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The Internationalisation of the Curriculum Christine Ennew. Launch event – October 2012 . Internationalisation: nothing new?. UK Vinegar Caribbean Sugar & Molasses Spanish anchovies Black Calcutta tamarinds Dutch shallots Chinese chillies Madagascar cloves French garlic.
Launch event – October 2012
Worcestershire sauce, 1834
Sparrow, Brewster & Harris 2004
William of Tyre travelled from Jerusalem to study liberal arts and cannon law at Paris, Orleans and Bologna.
Jewish philosopher Maimonides, exiled from his native Spain, studied at University of Al-Karaouine in Morocco
IbnBattutah travelled from Morocoo, throughout Asia to China in pursuit of knowledge
Recommendation 1: School Challenge Statements
The School Challenge Statements (section 3.2) and Professional Services challenges should be disseminated in a paper to Schools, setting out the Grand Challenge and requiring responses.
Recommendation 2: Internationalisation Champions and Network
Schools should identify an Internationalisation Champion and a University-wide Curriculum Internationalisation Network should be established and a coordinator identified.
Recommendation 3: Funding for Projects
Funding should be made available to assist Schools in meeting the Challenges through competitive bidding for projects. Funding will be allocated according to criteria to be agreed.
NOT just about teaching international students
Preparing students to operate in a global environment (employability)
Producing global citizens with intercultural skills and competences (better people?)
Skills and knowledge
The formal and the informal curriculum
The Global Citizen
a broad international perspective of the subject area.
an ability to apply disciplinary concepts in their own cultural context and in wider cultural contexts.
a critical awareness of their own cultural values and an ability to empathise with, and respect, other cultural perspectives.
an understanding and recognition of the value of a diverse, interconnected and global society.
an ability to communicate cross-culturally and within international environments.
a commitment to the broader social good, at the local, national and global level.
an ability to exercise their intellectual capacity and moral standing to defend and actively disseminate universally accepted values.
an ability to meet the needs of any relevant sector of human activity as responsible global citizens.