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Internationalisation, Diversity and Inclusion Emerita Professor of the Internationalisation of Higher Elspeth Jones

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Presentation on theme: "Internationalisation, Diversity and Inclusion Emerita Professor of the Internationalisation of Higher Elspeth Jones"— Presentation transcript:

1 Internationalisation, Diversity and Inclusion Emerita Professor of the Internationalisation of Higher Education @elspethjones Elspeth Jones

2 University of Sheffield Learning and Teaching Conference 2013. Programme introduction ‘students who have experienced different life paths come with different expectations, different needs, different learning styles, and different ambitions.’ ‘a crucial dimension of our discussions today is concerned with embracing diversity, and turning the diversity of our students and staff into a resource to enrich the university as a whole and everyone who has a role within it.’ Professor Paul White, Pro-Vice Chancellor for Learning and Teaching

3 What is ‘internationalisation?’

4 International student recruitment League table positioning International partnerships and networks Internationalisation of research Study abroad and exchange Curriculum internationalisation for all Internationalisation which is ‘transformational’ rather than merely ‘symbolic’? (Turner and Robson 2008)


6 Diversity Wheel, Loden 1996

7 Curriculum internationalisation is for all students Even if domestic graduates never leave their own country, on graduation they will be forced to compete in international, or multinational, work and discovery environments. Zimitat (2008) Intercultural competence Global perspectives Intercultural competence Global perspectives

8 What do we mean by ‘intercultural competence? ‘cross-cultural capability’, ‘intercultural sensitivity’ and ‘cultural fluency’ increasing body of literature linking internationalisation with multiculturalism, equity and diversity (Killick, 2006; Clifford and Montgomery 2011; Fitch and Desai 2012)

9 Intercultural competence - not knowledge of a single culture but operating effectively across cultures Exposure to ‘otherness’ Making the familiar seem strange Means challenging our own identity, values, assumptions and stereotypes and those of our students Learning about cultural ‘others’ and seeing the world from their perspective

10 Intercultural competence required to operate effectively in global contexts is equally important for increasingly diverse and multicultural local communities Multicultural classrooms - resource to be used purposefully to help develop intercultural skills for all students Requires an inclusive approach to curriculum and pedagogy and to recognise and value cultural insights which our students (and staff) can offer

11 Global perspectives, culture and inclusive curriculum Influence of cultural background on values and actions Understanding of professional, cultural and national contexts Questions of cultural dominance and the implications for the subject Issues of sustainability and global impact Cultural considerations in professional practice

12 Internationalisation and employability Employers are looking for graduates with first-hand experience of living and working among other cultures. 79% of chief executives and board level directors of businesses in the UK think that in recruiting new employees, knowledge and awareness of the wider world is more important than achieving a high degree classification British Council/Think Global, 2011 Fielden et al (2007)

13 What skills do employers want? Prospects: the UK’s official graduate careers website Self-reliance skills Self-awareness Proactivity Willingness to learn Self-promotion Networking Planning action People skills Team working Interpersonal skills Oral communication Leadership Customer orientation Foreign language General employment skills Problem-solving Flexibility Business acumen IT/computer literacy Numeracy Commitment Specialist skills Specific occupational skills Technical skills

14 These are precisely the skills developed through international experience Jones 2013, forthcoming

15 Confidence Willingness to take risks Patience Sensitivity Flexibility and open-mindedness Humility and respect Creativity Managing personal expectations Example of outcomes from ‘study abroad’ (Jones 2010 and 2012) Intercultural competence

16 Team work and team leadership Organisational skills and project management Problem solving Networking Mediation skills and conflict resolution Decision making (and communicating decisions which may not be popular) Interpersonal skills Example of outcomes (Jones 2010 and 2012) Employability skills

17 If we view internationalisation as one dimension of diversity, it is clear that domestic environments could play an equivalent role in offering opportunities for experiential learning in an inter-cultural context, taking people beyond their comfort zones, and creating ‘disorienting dilemmas’ (Mezirow) by engaging with cultural otherness.

18 Offering intercultural experiences for non- mobile students How do we encourage domestic/international student interaction within and beyond the curriculum? Engagement with local multicultural society – do we ask our students and make the most of their contacts? Are we using what students returning from overseas have learned and can offer others?

19 Resources Higher Education Academy – International pages (especially on working with international students) Internationalisation of the curriculum (Betty Leask OLT fellowship) Jan Goddard

20 Thank you @elspethjones

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