1. Working with international partners in teacher education: people, structures and cultures Dr Jaswinder K. Dhillon University of Wolverhampton J.K.Dhillon@wlv.ac.uk

2. 2 Overview Introduction to the context and issues Methods used to gather data Findings – tutor’s experiences Conclusions

3. 3 HE policy and context Olcott, 2009, p.1 states ‘…university leaders are redefining the international dimensions of their institutions in response to globalisation. Internationalism, viewed as a major response to globalisation, evolves in colleges and universities in diverse ways and for varying institutional reasons’. Working in collaboration with international partners includes: joint development of courses; curriculum enrichment through staff and student exchanges; collaborative research

4. 4 Collaborative international activities in teacher education Development and delivery of courses for teachers in Holland, Hong Kong, China, Solomon Islands and India involving varying degrees of collaboration Development of international accreditation of qualifications for teachers Bidding for collaborative research projects in education Reciprocal staff and student exchange programmes

5. 5 Methods and research sample Methods: semi-structured telephone interviews and online survey using Survey Monkey Sample: University tutor’s with experience of teaching courses for trainee and experienced teachers in Holland, Hong Kong, China, Solomon Islands and the home HEI in the UK Courses sampled: Undergraduate (BEd, BA), Postgraduate (PGCE, MA) Tutors/researchers with experience of working with international partners in research projects

6. 6 Findings Cultural, social and professional benefits: ‘Seeing the world through new lenses. This helps to reflect on what one's own real values are.’ (Tutor E) ‘…the students are very motivated and keen to learn so it is very enjoyable and rewarding both personally and professionally.’ (Tutor A) Challenges and benefits for the individuals (academics, mentors and students) involved in the educational programme(s) Challenges and benefits for the organisations (HEIs, schools, professional accrediting bodies) Challenges and benefits for developing cultural, social and educational understanding

7. 7 Findings Institutional level challenges: Compatibility of management and administrative systems Depth of understanding of differing organisational cultures Preparation of staff (tutors) for working in an international setting

8. 8 Findings Tutor level challenges and benefits Inter-cultural learning for tutors -through re-examination and analysis of teaching and learning materials - questioning relevance and values of concepts and principles being addressed -learning how other cultures manage their systems of learning

9. 9 Findings Tutor and student level benefits Motivation and positive attitudes to learning of students leading to high levels of engagement -Increase understanding and communication in the inter-cultural context -Breaking down stereotypes (both students and tutors)

10. 10 Findings Achievement and success through collaborative efforts Joint commitment and persistence of tutors and students leading to low dropout and few non- completions in teacher education courses delivered in collaboration with international partners

11. 11 Conclusions International collaboration has potential to bring benefits but success depends upon ability of HEIs to address challenges at institutional and tutor level Requires personal commitment of tutors and additional effort to ensure smooth progress Professional learning for tutors and development of intercultural understanding ‘hard work, takes lot of effort but very rewarding’ (Tutor C)

12. 12 References Altbach, P.G and Knight, J. (2007) The internationalization of higher education: motivations and realities, Journal of Studies in International Education vol. 11 no. 3-4, 290-305 Fielden, J. (2011) Leadership and Management of International Partnerships London: LFHE Olcott, D. (2009) Back to the UK future: trends in internationalism and cross- border higher education, Perspectives: Policy and Practice in Higher Education, vol13 no.4 98-103 Contact details J.K.Dhillon@wlv.ac.uk