Transcript Internationalisation of the Curriculum: Learning from the

Internationalisation of the
Curriculum:
Learning from the Experience of
Leeds Metropolitan University
David Killick
Head, International Programmes
Internationalisation –
Broadly Speaking
Quantitative – numbers
Qualitative – graduate attributes
Basic Propositions
 Internationalisation requires a strategic
approach
 Internationalisation is about all students
 Internationalisation must be embedded
across the disciplines
 Internationalisation requires a whole
institution approach
 Internationalisation is not an optional
extra
Internationalisation requires a
strategic approach
Aim Five
“To develop staff and students’
international opportunities and
global perspectives, ensuring that
an international, multi-cultural
ethos pervades the university.”
Internationalisation Strategy
1.
2.
3.
4.
5.
6.
Internationalising learning, teaching and
research
Enhancing the international student
experience
Enhancing the international experience of
home students
Developing and fostering international
partnerships and alliances
Developing staff capability for
internationalisation
Effectively recruiting international students
Internationalisation Strategy
1.
2.
3.
4.
5.
6.
Internationalising learning, teaching and
research
Enhancing the international student
experience
Enhancing the international experience of
home students
Developing and fostering international
partnerships and alliances
Developing staff capability for
internationalisation
Effectively recruiting international students
ALT Strategy
 Promoting global citizenship
 International case studies
across the curriculum
 All programmes going
through approval or reapproval to indicate how
they address the our
guidelines on cross-cultural
capability
 Opportunities for students
in 50% of programmes for
placements, exchanges etc
outside the UK
 Sabbaticals for staff to
undertake and share
research on best pedagogic
practice internationally
 Support for staff to
undertake international
volunteering to enhance
educational development in
an HEI in a developing
country
Internationalisation is about all
students
“Being open and
recognising the value
that students bring”
as
“a good starting point”
for developing an inclusive
culture.
Internationalisation must be
embedded across the disciplines
Guidelines Document
–Cross-cultural capability
–Global Perspectives
“Graduate attribute for effective
and responsible engagement
with a globalising world”
1. Intercultural awareness and the
associated communication skills.
2. International and multicultural
perspectives on one’s discipline
area.
3. Application in practice
Global Perspectives
“seeks to demonstrate the relationships
between local actions and global
consequences, highlighting
inequalities, helping us reflect upon
major issues such as global warming,
world trade, poverty, sustainable
development, and human migration,
and promoting a response based on
justice and equality not charity.”
“critically examine how the student,
through participation on the course
and as a member of the university
community, is enabled:
 to develop the awareness, knowledge
and skills to operate in multicultural
contexts and across cultural boundaries
 to develop the awareness, knowledge
and skills to operate in a global context
 to develop values commensurate with
those of responsible global citizenship.”
Internationalisation requires a
whole institution approach
http://www.leedsmet.ac.uk/internat/reflects/index.htm
Staff Development
Internationalisation is not an
optional extra
 marketing rationale
 benchmark institutions
 student integration
 student retention
 reputation
 doing right by our students
 best hope
Lessons to date: Positives
 commitment at the highest level and the
associated strategic drivers
 the sense of ownership we are creating through
curriculum review rather than through the
imposition of outcomes
 having somebody tasked to badger away at getting
things done
 basing internationalisation on a values-based
rationale which I suggest has the natural
sympathies of most professionals in higher
education
 linking internationalisation to diversity, and to
general good practices in pedagogy for mass higher
education
Lessons to Date: Hard bits
sharing the good practice
other initiatives
resistance
level of commitment
Summary