What is an internationalised university

1
What is an internationalised university?

• 17 January 2006

2
A Students Perspective

• Manpreet Seera - undergraduate student

3
How to deal with Manpreet

• Deficit model
• Or
• Diversity is used as a positive element in the
  learning process that both dissolves
  differences and values differences by providing
  the opportunity to explore cultural baggage and
  stereotyping, to engage with multiple
  perspectives and gain cultural understanding
  (Volet and Ang, 1998)

4
Why?

• Global growth of the knowledge economy, movement
  to lifelong learning and changing demographics
  (Knight, 2002)
• Communication technology
• Transnational education
• (Transnational and borderless education are terms
  that are being used to describe real or virtual
  movement of students, teachers, knowledge and
  academic programs from one country to another
  they are often used interchangeably) definition
  taken from Knight, J. 2002, Implications of GATS
• Transdisciplinary knowledge

5
Global growth

• Global demand set to grow enormously forecast to
  grow from 1.8m international students in HE in
  2000 to 7.2 million in 2025
• Asia will dominate (estimated 70 of global
  demand, with China and India generating more than
  50)
• Significant growth in transnational education
  predicted
• Source IDP Education Australia, September
  2002
• (cited in S. Alexander Beyond Distance
  presentation 2005)

6
Rationales

• Political
• Building a global profile, enhancing
  institutional reputation and prestige
• Economic generation of income
• Social/cultural equipping members of the
  University community to operate effectively and
  responsibly in a multi-cultural environment
• Academic broadening horizons on an intellectual
  level, moving beyond and Anglo-centric mindset
  and embracing multiple perspectives

7
Internationalisation is

• The process of integrating an international,
  intercultural or global dimension into the
  purpose, functions or delivery of post-secondary
  education. (Knight, J. 2003)
• Integrated internationalism
• This definition focuses upon defining the
  aspirational objective itself rather than on the
  journey taken to get there.
• the presence of an international or
  intercultural dimension in all core functions of
  the institution (students and learning, research,
  business and community relations), deliberately
  coordinated as part of a vision which clearly
  (and publicly) articulates the nature and focus
  of the institutions international effort.'
  (Lewis, 2005)

8
What kind of graduate should we be in the
business of developing?

• By the end of their course of study a Leicester
  graduate should
• ?
• ?
• ?
• Any more?

9
UCL

• as well as encouraging international students to
  study at UCL, we should be ensuring that UK
  students are able to understand and work
  seamlessly in a wide range of countries and
  cultures, and encouraging UCL staff regularly to
  work abroad in order to improve contacts,
  internationalise their teaching and research, and
  keep their minds open and alert to different
  research cultures and approaches (UCL White
  Paper, 2004)

10
Bournemouth

• global perspectives is an umbrella term
  underneath lie the issues of sustainable
  development, the concept of global citizenship
  and the complex issues of internationalisation
  and globalisation.

11
Curriculum for global citizenship

• Is aware of the wider world and has a sense of
  their own role as a world citizen
• Respects and values diversity
• Has an understanding of how the world works
  economically, politically, socially, culturally,
  technologically and environmentally
• Is outraged by social injustice
• Participates in and contributes to the community
  at a range of levels from the local to the
  global
• Is willing to act to make the world a more
  equitable and sustainable place
• Takes responsibility for their actions.

12
Leeds Met

• to develop students international opportunities
  and global perspectives, ensuring that an
  international, multi-cultural ethos pervades the
  university
• Cross-cultural capability
• challenging all students and staff to be
  capable of recognising, of responding positively
  to, and of living and working comfortably with
  the diversity they encounter now and in the
  future.

13
Cross-cultural capability

• Inclusivity
• Internationalisation
• Widening participation
• Racial equality
• Global ethics and values
• Gender
• Diversity
• Disability
• Socio-economic background
• Ethnicity
• Sexuality
• Religion
• Age
• Anti-discriminatory practice

14
Development Education

• Development education is concerned with the
  quality of teaching and learning, the ethos of
  the learning environment, the democratic
  participation of learners in the learning
  process, encouraging a critical understanding of
  the global dimension to learning, and the
  development of students as global citizens.

15
Beyond the rhetoric.

• In what ways could your department be perceived
  as working within the context of Development
  Education?
• Can you suggest further developments?
• What difficulties might you face in any
  developments?