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Internationalisation of the curriculum

Explore the complexities and benefits of internationalising university curriculum, including challenges, recommendations, and successful strategies. Gain insights on the significance of global skills development and inclusive pedagogy.

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Internationalisation of the curriculum

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  1. Internationalisation of the curriculum Maureen Bell University of Wollongong mbell@uow.edu.au

  2. Outline • Internationalisation of higher education • Successes at ACU? • Internationalisation of the curriculum • What is it? • What do we know about it? • What are universities doing? • Tensions, dilemmas, ambivalences • Reccomendations and good practice • ACU – your plans? mbell@uow.edu.au

  3. Internationalisation of higher education Globalisation influences research Scholarly influences teaching service Communications mbell@uow.edu.au

  4. Internationalisation of higher education • The process of integrating an international/intercultural dimension into the teaching, research and service functions of the university • Knight & de Wit, 1997 mbell@uow.edu.au

  5. Internationalisation ACU successes so far… mbell@uow.edu.au

  6. Internationalisation of the curriculum • What is it? • What do we know about it? mbell@uow.edu.au

  7. Internationalisation of the curriculumReflection • What does internationalisation of the curriculum mean for you? • What are the purposes/aims of internationalisation of the curriculum? • What is internationalisation of the curriculum? mbell@uow.edu.au

  8. Internationalisation of the curriculum • key strategy for internationalisation of higher education • Back, Davis, & Olsen, 1996; Bremer & Van Der Wende, 1995; Ellingboe, 1998; J. Knight & de Wit, 1995; Leask, 2001; Ninnes & Hellsten, 2005; Rizvi, 2002 mbell@uow.edu.au

  9. International curriculum - OECD • curricula with an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for domestic students as well as foreign students • (Back et al., 1996, p. 1). mbell@uow.edu.au

  10. Internationalisation of the curriculum • infusion of international content into curriculum is simplistic • a holistic conception of curriculum refers not only to content but also to pedagogy and values mbell@uow.edu.au

  11. Internationalisation of the curriculum • the preparation of students to be internationally knowledgeable and inter-culturally competent • to address, through scholarship, the increasingly interdependent nature of the world • (Association of Universities and Colleges Canada, 1995). mbell@uow.edu.au

  12. Internationalisation of the curriculum • a construct, not a clearly defined set of ideal or best practices • Curro & McTaggart, 2003 • a complex process that is as much about who and how we teach as it is about what we teach • Leask, 2001 mbell@uow.edu.au

  13. Internationalisation of the curriculum – Australia • conceptual confusion and a lack of clear practice • Knight, 1999 mbell@uow.edu.au

  14. Internationalisation of the curriculum • What are universities doing? mbell@uow.edu.au

  15. Internationalisation of the curriculumWhat are universities doing? • We know very little about the ways in which academics and students are experiencing, and developing responses to internationalisation within the teaching and learning function of the university mbell@uow.edu.au

  16. Internationalisation of the curriculumWhat are universities doing? • North American and Canadian universities considered internationalisation of the curriculum to be the most difficult component of international education • AUCC, 2000 mbell@uow.edu.au

  17. Internationalisation of the curriculumWhat are universities doing? • There is little evidence that internationalisation activities are seen as relevant to the mainstream of academic activity • Altbach & Teichler, 2001 • educators make few, if any, changes in either the process or content of classroom activities • Ward, 2006 • most faculty members had not internalised the cause of internationalisation Referring to internationalisation in his own university • Stohl, 2007 mbell@uow.edu.au

  18. Internationalisation of the curriculumWhat are universities doing? • Global skills development • Study Abroad & Summer Study Abroad • ‘Propinquity’ - international students as a curriculum/pedagogical resource • International content • International pedagogy • structured inter-cultural engagement • Inclusive curriculum • Acknowledging student experiences and characteristics • Global Learning mbell@uow.edu.au

  19. Internationalisation of the curriculum • Tensions, dilemmas, ambivalences mbell@uow.edu.au

  20. Internationalisation Tensions, dilemmas, ambivalence • Internationalisation of the curriculum brings social, cultural and intellectual benefits • at the same time it is also essential to maintain the strong international student market in Australia despite the challenges now posed by the higher value of the Australian dollar and the increasing concerns about international security • AVCC, 2004 mbell@uow.edu.au

  21. Internationalisation models

  22. Internationalisation models

  23. Internationalisation models

  24. Internationalisation of the curriculum • It is within the global context that the concept of internationalisation of the curriculum has recently emerged as a grass-roots, visionary response to the market-driven changes taking place in the higher education sector. mbell@uow.edu.au

  25. Internationalisation of the curriculum • Reccommendations and good practice mbell@uow.edu.au

  26. Internationalisation of the curriculumA socially responsive, education-led model • Higher education institutions must seize the initiative in the process of internationalisation rather than reacting to external globalisation forces, such as the market • develop an education system where internationalisation promotes cultural diversity and fosters intercultural understanding, respect and tolerance among peoples. • International Association of Universities, 1998 mbell@uow.edu.au

  27. Internationalisation of the curriculumThe challenge • How can institutions of higher education adequately prepare their graduates to live and participate as global citizens and professionals? mbell@uow.edu.au

  28. Internationalisation of the curriculumThe challenge • A need for courses and programs that: • offer authentic contexts and tasks • build international learning communities • provide mechanisms for meaningful, regular, inter-cultural contact • engender learning through reflection upon that interaction mbell@uow.edu.au

  29. Internationalisation of the curriculumACU GRADUATE ATTRIBUTES • Open-mindedness and receptiveness to new ideas • A spirit of service to the community • Commitment to good citizenship, respect for individuals, empathy with persons of differing cultural and religious backgrounds, community responsibility and concern for the environment • A high regard for equity and human rights in the context of a broad understanding of globalization mbell@uow.edu.au

  30. The ‘new’ cosmopolitanism • Graduates who recognise their responsibility to every other human being • Kwame Appiah (2006)s mbell@uow.edu.au

  31. The ‘new’ cosmopolitanism • A means to move beyond the narrow confines of nationalism and Western-centric views of the cultural ‘other’ • … by defining not only a commitment to pluralism and a respect for diversity of cultures • ... but also the recognition of the interdependence between peoples and societies and the global graduate’s responsibilities that stretch beyond the formal ties of citizenship. • Kwame Appiah (2006) mbell@uow.edu.au

  32. Internationalisation of the curriculumRecommendations from the research (Bell, 2008) • Education-led model and policy-based procedures • Acknowledge the importance of strategic issues • Disciplinary vision eg, graduate as cosmopolitan citizen • International pedagogy • international student engagement within and across institutions • effective use of learning management systems • authentic learning contexts and tasks • experiential learning approach • Equity of student access to international programs • Nurture and reward academic goodwill, knowledge and skills mbell@uow.edu.au

  33. Internationalisation of the curriculumActivity • ACU – your plans? • How to achieve? • Which curriculum areas? • Disciplinary vision of graduate attributes • Obstacles? • Opportunities? • Use • Recommendations • Good practice guidelines mbell@uow.edu.au

  34. Program areas philosophy & mission administrative support support services professional development awareness activities community linkages international linkages program review Internationalisation of the curriculumGood Practice (Whalley 1997) • Curricular areas • learning objectives • course content • instructional resources • teaching/learning strategies • assessment strategies • extension activities • extra-curricula activities mbell@uow.edu.au

  35. Internationalisation of the curriculum • Questions? mbell@uow.edu.au

  36. Internationalisation of the curriculumActivity • ACU – your plans? • How to achieve? • Which curriculum areas? • Disciplinary vision of graduate attributes • Obstacles? • Opportunities? • Use • Recommendations • Good practice guidelines mbell@uow.edu.au

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