Academics engaging with the internationalisation agenda: countering complexity, ideology and irrelevance Dr Viv Caruana,

1. Academics engaging with the internationalisation agenda: countering complexity, ideology and irrelevanceDr Viv Caruana, Education Development Unit 6 June 2007

2. Aims • Share perceptions of internationalisation and the internationalised curriculum • Explore ideological positions vis-à-vis internationalisation and multiculturalism in HE • Consider two models for supporting lecturers in their engagement with the internationalisation agenda

3. Activity Form into small groups, individually record on post-it : • What the internationalisation of HE means to you • What internationalising the curriculum means to you • The reasons why you would internationalise your curriculum Attach to flip chart paper provided and discuss in the group Share thoughts with plenary

4. The context of the internationalised curriculum: Internationalisation The influence of globalisation • Response to or expression of changes brought about by globalisation • Dislocation, dis-identifying, and positioning as ‘other’? • Uniformity, standardisation and homogeneity? • Internationalisation engaging with the rich diversity of the global economy and society?

5. The context of the internationalised curriculum: Internationalisation The ‘marketisation’ discourse • International competition • Institutional ‘shortfalls’ • Branding • Re-assessment of HE purposes, priorities and processes? • Patterns of international recruitment • A new elite or ‘cosmocracy’? (Caruana and Hanstock, 2003; Deem, 2001; De Vita and Case, 2003; Edwards et al, 1997; Haigh, 2002; Koutsantoni, 2006)

6. The context of the internationalised curriculum: Internationalisation ‘…unconsidered pursuit of the international can lead to a less, rather than a more, effective international contribution…’ (Halliday, 1999)

7. The context of the internationalised curriculum: Internationalisation The knowledge economy and learning society • A new dimension • The global world of work • A world of ‘super-complexity’ • The graduate of the twenty-first century (DE Vita and Case, 2003; Haigh, 2002; Lunn, 2006)

8. Institutional Models • Market • Liberal • Social transformation (Hanson and Johnson, 2006)

9. Brainstorm/discussion Locating the model of internationalisation that prevails at my institution

10. Internationalising the Curriculum • Unfamiliar phenomenon? • Meaning blurred by the traditional distinction between home and international students

11. Internationalising the Curriculum Global perspectives • A ‘shift in approach’ rather than a change of content • Ethical and values-based ethos for cross-cultural capability • Re-thinking cross-border student mobility (Killick, 2006; Lunn, 2006, Shiel, 2006)

12. Internationalising the Curriculum ‘Internationalisation at Home’ ‘any internationally related activity with the exception of outbound student mobility’ ‘…countering the ‘lighthouse effect’

13. Internationalising the Curriculum Internationalisation and Equality and Diversity (E and D) • Synonymous goals • Different rationales • ‘Aware of’, ‘sensitive to’ or ‘valuing diversity’? (Caruana and Hanstock, 2005)

14. Internationalising the Curriculum Intercultural competence ‘A long term change of a person’s knowledge (cognition), attitudes (emotions), and skills (behaviour) to enable positive and effective interaction with members of other cultures both at home and abroad’ (Nilsson, 2003)

15. Internationalising the Curriculum The sustainability curriculum and the internationalised curriculum – a merging of minds? Scott (2002) quotes Hamm and Muttagi (1998) sustainability is ‘….not about environment…but…the capacity of human society to enact permanent reform in order to safeguard the delicate balance between humans and their natural life-support system.’

16. Internationalising the Curriculum The sustainability curriculum and the internationalised curriculum – a merging of minds? • Sustainability issues as the concern of the ‘global citizen’ • Sustainability literacy, skills and knowledge as the literacy, skills and knowledge of the ‘global citizen’ • Internationalisation as the response to the effects of globalisation, sustainable development as an attempt to ‘humanise’ it (Haigh, 2005; HE Academy, 2006)

17. Internationalising the Curriculum The challenge of the internationalised curriculum: ‘…the translation of the crude, abstract simplicity of policy texts into interactive and sustainable practices of some sort involves productive thought, invention and adaptation…’ Ball (1994) as cited in Keeling (2004)

18. Engaging academics? • HE as an export industry – little resistance, despite ‘moral and intellectual incongruity’ • A clash of values - discontinuity between lecturers, students and institutions • ‘Internationalisation’ as ‘globalisation’ creates ‘victims’ and fosters ‘resistance and cynicism’ (De Vita and Case, 2003; Robson and Turner, 2006; Rowland, 2005)

19. Ideological positioning? • Cultural restorationist • Moderniser • Progressive (Warren in Warren and Fangharel, 2005)

20. Curriculum aspirations • ‘Bring the foreigners up to speed’ • Cultural pluralism • Benevolent multicultural segregation • Bicultural education • Multicultural education (Haigh, 2002)

21. Activity • What is my ideological position and is it complementary to the model of internationalisation espoused by my institution? • Within my discipline what level of engagement might we aspire to in the curriculum? • What are the barriers to change?

22. Academics have ‘succumbed to managerialism’ and need positive support and encouragement to ‘re-discover their democratic values…’? (Badley, 2000)

23. Two models to support change • Raise awareness and promote dissonance by interdisciplinary engagement and cross-fertilisation to fuel debate (see Thompson, 2005) • At the chalk-face, specialists operating in collaboration with disciplinary and programme teams to reinforce an emergent and unconnected process

24. References See attached handout