1、Internationalisation of HE: recent conceptualisations and implications for practice,Sue Robson Alina Schartner,Internationalisation,pervasive but contested concept in contemporary HE, often economically driven (Turner and Robson, 2008; Tian and Lowe, 2009; Brandenburg and De Wit, 2011)The presence o
2、f international students is often seen as a key to internationalisation (as well as having obvious commercial benefits), but the actions taken to accommodate and integrate those students are often inadequate or inappropriate. (Reid and Spencer Oatey, 2013)a marketization discourse steers thinking aw
3、ay from a radical reassessment of HE purposes, priorities and processes that student diversity and multicultural interaction require (Caruana and Spurling, 2007),Clifford and Montgomery (2014).,contemporary universities are places where cultures (and so perspectives) meet,New conceptualisations: the
4、 international university,Comprehensive internationalization is a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. It shapes institutional ethos and values and touches the entire hi
5、gher education enterprise.Hudzig, 2011,New conceptualisations: the international university,.the business of the University is to enable us to grow beyond ourselves, not to constrain us within established self-views or world views.Killick, 2013,New conceptualisations: the internationalised self,The
6、internationalised self (Turner and Robson, 2008),Viv Caruana in Clifford and Montgomery (Eds.) (2014).,IoC for global citizenship Key principles: participation, responsibility, activism,New conceptualisations: the international curriculum,The challenge,Internationalisation at home: curriculum conten
7、t (contexts, values and understandings) processes of teaching, learning and assessment, with regard for the skills and competences students (and staff) require for life and work in a diverse worldHudzig, 2011,The challenge,internationalising the experience of the international student in the host in
8、stitution internationalising the experience of local students addressing the challenges of classroom diversity innovative teaching with intercultural groups the development of inclusive practices for cohort interaction and styles of participation innovative use of technology to enhance learning,Inte
9、rnationalisation in HE lessons from the lived experience of international students,24th November 2014 Learning and Teaching Seminar alina.schartnerncl.ac.uk,Background,A longitudinal PhD project investigating the academic, psychological and sociocultural adjustment and adaptation of international po
10、stgraduate students at Newcastle University Questionnaire (N = 223); completed in Oct and June Subscales and single items measuring contributory factors and outcomes Semi-structured interviews (N = 20); Oct, Feb, June Open questions How have things been going for you?, Whats been happening to you?,P
11、redictive Component,Contributory factors,Adaptation,English language ability Intercultural competence Knowledge about the UK Autonomy in the decision to study abroad Social contact Social support,Academic achievement GPA taught GPA research GPA overall Psychological adaptation Wellbeing Satisfaction
12、 with life Sociocultural adaptation,Monitoring Component,Adjustment,OCT,FEB,JUN,International Student Adjustment,Similar challenges to home students From home to away practicalities of fending for self Psychosocial - loneliness, anxiety, social acceptance Transition to UG or PG study BUT a question
13、of degree of challenge Challenges more specific to international students, in life and study Intercultural adjustment Language Educational adjustment to new national systems, norms, expectations for teaching and learning (Andrade, 2006),Student Voices,I dont have British friends () where can I find
14、them? (Turkish, female, 22),I can meet Italians in Italy, why should I meet new Italians here? (Italian, female, 23),It was absolutely worth it. (Finnish, female, 27),Maybe go to somewhere sunny otherwise you will be depressed. (Turkish, male, 23),I think the old men they are very gentlemen. (Chines
15、e, female, 24),The young ones are very crazy and party people. (Romanian, female, 22),Implications for orientation and support,Intercultural training,Intercultural competence malleable/trainable Pre-arrival Part of language preparation (Byram and Feng, 2004) In situ Experiential learning (Deardorff,
16、 2006) Accredited community-based learning Internationalising the local community, localising the international community (Green and Finn, 2010),English language support,Language requirements Applied language training Language in-use Exposure to local varieties Specialised nature of academic discour
17、se (Schmitt, 2005) Course-specific terminology Language support at course-level,Knowledge about the host environment,Pre-arrival orientation Explicit communication (Carroll, 2005) Expectation management Course-specificity Knowledge in action (Etherington and Spurling, 2007) Safe environments,The mot
18、ivational variable,The decision to study abroad Degree of autonomy/self-determination (Chirkov et al., 2007) Proactive students Socially Academically Tailored support services,Social connectedness,Persistent lack of host contact Instrumental/formulaic How to help hosts buy in? Centrality of internat
19、ional ties High quality support Actively foster in and beyond the classroom Complexity of co-national contact Comforting BUT Not why I came here Recognise importance of co-national ties (e-support!) (Schartner, 2014),References,Andrade, M.S. (2006). International students in English-speaking univers
20、ities: Adjustment factors. Journal of Research in International Education, 5(2), 131-54. Byram, M., & Feng, A. (2004). Culture and language learning: Teaching, research and scholarship. Language Teaching, 37, 149-68. Carroll, J. (2005). Strategies for becoming more explicit. In Carroll, J. & Ryan, J
21、. (Eds.), Teaching international students: Improving learning for all (pp. 26-35). London: Routledge. Chirkov, V.I., Vansteenkiste, M., Tao, R., & Lynch, M. (2007). The role of motivation to study abroad in the adaptation of international students: A self-determination theory approach. International
22、 Journal of Intercultural Relations, 31(2), 199-222. Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalisation. In Byram, M. & Feng, A. (Eds.), Living and studying abroad: Research and practice (pp. 232-56). Clevedon: Multilingual Ma
23、tters. Etherington, S., & Spurling, N. (2007). Knowledge in Action: International students and their interaction with cultural knowledge. Retrieved from www.ece.salford.ac.uk/proceedings/papers Green, P., & Finn, D. (2010). Defining the global village: Community-based learning and its implications f
24、or international students and the HE sector. Retrieved from http:/www.hw.ac.uk/AEteam/Themes/D-Finn_HW_Confce_Dec2010_pptV2.pdf Schartner, A. (2014). You cannot talk with all of the strangers in a pub. A longitudinal case study of international postgraduate students social ties at a British Universi
25、ty. Higher Education, DOI: 10.1007/s10734-014-9771-8 Schmitt, D. (2005). Writing in the international classroom. In J. Carroll & J. Ryan (Eds.), Teaching international students: Improving learning for all (pp. 63-75) Routledge: London.,Internationalising the Curriculum Research and Practice Network,
26、Professional enquiry through action research,Exploratory/ Inductive Cycle,Negotiated/ Deductive Cycle,Share findings,How do we normalise the study abroad experience? Can we make it compulsory and in which subjects? How do we leverage the experience of “returners” to internationalise at home Improve
27、employability?,What are the incentives and rewards? How can organisational “slack” be introduced to facilitate? Is staff mobility a strategic plan or tactical initiative?,How do we work with them to internationalise at home? If and how to address the ISB results? How to reverse the deficit model?,Ho
28、w do we work with them to internationalise at home?How do we extend student mobility to staff more extensively?What are the needs of short-term incomers to maximise the benefits For institutions? For incomer?,Students Outgoing,Staff Outgoing,Staff Incoming,Students Incoming,HEA Internationalisation
29、Framework, 2014,Aims to provide a high quality and global learning experience for all students; foster approaches to learning and teaching that transcend national and international boundaries; address individual and institutional roles and responsibilities.,Dimensions of Internationalisation,Cultura
30、l context,people,place,Culture,programmes,Enabling a global learning experience,integrated global perspectives and opportunities for cultural immersion and language acquisition, through inward and outward mobility. A module in a hospitality course video conferences with students in xxx. Students ben
31、efit from direct contact, cross-cultural understanding and develop confidence to visit in person, developing language skills. Links with an international hotel chain provide international students with work experience abroad. thanks to Viv Thom, SHU,Internationalising through informal learning,onlin
32、e resources social networks social spaces library, culture cafe http:/www.culturalcafe.co.uk/about thanks to Plymouth university,Embedding global social responsibility,A cultural development programme (http:/www.ncl.ac.uk/impact/Music-art-culture.php) grown out of research led by Dr Nanette de Jong
33、of Newcastle Universitys International Centre for Music Studies is contributing to the fight against poverty, HIV/AIDS and gender inequality in Southern Africa by strengthening the regions cultural sector. The programme broadens the range of cultural activities available to these groups by providing
34、 training and leadership workshops to prepare women and young people for employment in the cultural sector,Facilitating a global academic community ,The FASMED project in the Research Centre for Learning and Teaching (http:/www.ncl.ac.uk/cflat/documents/Issue17-January2014.pdf) involves working with
35、 partners from eight countries to look at how technology can help raise attainment levels among low achieving students in Europe and South Africa.,Fostering intercultural engagement,Newcastle University offers a suite of Masters level Cross Cultural Communication (CCC) programmes to enable students
36、to meet the growing need for expertise in CCC in careers in tourism, humanitarian aid, sport, education, trade etc. http:/www.ncl.ac.uk/ecls/about/subjectareas/ccc/,New conceptualisations: the responsible international university,Universities taking a responsible approach to internationalization are
37、 more likely to achieve the transformational institutional change that will help to maintain their reputation and foothold in international markets,Robson, 2011,references,Brandenburg, U. and de Wit, H. (2011) The end of internationalisation. International Higher Education 2011 Issue 62, 15-17. Cent
38、re for International Higher Education. https:/htmldbprod.bc.edu/prd/f?p=2290:4:0:NO:RP,4:P0_CONTENT_ID:113987 ) Caruana, V. 198-212. Paige, R. M., & Mestenhauser, J. A. (1999). Internationalizing educational administration. Educational Administration Quarterly, 35(4), 500517. QAA for HE, January 201
39、2 QAA (2012) International students studying in the UK - Guidance for UK higher education providers Reid S and Spencer Oatey H: (2013) Towards a Global Citizen: utilising a competency framework to promote intercultural knowledge and skills in higher education students Ch9, p 125-141 in Ryan J. Ed. (
40、2013) Cross Cultural Teaching and Learning for Home and International Students, Routledge. Robson S (2011) Internationalization: a transformative agenda for higher education? Teachers and Teaching, 17:6, 619-630http:/dx.doi.org/10.1080/13540602.2011.625116 Tian M. and Lowe, J. (2009) Existentialist
41、internationalisation and the Chinese student experience in English universities, pp. 659-676, Compare, 39(5): 659-676 Turner Y, Robson S. (2008) Internationalizing the University. London: Continuum.,Website http:/www.heacademy.ac.uk/internationalisation Teaching International Students Resources http
42、:/www.heacademy.ac.uk/teaching-international-students International Student Lifecycle Resource Bank http:/www.heacademy.ac.uk/international-student-lifecycle Other internationalisation resources http:/www.heacademy.ac.uk/resources/detail/internationalisation/internationalisation-resources 2011/12 Special Interest Group meetings for Internationalisation http:/www.heacademy.ac.uk/resources/detail/internationalisation/sig_resources Going mobile Report http:/www.heacademy.ac.uk/resources/detail/internationalisation/Going_Mobile,35,Additional Resources,
