Internationalisation, Diversity and Inclusion Elspeth Jones Emerita Professor of the Internationalisation of Higher Education @elspethjones www.elspethjones.com

University of Sheffield Learning and Teaching Conference 2013 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

What is ‘internationalisation?’

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)

Domestic students who have ‘studied’ abroad Students from other countries who have come to the UK to study Domestic students who have ‘studied’ abroad Domesticnon-mobile students

Domestic students who have ‘studied’ abroad Students from other countries who have come to the UK to study Domesticnon-mobile students Diversity Wheel, Loden 1996

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

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

Exposure to ‘otherness’ 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

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

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

Internationalisation and employability Employers are looking for graduates with first-hand experience of living and working among other cultures. Fielden et al (2007) 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

What skills do employers want 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

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

Intercultural competence Example of outcomes from ‘study abroad’ (Jones 2010 and 2012) Intercultural competence

Example of outcomes (Jones 2010 and 2012) Employability skills

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.

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?

Resources Higher Education Academy – International pages (especially on working with international students) Internationalisation of the curriculum (Betty Leask OLT fellowship) www.ioc.net.au Jan Goddard www.tlc.murdoch.edu.au

Thank you ej@elspethjones.com @elspethjones WWW.elspethjones.com