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Becoming International, Delivering International and Being International Ian Shell Associate Dean, Learning and Teaching.

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Presentation on theme: "Becoming International, Delivering International and Being International Ian Shell Associate Dean, Learning and Teaching."— Presentation transcript:

1 Becoming International, Delivering International and Being International Ian Shell Associate Dean, Learning and Teaching

2 Context of Responsibilities PresentPAB Chair (student awards) PresentSLT Member / Chair (learning assurance and enhancement) Present ULT Member 2002 – PresentMember – International Committee 2002 – presentInternational Development Cttee member Chair – International Collaboration Enhancement Group 2005Chair – Collaborative Procedures Review Group Chair - International Learning Enhancement Group 2006 Chair - English Language Task Group 2008Chair – Global Citizenship Award

3 1999 Becoming, Delivering and Being Where were we? Where were we going? How were we getting there? How would we know wed made it?

4 Strategy December 1998 – Review of International Policy and Strategy To be a global university of first choice for students and corporate clients who value high quality English language based education and training to support lifelong learning skills for employment, the personal development of individuals, and the enhancement of education systems worldwide.

5 Key Objectives Competitive in a global market Widen access The University as a multi-cultural institution Income and diversification of streams Challenging but rewarding experience for staff Staff and student exchanges Research and consultancy opportunities Student employability in global economy Integration into EU Economic and social development of Region

6 Progress by % target of FT reached 15% of gross income achieved (School contributing ca 40% of this) China emerges as dominant market Increase in PG recruitment Semester 2 start emerging as significant

7 International Student Numbers Newcastle Business School YearIn UKFranchise – – – YearProportion of University International Proportion of University Franchise %60%

8 International Country of Origin East Asia60% (China 32% of total) (Malaysia16% of total) West Asia10% Africa6% Middle East4% Europe (non-Eu)5% UK Domicile14%

9 So Where had we got to? Key ObjectiveAchieved? Competitive in Global marketYes Widen accessYes, volume and new markets but... Multi-cultural UniversityYes -many cultures in University but... Income growth and DiversificationYes Challenging and rewarding staff experience? Staff and student ExchangesNo evidence of major growth Research and consultancyLimited Student Employability in global Economy? FDS remain high but International Student employment unknown Integration into EU? Regional development?

10 What were we doing for International Students Strong support from student services – meet and greet, International induction International Office – increasing strategic role Development of accommodation services to support recruitment International programmes developing Collaborative Ventures growing Individual Pedagogic Research

11 2004 Learning and Teaching Strategy 17 major objectives, 42 sub-objectives Diversity as enriching element in development of Global citizens Balance diversity in recruitment Understanding diversity in relation to effectiveness of the Learning and Teaching Process Pedagogy as a valued activity

12 2004 – International Development Strategy 30% target for FT Newcastle campus by 2009 (min 15% by school) Grow International recruitment 10% per year Increase franchise numbers and income by 50% over 5 years Diversify markets International income 25% gross turnover Strengthen university brand around Teaching Quality and employability

13 Institutional Audit Institutional Audit 2005 (2010) Collaborative Provision Audit 2006 continue to ensure that students for whom English is a second language are fully capable of learning through the medium of English from an early stage in their programme.. (CPA 2006) English Language task group (2006)

14 Global Citizenship International Learning Enhancement Group A required outcome of Northumbria awards? What is it? Curriculum issues – what is core, what is subject specific? Pedagogical issues – what is the process? An award that is informed by but sits outside the academic programme of study

15 Learning and Teaching Strategy Themes Curricula – incl. Internationalisation Delivery – incl. Meeting the needs of the diverse student body AfL Development of Lifelong Learners Development of staff in Teaching and Supporting Learning

16 International Recruitment Strategy 2007 Objectives – Diversity, Brand Enhancement, Income KPIs – Increase enrolments, improve conversion, secure volume recruitment streams Agent Contract – conformance to recruitment criteria

17 Moving to an Internationalisation Strategy The process of integrating an international, intellectual, or global dimension into the purpose, functions or delivery of post-secondary education (non-attributed reference in 2007 Towards an Internationalisation Strategy) Why – response to globalisation, response to instability, response to market (what type of graduates does a global marketplace need), regional development

18 Moving to an Internationalisation Strategy Internationalisation home - pedagogy, critical mass of (diverse) international students on campus, wider support, international staff, staff development, research, career guidance Internationalisation abroad – transnational education, staff and student exchange, alumni, joint research, business partnerships

19 2009 – Where Are We Now YearIn UKFranchise YearProportion of University International Proportion of University Franchise %66% % Proportion of School International UGPG China3033 Malaysia113 India518 Sri Lanka8

20 2009 Learning and Teaching Plan Learning and Teaching Strategy Curriculum – relevant to the global knowledge society Recruitment – entry tariffs incl. international Delivery – access to internationalised global learning environments – responsive to diverse body of learners

21 2009 International Plan Globalise the curriculum - development of global citizenship and addressing structural barriers to international experience Encourage student international mobility and cross-cultural experiences Enhance areas where the international student experience can be improved Students access to specialised advice on global labour markets Continue to develop transnational learning initiatives and work towards parity of experience wherever the student is located Develop the University profile globally while maintaining recruitment Seek high-quality partners for initiatives both University-wide and for niche areas International capacity-building projects, including those that may give the University a long-term presence overseas International opportunities for staff / recruitment/retention of a diverse staff base Support and grow international research and enterprise activity

22 Dissonance Strategies Engagement in learning Performance – PAB, External Examiners Perceptions – staff, student Coping strategies – staff, student vs. Enabling strategies, emotional labour Deficit Model

23 Process Issues Induction Programme Outcomes Learning Process Contact Non – Contact Recruitment Assessment & feedback Learning Support Student Support Award 1 st 2:1 2:2 3 rd Pass Comm. Dist.

24 Programme Outcomes and Awards Do outcomes address internationalisation / global citizenship? Should they? How? Criticality? Should benchmarks for award classifications/ achievement be the same for home/international? Can a fixed award standard be achieved by a diverse intake with a common process?

25 Recruitment Criteria for knowledge entry and process entry Knowledge - mapping, articulation, qualification equivalence Process – language, pedagogy Review of performance – fed back to who? Do we have a supply chain approach?

26 Induction Familiarise the student to us – does it raise our awareness of them as learners When do staff find out they are teaching a diverse group and what that diversity is? Purpose of induction / timing of induction – Social – Programme – Process

27 Delivery Curriculum Interaction – opportunity, motivation, skills (Does the same apply to staff ) What is IELTS 6, 6.5, 7 relative to our process Directed Learning – how much can an International student do? What is our process capability?

28 Assessment Familiarity Understanding A true measure of an international students ability? Coping strategies

29 Where Next? Who has the whole picture? Where is staff development? What is the International Student Journey? What do International students want from us? What do we want from them? What is internationalisation? How do we deliver it?

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