1. Internationalisation of the curriculum Glynis Cousin Institute for Learning Enhancement

2. internationalisation of the curriculum “the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education.” (Jane Knight, International Higher Education, 33:2-3)

3. context http://www.un.org/millenniumgoals/# Global learners Social responsibility Global markets

4. Perspectives on diversity in the curriculum Multiculturalism Saris Samosas Steel bands Fixing differences Notions of tolerance

5. postcolonialism Orientalism West/rest Hybridity Diaspora-ised identities Differences as point of reference: fusion or opposition

6. The cosmopolitan spirit of Erasmus The world as single community Need to travel

7. Where erasmus left off…

8. Getting there Do we expect cross-cultural learning to happen by osmosis? A more proactive response would be to strive to develop ‘global citizens’,who understand the need for sustainable development, have a critical appreciation of global issues and global processes and are sensitive to cultural diversity. An initial step would be articulating what is involved in developing a global perspective and identifying the learning outcomes for a global citizen. (Chris Shiel, Exchange,2006 Winter)

9. University as a cosmopolitan space Students are unlikely to find another time in their life when they meet so many people from so many different cultures and have so much freedom to think, listen, discuss, explore and debate. (Exchange, 2006, Winter)

10. Curriculum issues -Harnessing the diversity of students and staff -Student and staff mobility (research, teaching and learning) -Curriculum processes: exchange, dialogue, group work -Curriculum content – avoiding mono- culturalism -The promise of C&IT …..and

11. differences and commonalities http://www.heacademy.ac.uk/ourwork/learning/international