Internationalising the student experience: a review of practice - challenges, successes, issues and practice?. Rajesh Dhimar ([email protected]) Sheffield Hallam University HEA/UKCISA:TIS Project Conference Internationalisation of Pedagogy and Curriculum in HE: Exploring New Frontiers
The HEA identifies five core components of an Internationalisation process and the Faculty is clustering its own activities around these components:
- International Office
- International Student Support
- International Marketing
- Partnership Support Unit
Research on student perceptions of mobility
New partnerships with overseas HEI's
Student information sessions to promote mobility opportunities
Work on Undergraduate course structures to enable mobility
Internationalisation of the student experience conference to share and promote good practice
Attendance and representation at European/International recruitment fairs
Development of 3 international focused optional modules in ASS
Project to scope current practice and future direction in internationalisation and LTA
International visits to HE institutions in China, India, Africa and the Middle east
New curriculum partnership link with St Francis College
Internationalisation Special Interest Group
"to ensure that all students can benefit from an "internationalised" experience even if they are not physically mobile, for example by studying modules with an international focus and by working with students from other countries and cultures".
Faculty Internalisation Strategy (2007-2010)
" LTA strand in 2008/09Internationalising the curriculum is an important and strategic initiative of universities worldwide. An internationalised curriculum has the potential to enrich the educational experience of both local and international students by providing a range of opportunities for study and cultural exchange. This includes student mobility programs as well as incorporation of international content"
Martin, J. and How, Kee.L (2008)
Purpose and aims
The objectives of the scoping exercise were to:
Stage 1. Course profile information
Stage 2. Conversational dialogue
What did we find? Emerging themes and Assessment (staff perspectives)
Within discipline context
"it is one of the standards, which students have a requirement to meet, they know what the standards are and what they need to do to get there…one of the things for example around working with multicultural perspectives and an awareness of cultural diversity of people, especially in the jobs which they (students) may end up being employed in. Meeting competencies against national/international standards makes the course more meaningful for our students and so it is much more than just an academic qualification, it becomes part of what students believe in".
"Our distance learning courses really do embrace internationalisation because the interest in the subject and the way it is delivered means they (students) can develop their own interests. Most of them live abroad, the idea of this module is how you connect with the locality and issues in globalisation , so you might study how a society is operating in Sheffield, but how does the world affect it? People who are interested in political movements, their interest in the wider world, people who are interested in manufacturing - they are dependent on overseas markets…how do they conceive and relate to the world…it's the concept between the relationship between a community and a society and its interactions with the wider world".
"…it seems like there's been a recent push in internationalisation, particularly over the last year, it's generated loads of interest and activity which is demanding on staff time and we've been asking what the resource for this is (referring to staff buy out time) and where the time on the work plan to set up partnerships with other Universities comes from. I raised this with other SGL's - eventually we were told that it would come out of our own subject resource. That's the current model. This presents a problem - the actually issue then is that it needs to be built into current core work planning and there's been no preparation for that. So my question is how is your international strategy is aligned with your work planning strategy? But it seems like nobody has thought to link them to together and how you would advise subject leaders about how to do this workin practice."
"we include as much experience of travelling abroad as much as we can… we think the learning in terms of the experience from other cultures, even if they are just European cultures is fundamental for them (students). We've always enjoyed having international students on our courses, especially on our undergraduate courses and they bring a great deal to the rest of the cohort. Within this we've established a fantastic partnership with the host institution and they've given us a phenomenal service".
"…it's taken a long time for us to get the partnership with (reference to an institution) exchange set up, but its been brilliant for students on our module who've been away and have come back completely transformed and enthused about their experience and their own learning. This has had a massive positive knock on effect on them and how they see themselves as professionals after they finish their degree, which is really encouraging to see".
Examples of practice and Assessment (staff perspectives)