Global Perspectives in the Curriculum: Two institutional models

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Global Perspectives in the Curriculum Two
institutional models

• Vicky Lewis,
• Bournemouth University
• David Killick,
• Leeds Metropolitan University

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Structure of session

• Introduction and consideration of relevance to
  international educators
• Institutional context and definition of concepts
• Institutional strategies
• Practical implementation
• Transferable lessons
• Summary and questions

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Section 1 - IntroductionLinks to Conference
Themes

• How can international educators work more
  effectively and creatively?
• How are campuses bringing international
  perspectives into their academic programmes and
  community?

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Relevance to the work we do

• How can we ensure all graduates are prepared for
  a multicultural, globalising world?

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Main question illustrated through our two case
studies today

• How can we promote international educational
  values to a broader university community?

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Terminology

• Faculty
• Academics / academic staff
• Administrators / admin staff
• Managers
• Vice-Chancellor
• Course
• Module / Unit

• Department
• Faculty
• Secretarial and support staff
• Administrators
• President
• Program
• Course

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International Education The Underpinning Values

• What do you include under this heading?

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Section 2 - Context DefinitionsConcepts

• Global Perspectives
• Cross-cultural capability

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Global Perspectives _at_ BU

• Global Perspectives (GP) Group since 1998
• International events since 2001 concern about
  terrorism, global warming international and
  national policy developments
• Linked agendas global citizenship,
  internationalisation, sustainable development,
  employability
• Leadership Foundation Fellowship in 2005
  opportunity to develop holistic approach driven
  by colleague Chris Shiel

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Elements of a Global Perspective
Source Shiel Mann 2005
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Levels of activity (Shiel Mann 2005)

• Fall into one of three categories
• Corporate responsibility and behaviour the
  University as global citizen
• Curricula and pedagogy embedding GP
• Extra-curricular activities to support
  citizenship and international awareness
• Affect staff, students and organisation as a whole

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Cross-Cultural Capability _at_ Leeds Met
Graduate Attribute
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Cross Cultural Capability

• Intercultural skills to communicate, live and
  work in and with unfamiliar cultural contexts
  (national, socio-economic, ethnic, etc.)
• A particular awareness of how ones discipline
  relates to a multicultural and globalising world
• Global Perspectives an awareness of the
  connections between local activity and global
  impacts, of sustainability, of responsibility and
  of the notion of ethical global citizenship
• The ability to apply all the above to perform
  more effectively as a student (or as a member of
  staff), and subsequently as a graduate both in
  a professional and a private capacity.

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Related Concepts

• Diversity
• Inclusivity
• Multiculturalism
• Widening Participation
• Internationalisation
• Anti-discriminatory
• practice

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Related Concepts

• Ethics
• Justice
• Equality
• Sustainability
• Citizenship
• Responsibility

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Related Concepts

• Race
• Gender
• Disability
• Socio-economic background

• Nationality
• Ethnicity
• Sexuality
• Religion
• Age

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A closely related agenda
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Section 3 Institutional Strategies

• What was the strategy for embedding this within
  the institution?
• How was this task approached?

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BU strategies (based on Shiel 2005)

• Developing a persuasive rationale
• Policy context
• Alignment with employability
• Enlightened self-interest
• Educational principles
• Business case
• Participative approach to change
• Student and staff surveys, focus groups, audits,
  meetings, workshops, presentations
• Deliverables

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Leeds Met Programme Review as a Strategic Driver

• Core Business
• Ownership
• Contextualised
• Every student
• Staff (faculty) development
• Evaluation Scrutiny

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Section 4 Practical Implementation

• Challenges
• Progress
• Deliverables

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BU challenges, progress and deliverables

• Challenges
• identified by staff themselves
• barriers in common with other priority areas, so
  momentum for change
• Progress
• change in VC speeded things up
• Deliverables

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Leeds Met Guidelines Document

• Introduction
• Explanations
• Links to related agendas in HE
• Links to the university environment
• Guidelines
• Objectives
• Notes on embedding
• Key Questions
• Knowledge
• Experience on the course
• Experience beyond the course
• Further Guidance
• Tips from Teacher Fellows
• Links

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Objectives
NO 1

• To stimulate debate on the ethical and
  educational issues as well as providing a
  practical stepping stone to facilitate the
  incorporation of Cross-Cultural Capability and
  Global Perspectives across our assessment,
  learning and teaching practices.

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Implications
NO 2

• Each of these requires us to enable students and
  ourselves to engage critically with diversity,
  with local and global issues, and with a variety
  of perspectives on those issues

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Implications
NO 3

• ensuring we are all equipped to make considered
  and informed responses to the differences that we
  encounter

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Diversity at Home
NO 4

• 3,700
• 120
• 100

• ..even sustained contact with others is not in
  itself any guarantee that we will do anything
  other than maintain or even reinforce our own
  insularity and incapability

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Diversity at Home
NO 5

• An informed, engaged and reflective approach
  across the curriculum and the broader student
  experience is required if these opportunities are
  to be transformative.

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Engaging and transforming
NO 6

• It is unlikely that any real transformation will
  occur without encountering and engaging with
  difference in ways which are intellectually and
  affectively challenging to ourselves and to our
  students.

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World Wide Horizons?
NO 7

• Underpinning our response to the greatly expanded
  heterogeneity of our university with a critical
  appreciation of cultural diversity and global
  inequities can provide graduates with the
  opportunity to understand their own role and that
  of their chosen profession in promoting ethical
  responses to diversity both locally and
  internationally.

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World Wide Horizons?
NO 8

• Students who are not challenged to recognise and
  evaluate their own values, beliefs and behaviours
  and those of their discipline and its
  applications are unlikely to be able to recognise
  or lay claim to world-wide horizons.

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Guidelines Document

• Introduction
• Explanations
• Links to related agendas in HE
• Links to the university environment
• Guidelines
• Objectives
• Notes on embedding
• Key Questions
• Knowledge
• Experience on the course
• Experience beyond the course
• Further Guidance
• Tips from Teacher Fellows
• Links

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Supportive Environment

• From the Corporate Plan to Sanjay Nagar

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BU what went well and what lessons were
learned? (Shiel 2005)

• Benefits of inclusive approach to change
• Such an approach requires time
• Need flexibility to capitalise on opportunities
• Pockets of commitment and champions can run
  faster than the change agent
• Sometimes most difficult interactions/resistors
  result in greatest change
• Legitimising viewpoints is vital to the
  approach
• Transferability to other higher education
  institutions need for an international network?

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Key Points

• Values-based Seeks to be transformative
• Strategic Relates to a number of agendas
• Core Works through and beyond the curriculum
• Embedded Is becoming defined as a graduate
  attribute

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Global Perspectives in the Curriculum Two
institutional models

• One of the challenges to be met by
  educationalists in the 21st Century is that of
  genuinely achieving unity in diversity.
• Daniel P. A Case Study from the Atlantic Coast of
  Nicaragua