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13 September 2007

Internationalisation of HE in the UK: ‘Where are we now and where might we go?’ Dr Viv Caruana, University of Salford. 13 September 2007. Introduction. Higher Education Academy, commissioned 2006 Concerns, issues, inconsistencies, gaps Themes: Working definitions of internationalisation

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13 September 2007

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  1. Internationalisation of HE in the UK: ‘Where are we now and where might we go?’Dr Viv Caruana, University of Salford 13 September 2007

  2. Introduction • Higher Education Academy, commissioned 2006 • Concerns, issues, inconsistencies, gaps • Themes: Working definitions of internationalisation Meanings attributed to ‘Internationalising the Curriculum’ Models for institutional internationalisation Curriculum models

  3. Methodology • Online bibliographical databases • Research into Higher Education Abstracts • Websites of organisations • Books and book chapters excluded • Initially broad themes from tacit knowledge becoming more ‘grounded’ as review progressed

  4. Methodology 2 • Not appraising for quality • Best evidence synthesis • 353 international sources, 170 ‘grey’ • UK sources (125) analysed to locate common themes; individual pieces subjected to narrative analysis

  5. Overview of international sources Table A: Breakdown of total sources by year

  6. Overview of international sources Table B: Breakdown of international sources by country of origin

  7. Overview of UK sources Table C: UK sources by year

  8. Methodologies and theoretical frameworks • No epistemological/ontological positioning • Qualitative approach • Empirical work sits alongside many discussion papers

  9. Working definitions of Internationalisation of Higher Education Internationalisation, globalisation and the ‘marketisation discourse’ • Internationalisation as expression of, or response to, changes brought about by globalisation - Dislocation, dis-identifying and positioning as ‘other’? Uniformity, standardisation and homogenisation? • ‘Marketisation discourse’ – ‘branding’; a language and vocabulary that steers HE sector away from the radical re-assessment required by increasing diversity; adverse effect on the quality of the international student experience (Caruana and Hanstock 2003;Deem 2001;De Vita and Case 2003; Edwards et al 1997; Elliott 1997; Haigh 2002; Halliday 1999; Koutsantoni 2006b)

  10. Working definitions of Internationalisation of Higher Education Influence of the ‘knowledge economy’ • To enable graduates to function effectively in international and multicultural workplaces and to negotiate the uncertainties of Ronald Barnett’s (2000) world of ‘super-complexity’ (Barnett 2000; De Vita and Case 2003; Haigh 2002; Lunn 2006)

  11. Working definitions of Internationalisation of Higher Education Emerging consensus • More than simply presence of international students • Willingness to teach and learn from other nations and cultures • In context of higher learning and pedagogy internationalisation has social, cultural, moral and ethical dimensions (Bennell 2005; Caruana and Hanstock 2003,2005; De Vita and Case 2003; Haigh 2005; HE Academy 2006; Killick 2006; Koutsantoni 2006a; Lunn 2006; Maxey 2006; Shiel 2006)

  12. Meanings attributed to ‘Internationalisation of the Curriculum’ The global dimension and ‘Internationalisation at Home’ (IaH) • New, unfamiliar phenomenon • Meaning blurred by distinction between home and international student experiences • ‘shift in approach, rather than a radical change of content’ (Shiel and Jones, 2004) • Global perspectives provide ethical underpinning and values-based ethos for a focus on cross-cultural capability

  13. Meanings attributed to ‘Internationalisation of the Curriculum’ • Cross-cultural capability influences thinking about the relationship between an internationalised curriculum and cross-border student mobility • ‘Internationalisation at Home’ for ‘stay at homes’ and to prepare sojourners (Caruana and Hanstock 2005; Irving et al 2005; Killick 2006; Koutsantoni 2006a; Laughton and Ottewill 2000; Lunn 2006; Pyne et al 2006; Shiel 2006; Shiel and Jones 2004)

  14. Meanings attributed to ‘Internationalisation of the Curriculum’ The sustainability curriculum and the internationalised curriculum – a merging of minds in ‘Global Citizenship’ • Territory of geographers, scientists, engineers etc. • From 1990s shift of emphasis to include ethical issues • Sustainability literacy, skills and knowledge are the literacy, skills and knowledge of the ‘Global Citizen’ (Azapagic et al 2005; Haigh 2005, 2006; HE Academy 2006; Martin et al 2005, 2006; McGuiness et al 2005; Scott 2002)

  15. Embedding internationalisation and global perspectives in strategy and curriculum across institutions • Koutsantoni (2006b) 44/51 institutions recruitment of international students is main focus of strategy; only 6 universities refer to enhancement of international experience of home students and only 2 acknowledge importance of creating a culture of equality and diversity in internationalisation plans • Gap between the rhetoric of policy statements and the reality of practice • Lack of progress rooted in institutional culture? (Bennell 2005; Caruana and Hanstock 2005; Koutsantoni 2006b; Lunn 2006; Shiel 2006: Taylor 2004)

  16. Embedding internationalisation and global perspectives in strategy and curriculum across institutions Emerging tensions • Conflict with other more locally focused agenda • Trend towards ‘de-internationalisation’ • Dilemma for some institutions who just happen to teach some international students (Caruana and Hanstock 2003; Haigh 2002, 2005; Parsons and Fidler 2004; Taylor 2004)

  17. The future shape of institutional internationalisation – Trans-national Higher Education? • Limited extent and intensity of UK activity • Range of motivations for host and source countries • Ambiguous trans-national agenda and lack of co-ordination between trans-national delivery and broader institutional goals • Quality assurance issues – resolved by ‘branch campus’? Or high-risk venture? • Distance learning possibilities? Challenge of producing, arranging and delivering materials and content that are internationally acceptable and locally relevant (De Vita and Case 2003; Garrett 2004; Garrett and Verbik 2004; Howe and Martin 1998; Koutsantoni 2006 a, b and c; Lees 2004; Middlehurst and Campbell 2003; Solem et al 2006; Verbik and Merkley 2006; Wisker et al 2003)

  18. The future shape of institutional internationalisation – Trans-national Higher Education? Positioning ICT at the centre of internationalisation strategy is unlikely to provide the panacea for a flagging internationalisation agenda (Ashworth cited in Halliday 1999; Jarvis 2004, 2006)

  19. Curriculum models of Internationalisation Countering ‘assimilationist models’ and ‘cultural stereotypes’ - Actively exploring international students’ expectations and preferences • ‘Something British’ – but perception of excellence is not borne out by experience • Rote-learning is common but also ‘value their own opinion’ • Comfortable with group work but expect more tutor support • Most valued teacher attribute is ‘heart’ Curriculum that encourages pedagogical autonomy and critical engagement (Cortazzi and Jin 2006; Durkin 2003; De Vita 2004; Kingston and Forland 2004; Nield and Thom 2006; Peters 2005: Ridley 2004; Robinson 2004; Wu 2002)

  20. Curriculum models of Internationalisation Teaching, learning and assessment in the multicultural classroom • Multicultural group work is a key theme – unintended consequences are noted ‘unequal dialogue’, ‘marginalised groups’, ‘colonisation’, ‘cultural silencing’ • Home students’ negative positioning re international students may reflect their own feelings of marginalisation by wider discourses • A ‘taken for granted’ approach to UK academic culture • ‘…trying to teach the finer points of bowling googlies to people who had not played cricket…’ (Hills and Thom, 2005) (Black 2004; De Vita 2001b, 2002, 2004; Hills and Thom 2005; Ridley 2004: Robinson 2004; Warren 2005; Smith 2006)

  21. Curriculum models of Internationalisation A challenge to ‘ethnocentric western didactism’? • ‘Assimilation’ or ‘socialisation’ merely shifted location? • Embracing a ‘pedagogy of recognition’? • Online collaboration as a means to develop intercultural literacy based on experiential and problem-based learning (Bell et al 2004: Caruana 2004; De Vita and Case 2003; Kooijman 2004; Nield and Thom 2006; Warren 2005)

  22. The gaps Conceptualising the curriculum • What ‘international’ means in the titles of HE programmes? • How global citizenship and global perspectives are embedded in teaching and learning? • Exploring graduate capability and employability in the context of internationalisation and intercultural learning • Connections between internationalisation, global citizenship and ESD? • ‘Internationalisation at Home’? Learning from the Netherlands

  23. The gaps Key players and stakeholders • Preoccupation with the ‘international student experience’ • Does UK campus experience serve the communities to which international students return? • Understanding of key phrases, code words and concepts across the disciplines? • The role of international education specialists, education developers and education technologists in supporting programme teams? (see Australia) • Influence of stakeholders in driving and informing ‘internationalised’ curriculum design?

  24. The gaps The institutional perspective • How can efforts of ‘champions’ be harnessed to ‘win hearts and minds’? • Deconstructing internationalisation strategies – ‘valuing’ diversity? How to effect cultural change? • Trans-national education – the way forward? (see Australia)

  25. Conclusion • Aspiring towards ‘cultural inclusion’ rather than ‘managing’ diversity • Exploring ‘expectations gap’, challenging discourse of ‘deficit model’ and ‘assimilation’ through dialogue • Continuing need for dialogue to address the tensions of cultural conflict between different models of higher learning

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