Internationalising the curriculum: Advantages and challenges

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Internationalising the curriculum: advantages and challenges Dr Lesley Gourlay Oct 2014 ioe.ac.uk
Overview 1. „Internationalisation‟ as policy discourse 2. Approaches to the curriculum 3. Managing for diversity 3
1. ‘Internationalisation’ as a policy discourse 4
Internationalisation as ‘enrichment’ …overseas bases to enrich further internationalization of the university … the talents, experience and knowledge of students to enrich ('internationalise') the curriculum. ...to enrich the academic network of the university. …to enrich the cultural mix of the campus 5
Internationalisation as ‘enrichment’ Rhetoric of inclusivity is unassailable „Enrichment‟ seen as arising via co-presence alone Denial of process & struggle Appropriation of discursive space, Silence/ing 6
Utopian discourses? 7
Infantilisation? 8
Neo-colonialism? 9
1. ‘Internationalisation’ as a policy discourse Depersonalisation in policy discourse (Smith 2008) Abstraction & authoritarianism (Beecham 2008) Positioning of social actors in response to policy (Fanghanel 2007) International students assumed to be „lowering standards‟ (Devos 2003) McLellan (2008) 10
2. Approaches to the curriculum Recruitment-based Internationalisation at home Graduate attributes / literacies 11
2. Approaches to the curriculum: recruitment-based Focus on recruitment (Haigh 2008) Locates internationalisation in the student profile Assumes „communities of practice‟ Neglects issues of language & culture „Home‟ students absent from model Academic staff unsupported 12
2. Approaches to the curriculum: ‘internationalisation at home’ European Association for International Education (EAIE) Most students are not mobile „Internationally competent professionals‟ Focuses on: „...academic learning that blends the concepts of self, strange, foreign and otherness‟ Teekens 2006: 17 http://www.eaie.org/networking/ps/conference/index.asp?PS=IaH 13
2. Approaches to the curriculum: ‘internationalisation at home’ Literature & content Case studies Guest lecturers Incoming students Staff development 15
2. Approaches to the curriculum: ‘internationalisation at home’ A more truly reciprocal model? Places „home students‟ as beneficiaries Active and structured Focus on values not co-presence Potentially encourages „the internationalisation of the academic self‟ (Sanderson 2008)? 16
2. Approaches to the curriculum: graduate attributes / literacies Melbourne, Sydney, Kings‟ –Warwick Aberdeen University: Academic Excellence Critical Thinking and Communication Learning and Personal Development Active Citizenship http://www.abdn.ac.uk/graduateattributes 17
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2. Approaches to the curriculum: graduate attributes / literacies Focus on „producing graduates‟ Curriculum-embedded model May be perceived as overly „top-down‟ May disregard what is already there Close to „skills & employability‟ model? Erodes / elides disciplinary difference? 19
3. Managing for diversity: academic staff Fallon & Brown (1999) language & „cultural differences‟ Robertson et al (2000) reluctance to discuss, mismatched study practices, adaptations Robson & Turner (2007): time & effort, impacts, notion of „burden‟ Zepke & Leach (2007) Integration & adaptation discourses Staff exhibited elements of both 20