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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.

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internationalisation nothing new
Internationalisation: nothing new?
  • UK Vinegar
  • Caribbean Sugar & Molasses
  • Spanish anchovies
  • Black Calcutta tamarinds
  • Dutch shallots
  • Chinese chillies
  • Madagascar cloves
  • French garlic

Worcestershire sauce, 1834

Sparrow, Brewster & Harris 2004

internationalising higher education
Internationalising Higher Education
  • Globalisation isn’t new, internationalisation isn’t new
  • Scholars have always been mobile, knowledge is not constrained by borders

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


Internationalisation- how

  • An international curriculum
  • International student recruitment/mobility
  • International staff
  • International networks (eg U21)
  • International research partnerships
  • Cross border delivery
      • Distance learning
      • Partnerships (eg articulations, in country delivery)
      • Greenfield development (campuses)
  • Partnerships for capacity development
why should you be interested
Why should you be interested?
  • Immediate considerations
    • Income (volume and security), mobility opportunities, citation impacts, accreditation, executive education
  • Longer term
    • Working with the best students and staff at all levels
    • Access to new sources of research funding (govt and industry)
    • Developing the curriculum and enhancing employability
    • Developing people
  • Social Responsibility
    • Support the development of HE elsewhere – practice what we preach?
grand challenge
Grand Challenge

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.

internationalisation of the curriculum
Internationalisation of the Curriculum

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

what should an internationalised curriculum deliver
What should an internationalised curriculum deliver?
  • Genuinely global perspective on the subject of study
  • A broader international and global awareness
  • Skills and competences to work within and across diverse cultures
    • Awareness of own culture and ability to understand and critique (and explore implications for actions
    • Ability to engage across cultures
  • Global citizenship – a broader recognition of individual and institutional responsibilities in an international environment
options for delivery immersion
Options for delivery: Immersion

International students

Domestic students

International staff

International content


The Global Citizen

or more actively managed
Or..........more actively managed?
  • Graduate attributes reflect global citizenship
  • Integration of internationalisation into curriculum design (including learning outcomes) at the programme level
  • Translation through to module level (content and outcomes)
    • Integration of globally significant agendas (climate, equity, social justice)
    • Managing student interactions and activity
    • Reflected in assessment
the attributes of a global citizen
The Attributes of a 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.

the attributes of a global citizen1
The Attributes of a Global Citizen?

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.

skills versus content
Skills versus Content
  • Skills
    • Do global citizens require different skills?
    • Or are those skills already integral to the curriculum?
    • Languages
  • Content
    • Discipline specific perspectives
    • Generic content – comparative/global issues
    • Generic content – environment, social justice,
  • Securing a clear view of what an internationalised curriculum means – variations by discipline, institution
  • Balancing skills versus content
  • Student engagement
    • Easier for students with some international experience
    • Moving students outside of their “comfort zone”
    • Managing different cultural perspectives
    • Students as resources for IoC
  • Monitoring impact
some resources
Some Resources