Internationalisation of HE

1. Internationalising the curriculumProfessor Michael Worton, Vice-Provost (Academic & International)

2. Internationalisation of HE

3. Mobility of students Expectations of students Expectations of employers Staff make-up People Context

4. HE and advanced training set to become one of the largest enterprises in the world Not clear how this expansion will be managed and mediated Numbers could triple by 2020 to 850,000 (according to the British Council) – BUT figures are being revised downwards because of the recession 270,000 international students in the UK (EU and non-EU students) Demand for international student places will continue to outstrip demand Competition amongst suppliers is fierce, with new countries entering the market Private sector providers competing with university for business from the professions Currently private sector provision is uneven – but this may change in the future Market context (1)

5. Market context (2) Increasingly rapid globalisation of HE Impact of transnational education (TNE) Activities of international competitors Opportunities to internationalise reputation and build a global brand Opportunities for influence in strategically important regions

6. Bologna processOpportunities and challenges in terms of length of programme, credit transfer, Quality Assurance Diverse nature of UK HEStratified and hierarchical Widening ParticipationTo be understood to include third-world and developing areas as well as the UK Institutional autonomyVital to balance maintenance of autonomy with support for government: e.g. Prime Minister’s Initiative Political context

7. However, it is not yet clear HOW technology will change HE: Global revolution in participation will depend upon access to HE being a reality in all countries Global technological inequalities may be exacerbated by moves in the developed world to new, virtual learning environments It is unclear how students will access HE in future. The advance in technology may impact on the current primacy of campus delivery Technology context Historically, increased demand, coupled with new technologies, has changed all major industries.

8. A changing world context ‘Universities lose billions as recession deepens’(headline, University World News 14 Dec 2008) Slowing building and recruitment processes Capital losses widespread BUT Greater demand for up-skilling and training Government investment in HE in some countries Doubt over British Council student number predictions for 2020 TNE is now a global activity – with more leading universities involved in overseas provision AN UNPREDICTABLE INTERNATIONAL SCENARIO FOR THE IMMEDIATE FUTURE

9. Internationalisation of the Curriculum

10. Internationalisation of the curriculum is the process of designing a curriculum that meets the needs of an international student body. Internationalisation … prepares students for careers in the global economy. Internationalisation … is about students developing global perspectives. Internationalisation … is about students developing cross-cultural capability. Some definitions at other institutions

11. What do we mean at UCL when we use the word “Curriculum?” Q.

12. Our definition of “the curriculum” at UCL: The syllabus of all programmes taught at UCL both at undergraduate and postgraduate levels The structure of these programmes (e.g. part-time/full-time, blended delivery, timetabling) The mode of delivery (how the syllabus is taught and experienced by both teacher and student) All aspects of assessment Learning at UCL in the wider context (e.g. personal tutoring, peer-assisted learning, mentoring, extra-curricular activities such as volunteering, work-based learning)

13. UCL defines the “internationalisation of the curriculum” as the process of transforming our curricula to empower & equip our studentsto make a difference as active global citizens. This is what we mean at UCL by “education for global citizenship”

14. Education for Global Citizenship at UCL Able to recognise and value cultural difference Entrepreneur with the ability to innovate Critical and creative thinker Ambitious – but also idealistic and committed to ethical behaviour Willing to assume leadership roles Highly employable and ready to embrace professional mobility

15. Implications for UCL (1) It is important that we exploit the diversity of the staff and students in our respective institutions This will lead to a certain degree of change from one year to another – but if within a framework this can only lead to dynamic curricula Above all, internationalisation involves thinking through a variety of differences

16. Implications for UCL (2) – attitudes towards the teacher and towards the learner Tutor / student interactions Support (mentoring; English language provision; Transitions programmes; counselling etc) Need for written materials online Ensure that teachers and learners are actively engaged in dialogue / discussion Strategies need to be developed (and shared) that recognise the importance of cultural difference (e.g. regarding difference, hierarchy, respect etc) and that encourage full participation from all students, either verbally or through other means

17. Implications for UCL (3) - Assessment Expectations and fears Fitness for purpose of both formative and summative assessment Exploit background methodological differences of both staff and students Skills-centred approach

18. Implications for UCL (4) – learning outcomes The ability to consider issues from a variety of perspectives An appreciation of the relation between the discipline(s) in the UK and professional traditions elsewhere An appreciation of the importance of multicultural diversity to professional practice and citizenship An understanding of how intercultural issues relate to professional practice in the discipline worldwide An ability to apply international standards and practices within the discipline or a professional area An awareness of the inter-dependency of local decisions and actions for international communities – and international decisions and actions for local communities

19. Institutional change Changing us as educators Changing our students as learners Changing our relationships with stakeholders in business, industry, NGOs etc. In conclusion, internationalisation of the curriculum is about Even perhaps changing HMG’s attitudes towards immigration and globalisation

20. OBJECTIVE 1 for Faculties: This understanding will be informed bysocial, economic, environmental and political considerations. Shaping student learning (i.e. each of the aspects of the curriculum) based on an understanding of the knowledge, expertise and skills which will best equip the students to meet their own needs and the needs of the future of the discipline, the professions, the global community

21. OBJECTIVE 2 for Faculties: including alternative forms of knowledge Engaging teachers and students to acknowledge and mobilise individual and cultural differences and to understand how these differences affect learning.

22. OBJECTIVE 3 for Faculties: Developing a common understandingof the attributes as defined in the - Education for Global Citizenship at UCL -

23. ILTS and departmental / Faculty Strategies Employability agenda The specificities of our own student and staff bodies The research vision and strategy Public Engagement and community visions Implications for your Faculty?

24. What do you think may be required to engage your Faculty in a dialogue towards these objectives? Q.