Implications for Programme and Course Design
Internationalisation
Definition
The process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education.
(Knight, 2003)
Rationale
- Enhance our multicultural community of students and staff at the University where the different cultural and international backgrounds and cultural practices of previous, current and future students and staff is meaningfully respected, valued and integrated into our work.
- Enhancement of the international reputation of the University for research and teaching
- Collaboration with strategic partners around the world with whom we can exchange research and teaching ideas, expertise and business partnerships
- Development of curricula that are relevant to our diverse range of students and which prepare our students for both local and global employment and citizenship
Implications for programme and course design
- Prior to meeting any new cohort of students, try to identify where your students are likely to come from and, where appropriate, tailor teaching materialsto be inclusive of these contexts
- Provide clear and accessible course documentation which clearly explains assessments, requirements and criteria – this will help all students and staff
- Try to not to treat international students as one homogenous group, but be cognisant of their diversity. For example, when working in small groups, consider how you might split the students into groups to avoid all the ‘home’ students sticking together and all the international students working together on a regular basis. Where practicable, try to mix up groups frequently so students meet a wider range of their peers. All students are likely to have to work in multi-cultural groups in their future working life (Clifford, 2009).
- Think about whether you need to build into your curricula, space to explain key concepts that may seem strange to students arriving at University (whether from school or from another country), for example: plagiarism, reflection, critical thinking, the appropriateness of critique and disagreement with tutors, other students and authors, and what an essay is understood to be in your discipline – these explanations are likely to be valued by home as well as international students (Smith, 2006)
- Consider using examples, case studies, literature, and resources from around the world, within your disciplinary course and programme materials
- You could ask students to identify international research relevant to a particular topic area – encourage students to critique the geographical origins of the dominant research literature in their subject area.
- Encourage students to analyse local issues within a broader global context
- Consider generating content in class through the exchange of experiences of students from different parts of the world
- Try to include tasks requiring students to critique the applicability/relevance of particular theories or models to different geographical/socio-cultural contexts
- Try to include the definition or explanation of any potentially unfamiliar words
or acronyms and avoid any colloquialisms/slang or local culturally specific references in any course documentation - Give international students the opportunity to read and comment on texts, and participate in discussions, in their first language
- Think about whether you could enhance the learning opportunities abroad for your students. If there are difficulties with this, consider how you might overcome these barriers. Try to speak to someone from a subject area where they successfully organise student study abroad.
- When designing programmes, try to remember that “difference does not equate to deficit” (Ryan & Carroll, 2010).
Examples
International student video diary of university life - University of Glasgow, LBSS
Supporting international students in medical education - Peninsula Medical School
Experiential Intercultural learning - University of Portsmouth
Resources
Caroll, J. (2002) “Suggestions for Teaching International Students”ShortBriefingPaper OxfordBrookesUniversity
Internationalizing the Curriculum – Guidelines
Sovic, S. (2008) Lost in translation: the international students experience project. Centre for Learning & Teaching. University of the Arts London.
UK Higher Education Academy database of internationalisation resources
UK Higher Education International Unit
References
Clifford, V.A. (2009) Engaging the disciplines in the discourse of internationalising the curriculum. International Journal for Academic Development 14 (2) 133-143.
Knight, J. (2003). Updating the Definition of Internationalisation. International Higher Education. Fall.
Ryan, J. and Carroll, J. (2010) Learning across cultures: opening our minds as well as our doors. Powerpoint presentation from ISSOTL Conference, Liverpool. Available:
Smith, K. (2006) Facilitating dialogue for a more inclusive curriculum. Reflecting education 2 (1) 103-120.