Internationalising the curriculum at UQ

1. Internationalising the curriculum at UQ Dr Anna Ciccarelli, Deputy Vice-Chancellor (International) A/Prof Betty Leask, ALTC National Teaching Fellow, University of South Australia Dr Rhonda Breit, School of Journalism & Communication Dr Victoria Kain, School of Nursing & Midwifery Dr Wendy Green, TEDI

2. Global Strategy & Internationalisation The University of QueenslandDr Anna CiccarelliDeputy Vice Chancellor Internationala.ciccarelli@uq.edu.auDr Wendy GreenTeaching & Educational Development Institute w.green@uq.edu.au

4. STRATEGIC PLAN 2011-2015 LEARNING DISCOVERY ENGAGEMENT INTERNATIONALISATION PLAN 2011-2015 UQ GLOBAL STRATEGY 2011-2015 REGION / COUNTRY PRIORITY FRAMEWORK Advanced Science & Technology Economies National & State Priorities Developing Countries National Development Priorities PARTNER COLLABORATION INDEX REGION AND COUNTRY STRATEGIES UQ’s Strategy & Priorities Matching Capabilities & Priorities Achievements to date Country’s Own Priorities Economy / Development Education / Research Highly Engaged Partners Specialised Partnerships New & Developing Relationships

5. Evidence based Approach to GS & IZN Institutional • Global Partners • Quality of the Student Experience • Student Mobility • % international students • % staff with International Quals • English Language Policy & Provision School based • Student Exchange & Outbound mobility Program evaluation and renewal IoC – trialling of QIC in program review • UQ Partner Collaboration Index • ISB/SB benchmarking • Go8, QLD 5, U21 • AUIDF Benchmarking • UQ data • UQ data • Comparative academic performance of ESB/NESB • School Based Performance Framework indicator • Nursing, Journalism, Social Work • Grad attributes – ELP & intercultural

6. Educating Global Citizens & Leaders UQ is committed to enriching education through international engagement. • UQ currently has exchange partnerships with a range of education institutions in 35 countries • Offers a flexible collaboration models accompanied by a range of options for research students • UQ has a set goal for a quarter of our undergraduate student population to have a mobility experience • UQ is committed to comprehensive Internationalisation & • Internationalisation for ALL students

7. Nurturing leaders in the world The University’s great minds making great contributions

8. Internationalisation @UQ:Opportunity and choice Core Curriculum Option 1. Co-curricular The UQ Advantage Award Option 2. Enriched Curriculum Concurrent diplomas – languages, global issues Option 3. Specialised Curriculum B. International Studies Compulsory Language and mobility

9. Developing a systematic, do-able approach - considerations • UQ has a devolved organisational structure • Available IoC typologies don’t necessarily address our priorities • We need to be able to leverage UQ’s existing strengths (esp.co-curricular) • We need to acknowledge difference • Disciplinary - ways of learning for global citizenship will differ from discipline to discipline • Personal - IoC will appeal to some students and staff more than others a complex, non-linear and necessarily contextual processes.

10. The challenge • Considering all of these factors, • How can we ensure that all students engage with IoC, in ways that address differences between students, staff and disciplines within core curriculum, while enabling and documenting students’ engagement with the rich array of elective enrichment options in the formal and informal curriculum?

11. ProposalIoC at UQ: Opportunity and choice Core Curriculum Option 1. Co-curricular The UQ Advantage Option 2. Enriched Curriculum Concurrent diplomas Option 3. Specialised Curriculum B. International Studies

12. Where are we up to? • For each of the ‘Options’ • Student uptake for all options is increasing, with high student satisfaction • How to ensure access & equity – esp. co-curricular? • Core curriculum - challenging! • Structure of the program – mapping/creating the pathways • Processes of teaching – the how – T&L that is culturally sensitive, inclusive & critical • But consultations (IoTL Report) & review of literature suggest that incremental, systematic, supported introduction will be effective, through • Clear institutional focus • Existing Program Review Processes • Resources -QIC & case studies (Leask 2011) • Staff development, funding, recognition/reward

13. Internationalising the curriculum 31 October 2011Betty Leask, UniSA Australian National Teaching Fellow

14. ALTC National Teaching Fellowship ‘How can we internationalise the curriculum in this discipline area in this particular institutional context and ensure that, as a result, we improve the learning outcomes of all students?’ • 13 Australian universities • 5 universities in England, US, The Netherlands and South Africa • Disciplines – Nursing; Journalism; Social Sciences; Public Relations; Management; Accounting; Applied Science; Medicine

15. Outputs • ‘Discipline-specific’ literature search • A conceptual framework • Case studies of IoC in action • Process of IoC described + support resources • ‘Blockers and Enablers’ survey • www.ioc.net.au

16. Internationalisation of the curriculum • An internationalised curriculum (product) will purposefully develop the international and intercultural perspectives (skills, knowledge and attitudes) of all students • IoC is the incorporation of an international and intercultural dimension into the preparation, delivery and outcomes of a program of study (process) (Leask 2009)

17. Intercultural competence • ‘the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills and attitudes’ (Deardorff 2006, p. 247). • mindset, skillset, and heartset (Bennett, 2008) • knowledge, behaviours, attitudes and values (Byram1997) • Means confronting and challenging biases, beliefs and stereotypes

18. A conceptual framework for internationalisation of the curriculum

19. Global context: What kind of world do we live in? What kind of world do we want? National and regional context: What culture of HE internationalisation, past, present, future? Institutional context: What mission, ethos, policies and priorities? Informal curriculum: What services, opportunities for experience and extension beyond the formal curriculum? Formal curriculum:What learning experiences, outcomes & assessment? Knowledge in and across the disciplines Residual, dominant, emergingand imagined paradigms Professional practice and citizenship (local, national and global) Systematic development in all students of identified international and intercultural knowledge, skills and attitudes

20. Internationalisation of the curriculum is: • Context sensitive • Multiple contextual layers • Future oriented • Critical perspectives on the past and present • Founded on excellent teaching and research • With clear ‘rationale’ and learning outcomes • ‘Aligned’ and student focussed

21. IoC in the disciplines • is related to the way in which disciplines and professions are culturally constructed, bound and constricted • requires that academic staff think outside of these traditional restrictive, boundaries • has ‘macro-level’ as well as ‘micro-level’ implications for programs • looks different in different disciplines

22. Medicine 2011 • How do we ensure that our graduates are equipped to provide effective health care to patients from diverse linguistic and cultural backgrounds? • How do we know that they are appropriately equipped – K,S&A? • To what extent does our program focus on dominant Western paradigms of medicine? • Is this focus appropriate today? • What about in the future?

23. The process of IoC

24. Reflect and Review • Questionnaire for Internationalisation of the Curriculum (QIC) • 16 questions related to: • Context • Teaching and learning arrangements • Assessment • A continuum 1__________2__________3__________4 Localised Internationalised

25. How internationalised is your curriculum already? Localised curriculum Internationalised curriculum 1__________2_________3_________4 Multi-cultural group work International learning outcomes Study abroad Case studies from different cultures Language study

26. Some key learnings

27. The importance of teamwork

30. Conclusion Internationalisation of the curriculum: • is related to the way in which disciplines and professions are culturally constructed, bound and constricted • requires that you think outside of these traditional restrictive, boundaries • has ‘macro-level’ as well as ‘micro-level’ implications for programs • is ‘owned’ by discipline experts

31. References • Leask, B. (2009) Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, Vol. 13, No. 2, 205-221

32. Internationalising the curriculum in Journalism, Communications & PRFrom Internationalisation to De-WesternisationRhonda BreitLevi ObijioforRichard FitzgeraldThe School of Journalism and Communication. The University of Queensland

33. Internationalization and De Westernisation. • We began with the questionnaire. • What does ‘internationlisation’ mean for our disciplines? • Much of our curriculum content draws upon international examples. • Much of our theoretical base is drawn from international thought. • Much of our research is published in international journals. • Our student cohort at undergraduate is largely domestic, while at post grad is largely international. • What about the non English contexts, non western practice, non western examples?

34. Internationalisation to De-Westernisation • “The choice for non western journalist academics is often to either remain relevant to the local conditions of their trade or abandon this to engage with the dominant western theories and research which may have little connection to their situation”. (Wasserman and De Beer (2009) • They also point out (not without irony we think) that the International Communication Association’s Journalism Division now has over half their members originating from outside the USA. • (it does not however say how many of these members from outside the USA are from other English speaking countries such as the UK, Australia, Canada etc, or other westernised nations such as Europe.)

35. Approaching De westernisation. • The pervasiveness of westernised thought (mainly in the English language) dominates modes of dissemination which tends to produce a homogenous perspective from which other non western experiences are excluded. • However, there is an increasing uncertainty about what was taken for granted and the relevance of the dominant model of journalism and professional communication that has been established and is perpetuated. • We decided that as a school we would approach this exercise through the lens of de westernisation and to explore our curriculum through this frame.

36. 1. Student cohort.2. We have a 2 courses which are fully focused on international and intercultural content. 3. We have a number of areas in the curriculum which draw upon non western practice, theories and assessment. These are at different stages of the ‘wheel’.4. While having regular whole of school planning days and activities we found out we did not have a full awareness of the range and scope of where this is and how it is incorporated in the curriculum. • Where we are.

37. Approaching De westernisation. Where are we, and what do we do already? As a school our activities

38. What we have done. 1 - Graduate attributes: Reflections on the language of our School-based graduate attributes • Our School-based graduate attributes aim to produce graduates who will reflect the following: • a). Be global • b). Be ethical • c). Be accountable • d). Be responsive to change • e). Evaluate & adapt practice to respond to a changing context. • What do these concepts mean? E.g. What does it mean to be “global”? • Does it mean understanding other people and cultures?

39. Possible changes to graduate attributes • Our aim is to promote a transformative educational experience for communicators of the future, who are able to work across diverse inter-cultural contexts. Graduates of our program will be reflective practitioners who are: • Mindful of the habits and assumptions; • Capable of dealing with complex problems across different professional and cultural settings; • Capable of positioning their approaches within the global and local contexts • Capable of ethical reasoning that is mindful of diversity and changing socio-cultural settings; • Accountable for their actions; • Responsive to change; • Capable of evaluating & adapting practice to respond to a changing context; • Engage in lifelong learning.

40. So, what does de-Westernisation mean for Journalism and Communication at UQ. • It means reflecting and understanding our student cohorts. From where, to where and what they need. • It means challenging the normative model by which we judge and assess. • It means understanding local environments in global perspectives. • It means not treating other journalism as ‘alternative’ and locating these within a boutique course about how they do things in other countries. • It means understanding localised practices and where technology has enabled interconnections with wider potential audiences but also other less technologically driven environments. • It means taking seriously what others may have been taking seriously themselves for some time. • It means being reflexive with the differences in approach and practice. • It means embedding this in all areas of the curriculum.

41. 3. What next? - Reflect and Revise How we can bring coherence and emphasis to the things we do across the curriculum • a). Through Teaching and Learning Committee meetings • b). Through cluster meetings (different clusters meet to map and compare teaching and assessment practices). Clusters include journalism practice, PR practice, research, social change, and PG research. • c). Brainstorming during School retreats at the start of every semester to see how our programs and courses align.

42. What we have done. 2. Full Courses. Content and Assessment • 1). International Journalism & Mass Communication • The course aims to give students a broader perspective of international news reporting in different cultures. • Students engage in a project that encourages them to get away from a purely Australian view of foreign news reporting in order to appreciate the nature of foreign news reporting in other cultures. • Specifically, students compare and contrast the way foreign news is reported in three newspapers published in overseas countries (western and non-western countries) and in three Australian newspapers.

43. Full Courses – Content and Assessment • 2). Identity, Culture and Communication • This course provides students with an opportunity to experience intercultural communication in different Australian communities. • The course requires students to write a report on a cultural event that they attended during the semester. • Students must attend and participate in one cultural event which is organised by members of a culture other than their own. • Students are required to write a report in which they reflect on the event as non-members of the culture.

44. What we have done. 3.Examples of in-course content and assessment. • 3). Participatory Development Communication • Course modules use many examples/illustrations from Research Centre projects in Vietnam, Indonesia. • Guest speakers, including international RHD students, present on cases of projects overseas. • Student cohort is international (about 75%) and students are given the opportunity to present case studies from their own countries. • 4). Communication for Social Change Practicum • Opportunities to do practicum with overseas organisations (e.g. students work with FAO in Vietnam, UNESCO in India, etc.) • Opportunities to do practicum on international issues for Australian development organisations (e.g. Amnesty International, OXFAM, MDA).

45. 2.In-course content and assessment, continued • 5). Communication Strategy & Practice, and Communication Campaigns • These two courses have been the locale of an extended program of service learning. Undergraduate and postgraduate students in the PR and PC streams complete a service-learning based course as part of their degree. • The first purpose of service-learning was to offer students the opportunity to engage in a local context with global issues: such as climate change and refugees. • Another purpose of service-learning was to promote civic engagement. A number of the projects contributed to internationalisation of the curriculum.

46. Other areas of practice: We focus not only on internationalisation/de-westernisation but also on Indigenous issues • Indigenous Voice Project • The project conducted in 2009 aimed primarily to address The University of Queensland’s Education Principles on Indigenous Australian Matters (EPIAM) by: • • encouraging the incorporation of Indigenous perspectives in our curriculum. • • improving the understanding of students and staff of Indigenous issues and recognising the importance and contribution of Indigenous Knowledge as an emerging discipline. • • embedding into the curriculum Indigenous Knowledge so that it is considered and incorporated alongside traditional discipline content.

47. Internationalising the curriculumin Nursing and MidwiferyDr Victoria KainSchool of Nursing & Midwifery • Dr Victoria Kain • Program Director: Bachelor of Nursing & Honours

48. An internationalised curriculum in nursing • Key drivers in healthcare: • Healthcare consumers are entitled to culturally competent care. • Nursing curricula need to include cultural content and student nurses and faculty members need to be culturally competent.

49. IOC in action: Where is our School in the cycle?

50. Our School’s Involvement • Overriding question: • ‘How can we internationalise the curriculum in this discipline area, in this particular institutional context, and ensure that, as a result, we improve the learning outcomes of all students?’ • Strategy: • Step 1: Identifying the Team • Step 2: Completing the Questionnaire (Questionnaire on the Internationalisation of the Curriculum (QIC) • Step 3: Discussing the responses • Step 4: Developing the action plan