Becoming International, Delivering International and Being International

1. Becoming International,Delivering International andBeing International Ian Shell Associate Dean, Learning and Teaching

2. Context of Responsibilities • 2002 - Present PAB Chair (student awards) • 1999 - Present SLT Member / Chair (learning assurance and enhancement) • 1999 - Present ULT Member • 2002 – Present Member – International Committee • 2002 – present International Development Cttee member • 2004 -2006 Chair – International Collaboration Enhancement Group • 2005 Chair – Collaborative Procedures Review Group • 2006 -2009 Chair - International Learning Enhancement Group • 2006 Chair - English Language Task Group • 2008 Chair – Global Citizenship Award

3. 1999 • Becoming, Delivering and Being • Where were we? • Where were we going? • How were we getting there? • How would we know we’d made it?

4. Strategy • December 1998 – Review of International Policy and Strategy “To be a global university of first choice for students and corporate clients who value high quality English language based education and training to support lifelong learning skills for employment, the personal development of individuals, and the enhancement of education systems worldwide.”

5. Key Objectives • Competitive in a global market • Widen access • The University as a multi-cultural institution • Income and diversification of streams • Challenging but rewarding experience for staff • Staff and student exchanges • Research and consultancy opportunities • Student employability in global economy • Integration into EU • Economic and social development of Region

6. Progress by 2004 • 20% target of FT reached • 15% of gross income achieved (School contributing ca 40% of this) • China emerges as dominant market • Increase in PG recruitment • Semester 2 start emerging as significant

7. International Student NumbersNewcastle Business School

8. International Country of Origin • East Asia 60% • (China 32% of total) • (Malaysia 16% of total) • West Asia 10% • Africa 6% • Middle East 4% • Europe (non-Eu) 5% • UK Domicile 14%

9. So Where had we got to?

10. What were we doing for International Students • Strong support from student services – ‘meet and greet’, International induction • International Office – increasing strategic role • Development of accommodation services to support recruitment • ‘International’ programmes developing • Collaborative Ventures growing • Individual Pedagogic Research

11. 2004 Learning and Teaching Strategy • 17 major objectives, 42 sub-objectives • Diversity as enriching element in development of ‘Global citizens’ • Balance diversity in recruitment • Understanding diversity in relation to effectiveness of the Learning and Teaching Process • Pedagogy as a valued activity

12. 2004 – International Development Strategy • 30% target for FT Newcastle campus by 2009 (min 15% by school) • Grow International recruitment 10% per year • Increase franchise numbers and income by 50% over 5 years • Diversify markets • International income 25% gross turnover • Strengthen university brand around Teaching Quality and employability

13. Institutional Audit • Institutional Audit 2005 (2010) • Collaborative Provision Audit 2006 • “continue to ensure that students for whom English is a second language are fully capable of learning through the medium of English from an early stage in their programme..” (CPA 2006) • English Language task group (2006)

14. Global Citizenship • International Learning Enhancement Group • A required outcome of Northumbria awards? • What is it? • Curriculum issues – what is core, what is subject specific? • Pedagogical issues – what is the process? • An award that is informed by but sits ‘outside’ the academic programme of study

15. Learning and Teaching Strategy 2007 • 5 Themes • Curricula – incl. Internationalisation • Delivery – incl. Meeting the needs of the diverse student body • AfL • Development of Lifelong Learners • Development of staff in Teaching and Supporting Learning

16. International Recruitment Strategy2007 • Objectives – Diversity, Brand Enhancement, Income • KPIs – Increase enrolments, improve conversion, secure volume recruitment streams • Agent Contract – conformance to recruitment criteria

17. Moving to an Internationalisation Strategy - 2007 • The process of integrating an international, intellectual, or global dimension into the purpose, functions or delivery of post-secondary education (non-attributed reference in 2007 “Towards an Internationalisation Strategy”) • Why – response to globalisation, response to instability, response to market (what type of graduates does a global marketplace need), regional development

18. Moving to an Internationalisation Strategy - 2007 • Internationalisation home - pedagogy, critical mass of (diverse) international students on campus, wider support, international staff, staff development, research, career guidance • Internationalisation abroad – transnational education, staff and student exchange, alumni, joint research, business partnerships

19. 2009 – Where Are We Now

20. 2009 Learning and Teaching Plan • Learning and Teaching Strategy • Curriculum – relevant to the global knowledge society • Recruitment – entry tariffs incl. international • Delivery • access to internationalised global learning environments • responsive to diverse body of learners

21. 2009 International Plan • Globalise the curriculum - development of global citizenship and addressing structural barriers to international experience • Encourage student international mobility and cross-cultural experiences • Enhance areas where the international student experience can be improved • Students access to specialised advice on global labour markets • Continue to develop transnational learning initiatives and work towards parity of experience wherever the student is located • Develop the University profile globally while maintaining recruitment • Seek high-quality partners for initiatives both University-wide and for niche areas • International capacity-building projects, including those that may give the University a long-term presence overseas • International opportunities for staff / recruitment/retention of a diverse staff base • Support and grow international research and enterprise activity

22. Dissonance • Strategies • Engagement in learning • Performance – PAB, External Examiners • Perceptions – staff, student • Coping strategies – staff, student vs. Enabling strategies, “emotional labour” • Deficit Model

23. Process Issues Recruitment Student Support Award 1st 2:1 2:2 3rd Pass Comm. Dist. Learning Process Programme Outcomes Non – Contact Contact Assessment & feedback Induction Learning Support

24. Programme Outcomes and Awards • Do outcomes address internationalisation / global citizenship? Should they? How? • Criticality? • Should ‘benchmarks’ for award classifications/ achievement be the same for home/international? • Can a fixed award standard be achieved by a diverse intake with a common process?

25. Recruitment • Criteria for knowledge entry and process entry • Knowledge - mapping, articulation, qualification equivalence • Process – language, pedagogy • Review of performance – fed back to who? • Do we have a supply chain approach?

26. Induction • Familiarise the student to us – does it raise our awareness of them as learners • When do staff find out they are teaching a diverse group and what that diversity is? • Purpose of induction / timing of induction • Social • Programme • Process

27. Delivery • Curriculum • Interaction – opportunity, motivation, skills (Does the same apply to staff ) • What is IELTS 6, 6.5, 7 relative to our process • Directed Learning – how much can an International student do? • What is our process capability?

28. Assessment • Familiarity • Understanding • A true measure of an international student’s ability? • Coping strategies

29. Where Next? • Who has the whole picture? • Where is staff development? • What is the International Student Journey? • What do International students want from us? • What do we want from them? • What is internationalisation? • How do we deliver it?