1. What is an internationalised university? 17 January 2006

2. A Student’s Perspective Manpreet Seera - undergraduate studentManpreet Seera - undergraduate studentManpreet Seera - undergraduate studentManpreet Seera - undergraduate student

3. How to deal with Manpreet Deficit modelDeficit model OrOr Diversity is used as a positive element in the learning process that both ‘dissolves differences’ and values differences by providing the opportunity to explore cultural baggage and stereotyping, to engage with multiple perspectives and gain cultural understanding’ (Volet and Ang, 1998)Diversity is used as a positive element in the learning process that both ‘dissolves differences’ and values differences by providing the opportunity to explore cultural baggage and stereotyping, to engage with multiple perspectives and gain cultural understanding’ (Volet and Ang, 1998)

4. Why? ‘Global growth of the knowledge economy, movement to lifelong learning and changing demographics’ (Knight, 2002)‘Global growth of the knowledge economy, movement to lifelong learning and changing demographics’ (Knight, 2002) Communication technologyCommunication technology Transnational educationTransnational education (Transnational and borderless education are terms that are being used to describe real or virtual movement of students, teachers, knowledge and academic programs from one country to another – they are often used interchangeably) definition taken from Knight, J. 2002, Implications of GATS Transdisciplinary knowledgeTransdisciplinary knowledge

5. Global growth Global demand set to grow enormously: forecast to grow from 1.8m international students in HE in 2000 to 7.2 million in 2025Global demand set to grow enormously: forecast to grow from 1.8m international students in HE in 2000 to 7.2 million in 2025 Asia will dominate (estimated 70% of global demand, with China and India generating more than 50%)Asia will dominate (estimated 70% of global demand, with China and India generating more than 50%) Significant growth in transnational education predictedSignificant growth in transnational education predicted Source: IDP Education Australia, September 2002 (cited in S. Alexander ‘Beyond Distance’ presentation 2005)(cited in S. Alexander ‘Beyond Distance’ presentation 2005)

6. Rationales PoliticalPolitical Building a global profile, enhancing institutional reputation and prestige Economic – generation of incomeEconomic – generation of income Social/cultural – equipping members of the University community to operate effectively and responsibly in a multi-cultural environmentSocial/cultural – equipping members of the University community to operate effectively and responsibly in a multi-cultural environment Academic – broadening horizons on an intellectual level, moving beyond and Anglo-centric mindset and embracing multiple perspectivesAcademic – broadening horizons on an intellectual level, moving beyond and Anglo-centric mindset and embracing multiple perspectives

7. Internationalisation is: ‘The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education.’ (Knight, J. 2003)‘The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education.’ (Knight, J. 2003) Integrated internationalismIntegrated internationalism This definition focuses upon defining the aspirational objective itself rather than on the journey taken to get there. ‘the presence of an international or intercultural dimension in all core functions of the institution (students and learning, research, business and community relations), deliberately coordinated as part of a vision which clearly (and publicly) articulates the nature and focus of the institutions international effort.' (Lewis, 2005)

8. What kind of graduate should we be in the business of developing? By the end of their course of study a Leicester graduate should:By the end of their course of study a Leicester graduate should: ? ? ? Any more?Any more?

9. UCL ‘as well as encouraging international students to study at UCL, we should be ensuring that UK students are able to understand and work seamlessly in a wide range of countries and cultures, and encouraging UCL staff regularly to work abroad in order to improve contacts, internationalise their teaching and research, and keep their minds open and alert to different research cultures and approaches’ (UCL White Paper, 2004)‘as well as encouraging international students to study at UCL, we should be ensuring that UK students are able to understand and work seamlessly in a wide range of countries and cultures, and encouraging UCL staff regularly to work abroad in order to improve contacts, internationalise their teaching and research, and keep their minds open and alert to different research cultures and approaches’ (UCL White Paper, 2004)

10. Bournemouth ‘global perspectives is an umbrella term; underneath lie the issues of sustainable development, the concept of global citizenship and the complex issues of internationalisation and globalisation.’‘global perspectives is an umbrella term; underneath lie the issues of sustainable development, the concept of global citizenship and the complex issues of internationalisation and globalisation.’

11. Curriculum for global citizenship Is aware of the wider world and has a sense of their own role as a world citizen;Is aware of the wider world and has a sense of their own role as a world citizen; Respects and values diversity;Respects and values diversity; Has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally;Has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally; Is outraged by social injustice;Is outraged by social injustice; Participates in and contributes to the community at a range of levels from the local to the global;Participates in and contributes to the community at a range of levels from the local to the global; Is willing to act to make the world a more equitable and sustainable place;Is willing to act to make the world a more equitable and sustainable place; Takes responsibility for their actions.Takes responsibility for their actions.

12. Leeds Met ‘to develop students’ international opportunities and global perspectives, ensuring that an international, multi-cultural ethos pervades the university’‘to develop students’ international opportunities and global perspectives, ensuring that an international, multi-cultural ethos pervades the university’ Cross-cultural capabilityCross-cultural capability ‘challenging all students and staff to be capable of recognising, of responding positively to, and of living and working comfortably with the diversity they encounter now and in the future.’

13. Cross-cultural capability InclusivityInclusivity InternationalisationInternationalisation Widening participationWidening participation Racial equalityRacial equality Global ethics and valuesGlobal ethics and values GenderGender DiversityDiversity DisabilityDisability Socio-economic backgroundSocio-economic background EthnicityEthnicity SexualitySexuality ReligionReligion AgeAge Anti-discriminatory practiceAnti-discriminatory practice

14. Development Education ‘Development education is concerned with the quality of teaching and learning, the ethos of the learning environment, the democratic participation of learners in the learning process, encouraging a critical understanding of the global dimension to learning, and the development of students as global citizens.’‘Development education is concerned with the quality of teaching and learning, the ethos of the learning environment, the democratic participation of learners in the learning process, encouraging a critical understanding of the global dimension to learning, and the development of students as global citizens.’

15. Beyond the rhetoric…. In what ways could your department be perceived as working within the context of Development Education?In what ways could your department be perceived as working within the context of Development Education? Can you suggest further developments?Can you suggest further developments? What difficulties might you face in any developments?What difficulties might you face in any developments?