Transcript What is an internationalised university?

What is an
internationalised
university?
17 January 2006
A Student’s Perspective
• Manpreet Seera undergraduate student
How to deal with Manpreet
• Deficit model
• Or
• Diversity is used as a positive element in the
learning process that both ‘dissolves differences’
and values differences by providing the
opportunity to explore cultural baggage and
stereotyping, to engage with multiple
perspectives and gain cultural understanding’
(Volet and Ang, 1998)
Why?
• ‘Global growth of the knowledge economy, movement to
lifelong learning and changing demographics’ (Knight,
2002)
• Communication technology
• Transnational education
(Transnational and borderless education are terms that are
being used to describe real or virtual movement of
students, teachers, knowledge and academic programs
from one country to another – they are often used
interchangeably) definition taken from Knight, J. 2002,
Implications of GATS
• Transdisciplinary knowledge
Global growth
• Global demand set to grow enormously:
forecast to grow from 1.8m international
students in HE in 2000 to 7.2 million in 2025
• Asia will dominate (estimated 70% of global
demand, with China and India generating
more than 50%)
• Significant growth in transnational education
predicted
Source: IDP Education Australia, September 2002
• (cited in S. Alexander ‘Beyond Distance’
presentation 2005)
Rationales
• Political
Building a global profile, enhancing institutional
reputation and prestige
• Economic – generation of income
• Social/cultural – equipping members of the University
community to operate effectively and responsibly in a
multi-cultural environment
• Academic – broadening horizons on an intellectual level,
moving beyond and Anglo-centric mindset and
embracing multiple perspectives
Internationalisation is:
• ‘The process of integrating an international, intercultural
or global dimension into the purpose, functions or
delivery of post-secondary education.’ (Knight, J. 2003)
• Integrated internationalism
This definition focuses upon defining the aspirational
objective itself rather than on the journey taken to get
there.
‘the presence of an international or intercultural
dimension in all core functions of the institution
(students and learning, research, business and
community relations), deliberately coordinated as part of
a vision which clearly (and publicly) articulates the
nature and focus of the institutions international effort.'
(Lewis, 2005)
What kind of graduate should
we be in the business of
developing?
• By the end of their course of study a
Leicester graduate should:
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• Any more?
UCL
• ‘as well as encouraging international students to
study at UCL, we should be ensuring that UK
students are able to understand and work
seamlessly in a wide range of countries and
cultures, and encouraging UCL staff regularly to
work abroad in order to improve contacts,
internationalise their teaching and research, and
keep their minds open and alert to different
research cultures and approaches’ (UCL White
Paper, 2004)
Bournemouth
• ‘global perspectives is an umbrella term;
underneath lie the issues of sustainable
development, the concept of global
citizenship and the complex issues of
internationalisation and globalisation.’
Curriculum for global
citizenship
• Is aware of the wider world and has a sense of their own
role as a world citizen;
• Respects and values diversity;
• Has an understanding of how the world works
economically, politically, socially, culturally,
technologically and environmentally;
• Is outraged by social injustice;
• Participates in and contributes to the community at a
range of levels from the local to the global;
• Is willing to act to make the world a more equitable and
sustainable place;
• Takes responsibility for their actions.
Leeds Met
• ‘to develop students’ international opportunities
and global perspectives, ensuring that an
international, multi-cultural ethos pervades the
university’
• Cross-cultural capability
‘challenging all students and staff to be capable
of recognising, of responding positively to, and
of living and working comfortably with the
diversity they encounter now and in the future.’
Cross-cultural capability
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Inclusivity
Internationalisation
Widening participation
Racial equality
Global ethics and values
Gender
Diversity
Disability
Socio-economic background
Ethnicity
Sexuality
Religion
Age
Anti-discriminatory practice
Development Education
• ‘Development education is concerned with
the quality of teaching and learning, the
ethos of the learning environment, the
democratic participation of learners in the
learning process, encouraging a critical
understanding of the global dimension to
learning, and the development of students
as global citizens.’
Beyond the rhetoric….
• In what ways could your department be
perceived as working within the context of
Development Education?
• Can you suggest further developments?
• What difficulties might you face in any
developments?