Presentation is loading. Please wait.

Presentation is loading. Please wait.

Intercultural Ambassadors Programme Developing cultural awareness to support internationalisation Learning and Teaching Conference 7/1/11.

Similar presentations


Presentation on theme: "Intercultural Ambassadors Programme Developing cultural awareness to support internationalisation Learning and Teaching Conference 7/1/11."— Presentation transcript:

1 Intercultural Ambassadors Programme Developing cultural awareness to support internationalisation Learning and Teaching Conference 7/1/11

2 Intercultural Ambassadors Programme Katy Manns, International Student Office Project Leader, Training Development, Facilitator Joanne Shiel, Language Centre Training Development, Facilitator

3 Overview Strategy and aims and objectives of this annual programme Ambassador recruitment and training Supporting ambassadors intercultural project development Evaluating the programme Interspersed with sample cultural awareness activities

4 University of Leeds Internationalisation Strategy ‘Our students have the benefit of experiencing an educational and social environment that is internationally and culturally diverse. This creates value for them in their endeavours beyond Leeds by helping them to be successful and achieve their full potential in an increasingly globalised world.’ ‘… internationalising our existing activities and procedures and developing a culture and feel of the University as a genuine international community – ‘internationalisation at home’ as well as overseas.’

5 Intercultural Ambassadors Programme Aims To enable UK and international students to gain greater benefit from being part of a multicultural campus community To increase the amount and quality of interaction between UK and international students from different cultural backgrounds To increase the quantity, range and uptake of intercultural projects and activities on campus To increase students’ cultural awareness and cross-cultural skills

6 Intercultural Ambassadors Programme Objectives To recruit, train and support 40 student ambassadors to be key influencers and organisers of intercultural activity To facilitate the creation of new intercultural projects, and enhancements to existing activities which will increase their intercultural impact To develop systems for managing and promoting the Intercultural Ambassadors projects To enable good practice from the Intercultural Ambassadors Programme to be used by staff and students across the University and externally To secure external financial and in kind support to facilitate enhancements to the programme

7 Intercultural Ambassadors Programme What’s in a name? Activity - Groups of 4 – British Mammals Badger 1 - Fox 2 - Mole 3 - Squirrel 4 - Beaver 5 - Stoat 6 - Otter 7 – Hedgehog - 8 Bat Dormouse10

8 Tell your group about your name Each person in the group can talk for 2 minutes What’s your name? How do you say it? (Teach everyone) Why are you called this?/What does your name mean? How do you feel about your name? Adapted from “Discussing Difference, Discovering Similarities”. Free downloadable toolkit of cultural awareness activities © UKCISA used with permission (UK Council for International Student Affairs)

9 Intercultural Ambassadors Programme Recruiting the ambassadors

10 Volunteer as an Intercultural Ambassador ! Would you like to … ? increase your skills in cultural awareness and intercultural communication learn tips for working successfully with people from different backgrounds volunteer on a project as part of a multicultural team gain valuable teamwork, project and activity management experience make new friends help other students to get more out of their time at University make yourself more attractive to employers

11 Recruitment Online promotion – Portal, Leeds for life website, mailing lists Online applications and short-listing 150 applicants, 60 shortlisted Speed interviews (5 mins) 41 selected Profile of ambassadors 21 International, 20 UK 14 M, 27 F 30 UG,10 TPG, 1 RPG Range of ages and years of study Almost all faculties represented

12 Intercultural Ambassadors Programme Training the ambassadors

13 Training 5 X 3-hour sessions plus observation/preparation tasks between sessions (4 sessions taken place so far) Intercultural and project development skills Interactive activities with frequent group changing VLE used for materials and group communication Training to develop skills and motivation for ambassadors to undertake individual actions and group projects Built-in reflection on how learning and skills will be useful

14 Training sessions Session 1 – Intercultural Awareness - “Glasses” Skills Focus: Interpersonal and Cultural Awareness Session 2 – Intercultural Interactions - “Rules” and “Networks” Skills Focus: Interpersonal, Cultural Awareness and Networking Session 3 – Intercultural Groups - “ Magnetic forces” Skills Focus: Interpersonal, Cultural Awareness and Groupworking Session 4 – Intercultural Influencing - “ Inclusive messages” Skills Focus: Interpersonal, Cultural Awareness, Communication Session 5 – Intercultural Projects – “Plans” and “Actions” Skills Focus: Project Planning, Risk Management

15

16

17 Intercultural Ambassadors Programme Ground rules Activity - Groups of 5 – Shapes Triangle 1 – Square 2 – Circle 3 – Diamond 4 – Star 5 – Pentagon 6 – Heart 7 – Cross 8

18 Ground rules for multicultural group work You have 5 minutes with your group to agree 5 ground rules that will help make sure that every member of the group gets the most out of working in a multicultural team To feed back your ideas, write each ground rule in large writing on a separate landscape A4 sheet Give one ground rule sheet to each member of your team Potential problem areas? More on ground rules and ideas for addressing dominance of one cultural group in “Discussing Difference, Discovering Similarities”

19 Intercultural Ambassadors Programme Supporting ambassadors’ project development

20 Project development Project ideas start at application stage Project ideas exchanged during training sessions Project teams formed during and after training 3-part project plan template: framework for proposal, detailed planning, project funding bids, monitoring and evaluation Mentor support for risk assessment, project development and evaluation Projects to be showcased in June celebration event Projects made available to continue or repeat

21 Projects Opportunities to enhance existing activity as well as create new projects LUU International Cultural Festival Global Café development (Putting the UK into Global) Some project ideas Carnival – dance and food festival Football Tournament Creative writing workshop and competition Collages of intercultural experience Food guides Travel website Elevator pitches – tried out on a UK student and an international student with English as a second language

22 Travel Website Project

23 Food Guides Project

24 Dance Project

25 Where we are now 4 Project proposals submitted for January and February projects Final training session (project management and risk assessment) 26/1/11 Proposals for March – May projects due in February Mentors being identified, briefed and assigned Project teams working on detailed project plans 3 projects taking place during LUU’s International Cultural Festival 7 – 11 February Put it in your diaries!

26 Intercultural Ambassadors Programme What’s stopping us?

27 ‘I studied for three years at the University of Leeds but I almost never spoke to anyone on campus from the UK.’ Fahad (international student) ‘The University of Leeds has a very large international student base, but I never seem to talk anyone from outside of the UK.’ Joyce (home student) What’s stopping us?

28 1. What forces in their academic and social life might push Fahad and Joyce away from other students from different cultures? 2. What can students and staff do to reduce the ‘away’ forces and encourage ‘towards’ factors to increase successful intercultural mixing on campus? 3. Think of some “Dos and Don’ts” of behaviour that could help Fahad and Joyce interact successfully with students from different cultures. Adapted from “Discussing Difference, Discovering Similarities” © UKCISA used with permission seven students (four UK, two Chinese and one Indonesian student) are assigned to work together by their tutor on a research task. The project is to end in a 10-minute presentation. The students are to be marked on the structure and innovation of their presentation, as well as the quality of their research. At their first planning meeting, the student from Indonesia is 20 minutes late, so while they are waiting one of the UK students suggests that they go round and find out more about each other’s research interests. Once the Indonesian student has arrived the same UK student suggests that they write out an agenda of what they want to cover at the meeting. As the UK students make more suggestions in the discussions, he makes a joke that “it’s four points to Europe; one point to Asia. Come on Asia!” As the group is discussing what methodology they should use the two Chinese students start talking to each other in Mandarin. One of the UK students reminds the group that everything should be said to everyone so no-one misses out on anything. The older Chinese student who speaks better English says he was just explaining something. The UK student replies very softly that it’s fine to ask them a question if they don’t understand something. When they finally get to talking about the presentation it is agreed by all that only the UK students should present. Those who express their views feel that the UK students can fit more in and do it more accurately. One of the UK students comments that it’s good to play to everyone’s strengths.

29 Dos and Don’ts for successful intercultural interaction Do: Learn all you can about other cultures – but don’t assume surface meaning Learn to accept differences without judging Observe-listen-describe, rather than evaluate Be tolerant of yourself and others Work at understanding your own cultural orientations Don’t: Assume we are all the same Keep comparing the other culture with your own Deny that you can be ethnocentric seven students (four UK, two Chinese and one Indonesian student) are assigned to work together by their tutor on a research task. The project is to end in a 10-minute presentation. The students are to be marked on the structure and innovation of their presentation, as well as the quality of their research. At their first planning meeting, the student from Indonesia is 20 minutes late, so while they are waiting one of the UK students suggests that they go round and find out more about each other’s research interests. Once the Indonesian student has arrived the same UK student suggests that they write out an agenda of what they want to cover at the meeting. As the UK students make more suggestions in the discussions, he makes a joke that “it’s four points to Europe; one point to Asia. Come on Asia!” As the group is discussing what methodology they should use the two Chinese students start talking to each other in Mandarin. One of the UK students reminds the group that everything should be said to everyone so no-one misses out on anything. The older Chinese student who speaks better English says he was just explaining something. The UK student replies very softly that it’s fine to ask them a question if they don’t understand something. When they finally get to talking about the presentation it is agreed by all that only the UK students should present. Those who express their views feel that the UK students can fit more in and do it more accurately. One of the UK students comments that it’s good to play to everyone’s strengths.

30 Intercultural Ambassadors Programme Evaluating the programme and projects

31 Programme Evaluation How beneficial was the training, support and project experience to the ambassadors and what do we change for next year? How much impact have ambassadors had on other students’ intercultural experience? Programme team observations Ambassador postcard feedback - quick to do, instant feedback facilitating changes mid training Ambassador training survey Ambassador project evaluations and ambassador achievement records - crucial for evaluation of the whole programme Conference sessions feedback

32 Programme team observations Participants were very keen to find out more about each other Worth creating random and selected groups for group work during training - curbs natural drift to comfort zones which reduces learning opportunities Participants enjoyed changing groups frequently and gained confidence from working with people outside their comfort zone Participants wanted to pursue project ideas earlier on, not after the training VLE initially didn’t work that well as a vehicle for recruiting project team members and progressing projects. Could be better to create project teams from the outset based on compatible areas of interest and skills Interesting group-work experience for the training team in developing and delivering the course

33 Postcard feedback from participants Interesting, challenging, thought provoking, new Sharing opinions with people from different backgrounds and hearing about their experiences. Empathising with others’ points of view and their challenges How strange it feels when social norms are challenged and the different ways people adapt in this situation What we can do as individuals to prevent others from being excluded Not keeping quiet for fear of offending people from other cultures Thinking quickly on a topic and speaking in front of an unknown audience The term “international” can be a barrier in itself Why the University sometimes separates UK and international students – welcome and accommodation

34 Postcard feedback from participants Useful for projects or employment Using ice-breakers to start building relationships and using cards to mix up teams of people Using ground rules for team work Ability to work spontaneously in a team of people you don’t know Understanding that every individual from different cultures has different ways of doing things then coming to a universal agreement of how to work out tasks Communications skills for carefully working around any communication problems

35 Intercultural Ambassadors Programme Credits

36 Materials “Discussing Difference, Discovering Similarities” Free downloadable cultural awareness activities from UK Council for International Student Affairs (UKCISA) Grouping cards Contact Anna Seabourne in

37 The Intercultural Ambassadors Programme is brought to you by … Katy Manns and Emmeline Beazley – International Student Office Haynes Collins and Joanne Shiel – Language Centre Julia Braham and Anna Seabourne – Debbie Powell – Careers Service With LeedsforLife funding and support from colleagues in LUU Activities and Volunteering; Access and Community Engagement Volunteering; University Health and Safety Services, Equality Service, the Project Office, the International Teams and Susan Daniels, Faculty International Leader, PVAC

38 Intercultural Ambassadors Programme Any Questions? Ask now or fill in your Feedback Postcards

39 Intercultural Ambassadors Programme Contact: Katy Manns, International Student Office Tel:


Download ppt "Intercultural Ambassadors Programme Developing cultural awareness to support internationalisation Learning and Teaching Conference 7/1/11."

Similar presentations


Ads by Google