International Higher Education and Global Citizenship: The Challenges for Secondary Educators

1. International Higher Education and Global Citizenship:The Challenges for Secondary Educators Professor Christine Ennew Provost and CEO, University of Nottingham Malaysia Campus

2. An Introduction • Speaking from the perspective of higher education – but important to remember that the effectiveness of HE is heavily dependent on what happens within school systems. • The HE agenda is one that is becoming increasingly international. • What this presentation will cover: • Examine what “internationalisation” means • Consider trends and patterns in international HE • Explore impacts on the functions of HE • Consider the concept of global citizenship in HE • Examine the challenges that international HE presents for those with leadership responsibilities in schools

3. International HE: Definitions and Trends Leadership to Inspire Learning

4. What is Internationalisation in HE ? • An international curriculum (skills and content) • An international environment (food, community, entertainment) • Recruitment of well-qualified international students • Student mobility internationally • International networks (APRU, U21, WUN) • International collaborations – universities, businesses, governments • Research (discipline-level, university-level, formal or informal) • Teaching (joint, dual degrees, split site programmes, validations) • International Operations (eg international campuses)

5. Exporting: the oldest form of internationalisation • Scholars have always been mobile, knowledge is not constrained by borders William of Tyre travelled from Jerusalem to study liberal arts and cannon law at Paris, Orleans and Bologna. Jewish philosopher Maimonides, exiled from his native Spain, studied at University of Al-Karaouine in Morocco IbnBattutah travelled from Morocoo, throughout Asia to China in pursuit of knowledge The Choshu 5 who fledJapan to study at UCL in the 1860s

6. The Big Picture

7. Inbound and outbound mobility

8. Growth in inbound tertiary students to 2020

9. Partnership Activity - Scale Source: Naidoo, 2009

10. Partnership Activity - Depth Source: Naidoo, 2009

11. Host countries for campus development

12. Forecast Growth in TNE Activity for the UK – the emergence of the glocal student Sources: British Council Vision 2020

13. Research collaborations • Dramatic growth in research collaborations in past 20 years • Driven by overarching trends in internationalisation with falling costs of communication (esp ICT) being of particular significance • Dominated by bottom-up initiatives • Growth in interest in more strategic and top down initiatives (at the level of the institution or the country)

15. Global HE: The Nottingham perspective • Reciprocity • Give as much as we get • We achieve more multilaterally than unilaterally • We can benefit from educating the worlds best • Commitment • Long-term, not just opportunistic • Investing for the future • Fundamentally British but locally engaged • Quality driven • Teaching and research dimensions • International social responsibility • University managed and generated knowledge as a public good • We have a responsibility to use well the knowledge we create

16. What does “international” mean for what Universities do? Leadership to Inspire Learning

17. Perspectives on the role of HE - teaching • Developing the workforce of the present and preparing the workforce of the future (for jobs that may not yet exist) • Skills and knowledge relevant to a global environment • Curricular activity and co-curricular • Developing global citizens – moving beyond immediate work needs • Ensuring awareness of self and of roles and responsibilities • Understanding global challenges – development, sustainability, equity, justice, human rights • Ability to work in a global environment

18. Perspectives on the role of HE - research • Creating knowledge for the future • Fundamental, curiosity driven, blue skies and typically “public” • Success difficult to manage but long term impact could be transformational given our global challenges • Solutions for problems as yet unknown or unspecified • Applied but largely public research • Builds heavily on established knowledge; impacts more medium term • Solutions for known specific problems • Highly applied, externally sponsored and often “private” • Impact more restricted, but immediate

19. Perspectives on the role of HE - engagement • Engagement with (international) business • Problem-oriented research – to deliver economic value • Talent acquisition (engagement with students) • Talent development – executive education • Engagement with government • Evidence based policy • Engagement with the community (however defined) • Local or regional or international communities • Charities, NGOs • Schools and Universities

20. HE Perspectives on Global Citizenship Leadership to Inspire Learning

21. The Attributes of a Global Citizen? • a broad international perspective of the subject area. • an ability to apply disciplinary concepts in their own cultural context and in wider cultural contexts. • a critical awareness of their own cultural values and an ability to empathise with, and respect, other cultural perspectives. • an understanding and recognition of the value of a diverse, interconnected and global society.

22. The Attributes of a Global Citizen? • an ability to communicate cross-culturally and within international environments. • a commitment to the broader social good, at the local, national and global level. • an ability to exercise their intellectual capacity and moral standing to defend and actively disseminate universally accepted values. • an ability to meet the needs of any relevant sector of human activity as responsible global citizens.

23. Skills versus Content • Skills • Do global citizens require different skills? • Or are those skills already integral to the curriculum? • Languages • Content • Discipline specific perspectives • Generic content – comparative/global issues • Generic content – environment, social justice,

24. Challenges for Delivery • Securing a clear view of what an internationalised curriculum means – variations by discipline, institution • Balancing skills versus content • Student engagement • Easier for students with some international experience • Moving students outside of their “comfort zone” • Managing different cultural perspectives • Students as resources for IoC • Monitoring impact

25. Challenges for Delivery • Academic leadership – signalling the significance and relevance to broader community • Professional service management structures – and budgets. Translate ideas into reality • Access to social capital, the networks, the links and the knowledge of what’s possible and what is desirable. • Staff and students – willingness to engage and commit • Because it’s the right thing to do • Because it brings benefits (to the individual’s career, to the process of studying for a degree (service learning) • Supplementary awards

26. The Challenges for Secondary Educators Leadership to Inspire Learning

27. The Secondary Context • The secondary experience provides the foundation for tertiary development. • International is not just about mobility; it’s not just about place, it’s about perspective. • Global citizenship is about attitudes and beliefs but it’s also about behaviours • Skills matter but so does knowledge, information and understanding

28. Leadership and Delivery Implications • Leadership must be distributed – collective vision and shared ownership of the processes associated with educating for global citizenship. • Requires an openness to learning • Positioning and space within the curriculum – not just as co-curricular activity – must be seen as mainstream. • Can be separately recognised and rewarded (Yokohama GCD).

29. Thank You! Questions and Comments please