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Internationalisation , Diversity and Inclusion. Emerita Professor of the Internationalisation of Higher Education. Elspeth Jones. @ elspethjones. University of Sheffield Learning and Teaching Conference 2013. Programme introduction.

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internationalisation diversity and inclusion
Internationalisation, Diversity and Inclusion

Emerita Professor of the

Internationalisation of Higher Education

Elspeth Jones


university of sheffield learning and teaching conference 2013 programme introduction
University of Sheffield Learning and Teaching Conference 2013. Programme introduction
  • ‘students who have experienced different life paths come with different expectations, different needs, different learning styles, and different ambitions.’
  • ‘a crucial dimension of our discussions today is concerned with embracing diversity, and turning the diversity of our students and staff into a resource to enrich the university as a whole and everyone who has a role within it.’

Professor Paul White, Pro-Vice Chancellor for Learning and Teaching


Internationalisation which is ‘transformational’ rather than merely ‘symbolic’? (Turner and Robson 2008)


Domestic students who have ‘studied’ abroad

  • Students from other countries who have come to the UK to study
  • Domesticnon-mobile students

Students from other countries who have come to the UK to study

  • Domestic students who have ‘studied’ abroad
  • Domesticnon-mobile students

Diversity Wheel, Loden 1996

curriculum internationalisation is for all students
Curriculum internationalisation is for all students

Even if domestic graduates never leave their own country, on graduation they will be forced to compete in international, or multinational, work and discovery environments.

Zimitat (2008)

  • Intercultural competence
  • Global perspectives

increasing body of literature linking internationalisation with multiculturalism, equity and diversity (Killick, 2006; Clifford and Montgomery 2011; Fitch and Desai 2012)

‘cross-cultural capability’, ‘intercultural sensitivity’ and ‘cultural fluency’

global perspectives culture and inclusive curriculum
Global perspectives, culture and inclusive curriculum
  • Influence of cultural background on values and actions
  • Understanding of professional, cultural and national contexts
  • Questions of cultural dominance and the implications for the subject
  • Issues of sustainability and global impact
  • Cultural considerations in professional practice
internationalisation and employability
Internationalisation and employability

Employers are looking for graduates with first-hand experience of living and working among other cultures.

Fielden et al (2007)

79% of chief executives and board level directors of businesses in the UK think that in recruiting new employees, knowledge and awareness of the wider world is more important than achieving a high degree classification

British Council/Think Global, 2011


These are precisely the skills developed through international experience

Jones 2013, forthcoming


If we view internationalisation as one dimension of diversity, it is clear that domestic environments could play an equivalent role in offering opportunities for experiential learning in an inter-cultural context, taking people beyond their comfort zones, and creating ‘disorienting dilemmas’ (Mezirow) by engaging with cultural otherness.

offering intercultural experiences for non mobile students
Offering intercultural experiences for non-mobile students

How do we encourage domestic/international student interaction within and beyond the curriculum?

Engagement with local multicultural society – do we ask our students and make the most of their contacts?

Are we using what students returning from overseas have learned and can offer others?


Higher Education Academy – International pages (especially on working with international students)

Internationalisation of the curriculum (Betty Leask OLT fellowship)

Jan Goddard


Thank you