Internationalising the curriculum: Tapping into Offshore Resources Dr Robyn Keast, Dr Jennifer Waterhouse & Professor Kerry Brown School of Management, QUT

Background National perforation Increased need for: flow & exchange of knowledge, ideas, culture & resources Calls for change: to make the curriculum more engaging & relevant for both host & visiting students To prepare students to better understand, engage, interact & work in settings different to base university operation & culture

Internationalisation defined as: A process that prepares the community for participation in an increasingly interdependent world – fostering global understanding & developing skills for effective living & working in a diverse world (Francis, 1993). A process of integrating an international/intercultural dimension into the teaching, research and service of the institution (Knight, cited in IDP, 1996).

Previous practices Based on market approach to increase student base & income ‘one way learning street’ Students mainstreamed & little opportunity to educate other students or educators. ‘Two way learning street is the focus’ Actively interact within a global learning community

The learning highway Expanding the teaching team: International guest speakers “Direct contact with key researchers in related fields. Opportunity to test knowledge and directly ask for clarification or challenge ideas. Also, opportunity to establish international contacts”. “Cutting edge knowledge, delivered in interactive manner”.

International students: gains I see it as a way to be and continue to be part of an international learning and research community. I have made some initial connections as an international student and this provides me with a way to both contribute to others students but also remain in contact with relevant academics. Through these relations hopefully we can find the opportunity to collaborate on research projects and/or papers. (Delft University)

International students: expanded contribution Learning becomes a two way street. We are hearing about what we are being taught – first hand – from the perspective of someone who has been there, experienced it and can make reflections. In return we are able to provide a clearer perspective of the local situation – without local bias. This way both our learning is enhanced and expanded. (Local student) It is particularly relevant in those classes where there is an international learning component. It makes the unit and the topic more real and relevant. (Local student)

Many benefits but conventional ‘place based’ exchanges limited by: Cost of presence Permanent locale Fixed time scale Need to better ‘tap into offshore’ knowledge & cultural capabilities & reciprocate

The new school of the air Video conferencing There is a good mix of approaches. International speakers from USA & Wales and an electronic link up with presenter from Belgium. Makes it relevant, up-to date & engaging. Skype connections Linking & relating to academics and students with similar interests & expertise … is a great way for me to extend my knowledge, be connected to cutting edge research & relate this to not just my assignment – but my employment – and knowing that I have added to theirs.

Embedding the new processes Scholarly technology, processes & mechanisms to connect class rooms & individuals Offer an adaptive & flexible framework to implement internationalisation initiatives. Require new thinking about the curriculum & involvement opportunities skills & technology development & availability

Conclusions The perforation of educational boundaries fosters individual, social & economic gains Many of the current ITC initiatives build on & extend place based learning initiatives Reducing the barriers of cost, presence & time lines Sustaining internationalised curriculum requires the commitment to a ‘new way of learning’, and the availability & understanding of technology to fully engage & implement No longer a one way, even two way street – now ‘suped-up’ learning highway!!!!