1、Internationalisation of HE in the UK: Where are we now and where might we go? Dr Viv Caruana, University of Salford,13 September 2007,Introduction,Higher Education Academy, commissioned 2006 Concerns, issues, inconsistencies, gaps Themes:Working definitions of internationalisationMeanings attributed
2、 to Internationalising the CurriculumModels for institutional internationalisationCurriculum models,Methodology,Online bibliographical databases Research into Higher Education Abstracts Websites of organisations Books and book chapters excluded Initially broad themes from tacit knowledge becoming mo
3、re grounded as review progressed,Methodology 2,Not appraising for quality Best evidence synthesis 353 international sources, 170 grey UK sources (125) analysed to locate common themes; individual pieces subjected to narrative analysis,Overview of international sources,Table A: Breakdown of total sou
4、rces by year,Overview of international sources,Table B: Breakdown of international sources by country of origin,Overview of UK sources,Table C: UK sources by year,Methodologies and theoretical frameworks,No epistemological/ontological positioning Qualitative approach Empirical work sits alongside ma
5、ny discussion papers,Working definitions of Internationalisation of Higher Education,Internationalisation, globalisation and the marketisation discourseInternationalisation as expression of, or response to, changes brought about by globalisation - Dislocation, dis-identifying and positioning as othe
6、r? Uniformity, standardisation and homogenisation?Marketisation discourse branding; a language and vocabulary that steers HE sector away from the radical re-assessment required by increasing diversity; adverse effect on the quality of the international student experience (Caruana and Hanstock 2003;D
7、eem 2001;De Vita and Case 2003; Edwards et al 1997; Elliott 1997; Haigh 2002; Halliday 1999; Koutsantoni 2006b),Working definitions of Internationalisation of Higher Education,Influence of the knowledge economyTo enable graduates to function effectively in international and multicultural workplaces
8、and to negotiate the uncertainties of Ronald Barnetts (2000) world of super-complexity(Barnett 2000; De Vita and Case 2003; Haigh 2002; Lunn 2006),Working definitions of Internationalisation of Higher Education,Emerging consensus More than simply presence of international students Willingness to tea
9、ch and learn from other nations and cultures In context of higher learning and pedagogy internationalisation has social, cultural, moral and ethical dimensions(Bennell 2005; Caruana and Hanstock 2003,2005; De Vita and Case 2003; Haigh 2005; HE Academy 2006; Killick 2006; Koutsantoni 2006a; Lunn 2006
10、; Maxey 2006; Shiel 2006),Meanings attributed to Internationalisation of the Curriculum,The global dimension and Internationalisation at Home (IaH)New, unfamiliar phenomenon Meaning blurred by distinction between home and international student experiences shift in approach, rather than a radical cha
11、nge of content (Shiel and Jones, 2004) Global perspectives provide ethical underpinning and values-based ethos for a focus on cross-cultural capability,Meanings attributed to Internationalisation of the Curriculum,Cross-cultural capability influences thinking about the relationship between an intern
12、ationalised curriculum and cross-border student mobilityInternationalisation at Home for stay at homes and to prepare sojourners(Caruana and Hanstock 2005; Irving et al 2005; Killick 2006; Koutsantoni 2006a; Laughton and Ottewill 2000; Lunn 2006; Pyne et al 2006; Shiel 2006; Shiel and Jones 2004),Me
13、anings attributed to Internationalisation of the Curriculum,The sustainability curriculum and the internationalised curriculum a merging of minds in Global CitizenshipTerritory of geographers, scientists, engineers etc. From 1990s shift of emphasis to include ethical issues Sustainability literacy,
14、skills and knowledge are the literacy, skills and knowledge of the Global Citizen(Azapagic et al 2005; Haigh 2005, 2006; HE Academy 2006; Martin et al 2005, 2006; McGuiness et al 2005; Scott 2002),Embedding internationalisation and global perspectives in strategy and curriculum across institutions,K
15、outsantoni (2006b) 44/51 institutions recruitment of international students is main focus of strategy; only 6 universities refer to enhancement of international experience of home students and only 2 acknowledge importance of creating a culture of equality and diversity in internationalisation plans
16、 Gap between the rhetoric of policy statements and the reality of practice Lack of progress rooted in institutional culture?(Bennell 2005; Caruana and Hanstock 2005; Koutsantoni 2006b; Lunn 2006; Shiel 2006: Taylor 2004),Embedding internationalisation and global perspectives in strategy and curricul
17、um across institutions,Emerging tensionsConflict with other more locally focused agenda Trend towards de-internationalisation Dilemma for some institutions who just happen to teach some international students(Caruana and Hanstock 2003; Haigh 2002, 2005; Parsons and Fidler 2004; Taylor 2004),The futu
18、re shape of institutional internationalisation Trans-national Higher Education?,Limited extent and intensity of UK activity Range of motivations for host and source countries Ambiguous trans-national agenda and lack of co-ordination between trans-national delivery and broader institutional goals Qua
19、lity assurance issues resolved by branch campus? Or high-risk venture? Distance learning possibilities? Challenge of producing, arranging and delivering materials and content that are internationally acceptable and locally relevant(De Vita and Case 2003; Garrett 2004; Garrett and Verbik 2004; Howe a
20、nd Martin 1998; Koutsantoni 2006 a, b and c; Lees 2004; Middlehurst and Campbell 2003; Solem et al 2006; Verbik and Merkley 2006; Wisker et al 2003),The future shape of institutional internationalisation Trans-national Higher Education?,Positioning ICT at the centre of internationalisation strategy
21、is unlikely to provide the panacea for a flagging internationalisation agenda(Ashworth cited in Halliday 1999; Jarvis 2004, 2006),Curriculum models of Internationalisation,Countering assimilationist models and cultural stereotypes - Actively exploring international students expectations and preferen
22、cesSomething British but perception of excellence is not borne out by experience Rote-learning is common but also value their own opinion Comfortable with group work but expect more tutor support Most valued teacher attribute is heartCurriculum that encourages pedagogical autonomy and critical engag
23、ement(Cortazzi and Jin 2006; Durkin 2003; De Vita 2004; Kingston and Forland 2004; Nield and Thom 2006; Peters 2005: Ridley 2004; Robinson 2004; Wu 2002),Curriculum models of Internationalisation,Teaching, learning and assessment in the multicultural classroomMulticultural group work is a key theme
24、unintended consequences are noted unequal dialogue, marginalised groups, colonisation, cultural silencing Home students negative positioning re international students may reflect their own feelings of marginalisation by wider discourses A taken for granted approach to UK academic culture trying to t
25、each the finer points of bowling googlies to people who had not played cricket (Hills and Thom, 2005)(Black 2004; De Vita 2001b, 2002, 2004; Hills and Thom 2005; Ridley 2004: Robinson 2004; Warren 2005; Smith 2006),Curriculum models of Internationalisation,A challenge to ethnocentric western didacti
26、sm?Assimilation or socialisation merely shifted location? Embracing a pedagogy of recognition? Online collaboration as a means to develop intercultural literacy based on experiential and problem-based learning(Bell et al 2004: Caruana 2004; De Vita and Case 2003; Kooijman 2004; Nield and Thom 2006;
27、Warren 2005),The gaps,Conceptualising the curriculum What international means in the titles of HE programmes? How global citizenship and global perspectives are embedded in teaching and learning? Exploring graduate capability and employability in the context of internationalisation and intercultural
28、 learning Connections between internationalisation, global citizenship and ESD? Internationalisation at Home? Learning from the Netherlands,The gaps,Key players and stakeholders Preoccupation with the international student experience Does UK campus experience serve the communities to which internati
29、onal students return? Understanding of key phrases, code words and concepts across the disciplines? The role of international education specialists, education developers and education technologists in supporting programme teams? (see Australia) Influence of stakeholders in driving and informing inte
30、rnationalised curriculum design?,The gaps,The institutional perspectiveHow can efforts of champions be harnessed to win hearts and minds? Deconstructing internationalisation strategies valuing diversity? How to effect cultural change? Trans-national education the way forward? (see Australia),Conclusion,Aspiring towards cultural inclusion rather than managing diversity Exploring expectations gap, challenging discourse of deficit model and assimilation through dialogue Continuing need for dialogue to address the tensions of cultural conflict between different models of higher learning,
