Internationalising the Curriculum and the Teaching and Learning Process A discussion surrounding the complexities of the internationalisation agenda Elizabeth Grant and Wendy Chan

Aim of the Research Identify academic programmes and teaching and learning processes that promote internationalisation(1) of the University in general, and foster global perspectives (2) among students, in particular. 1 ‘the process of integrating an international, intercultural or global dimension into the purpose functions or delivery of post-secondary education’ (Jane Knight, 2004) 2 ‘ Developing a global perspective involves taking a broader more critical view of experience, knowledge and learning and includes seeking to understand the links between our own lives and those of people throughout the world.’ (Bournemouth University, Global Perspectives Group, 1998)

What is the relationship between internationalisation and global perspectives? Focus of this study is on Learning and Teaching and Academic Programmes Defining curricula as ‘sites for social interaction’ (Lattuca, L. 2006) ‘students ……..influence….an academic plan, bringing prior knowledge, goals, motivations, expectations, needs, skills, and capacities to the learning experience and thus shaping the outcomes of the curricula’ (Lisa Lattuca, 2006)

Framework TQEF Funded and supported by PVC Learning and Teaching Steering Committee –Chair – PVC External Relations –Directors – International, EDSC (Student Support Centre), Staff Development, –Student Union representative, Representative of the World Faith Organisation, Researcher, Project Leader/Convener

External Membership –Professor of Zoology and Director of Staff Development Centre, University of Colombo, Sri Lanka –Director of Centre for Professional Development, Loughborough University –Professor for Higher Education and Director of Centre for Policy and Change - University of Surrey also a leading strategist and researcher for the Leadership Foundation. –Senior Advisor, Higher Education Academy

Research Methods