PMI2 fundingJones, E. and Brown, S. (2007), Internationalising Higher Education, Routledge publications, British Library CatalogueRyan, J. (2000), A guide to teaching international students, Oxford Centre for Staff and Learning Development, Oxford Brookes UniversityThe Prime Minister's Initiative for International Education in Higher Education -The Higher Education Academy - Internationalisation supportGlobal Opportunities for UK Higher EducationOxford Brookes - Internationalising the Curriculum Resource Kit
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