capri books

1

Nottingham Trent University Internationalising the Curriculum an annotated bibliography

Viv Caruana Leeds Metropolitan University

Introduction

This annotated bibliography comprises a selection of books journal articles conference papers and other resources on the subject of the internationalised curriculum It has been compiled initially from a library of global sources originally brought together as part of the review of literature in the field commissioned by the Higher Education Academy in 2006 (Caruana V and Spurling N 2007) This has been up-dated to include more recent work

The central criterion for selection of material other than books has been accessibility ndash only resources readily available in electronic form via the WWW are cited along with articles appearing in HE journals to which Nottingham Trent University currently subscribes The works included originate from various parts of the globe reflecting particular regional interests traditions and perspectives The Australian literature boasts a high level of engagement with considerations of diversity and inclusivity within the curriculum Similarly the American literature haslong been pre-occupied with multiculturalism and multiple perspectives within the context of liberal education and more recently the trend towards globalisation has engendered a sharper focus on service or community learning and study abroad The Netherlands is acknowledged as the birthplace of lsquoInternationalisation at Homersquo a concept that is gaining ground within the UK literature having been subordinate to traditional notions of internationalisation focused on recruitment of international students and experience abroad Indeed as evidenced in this bibliography having perhaps started to engage later there is increasing research interest among UK HE practitioners in all aspects of the internationalised curriculum

The selection of books cited has been compiled with a view to giving the reader a solid grounding in the field and to appeal to particular interests and contexts The electronic resources and journal articles similarly cover a number of perspectives and are thus organised under eight themes Readers may browse by theme or search the resources using suggested key terms

Books

This selection of books from key authors in the field has been compiled with a view to providing insight into the array of perspectives encountered in internationalisation of the curriculum in higher education Most of the texts are edited volumes and thus provide a diversity of contexts and approaches which will resonate with most readers Another important characteristic of this selection is that it shows how internationalisation is neither a static nor isolated phenomenon It has always been associated with other key agenda such as Equality and Diversity but perhaps it is

2

only recently that these associations have become explicit in research into internationalisation processes (see Jones and Brown 2007)

Some works (Jones 2009 Dunn and Wallace 2008) are quite eclectic and will have broad appeal across a range of activities roles and responsibilities others focus attention on particular aspects of the internationalised curriculum and teaching and learning practice (Grace and Gravestock 2008 Bourn Mackenzie and Shiel 2006) Most engage with the lsquostudent voicersquo although some are more focused on the international student voice (Carroll and Ryan 2005) than others which seek to engage all student perspectives going beyond conventional groupings (Jones 2009) All texts offer practical guidance although style differs ndash some works are clearly written in the lsquotextbookrsquo genre (Grace and Gravestock 2008 Carroll and Ryan 2005) whilst others are more akin to reflection on experience (Jones and Brown 2007 Bourn Mackenzie and Shiel 2006) Whilst all of these texts will represent some challenge to the reader perhaps Savicki (2008) warrants special mention in this context Experience abroad is the essential focus of this book but the chapters contained therein really do challenge us as educators to think beyond the technical-rational context of international encounters to consider what it means for students to be truly lsquotransformedrsquo by such experiences In this sense Savicki (2008) reminds us that international education is as much about personal growth and development as it is about employability it is as much about how and what we feel as it is about what we know understand and can do

Jones E (ed) (in press for Autumn 2009) Internationalisation and the student voice higher education perspectives London Routledge

Contributions to this volume originate from diverse countries and engage the reader with the lsquostudent voicersquo on internationalisation in Higher Education The book acknowledges and learns from studentsrsquo views on how they perceive internationalisation and what it means for their learning experience (both positive and negative) in order to understand how we as Higher Education practitioners and institutions can enhance the experience of internationalisation for future students A wide variety of contexts are encountered both lsquoat homersquo - embracing the multicultural community as well as the multicultural classroom - and lsquoabroadrsquo ndash in the shape of study abroad international volunteering and international placement and internship The volume is distinctive in a number of ways A broad range of views are represented including not only the conventional groupings of postgraduate undergraduate home and international students but also other voices less frequently heard such as the refugee (the lsquohome internationalrsquo student) and the lsquonewrsquo academic as learner in the field of internationalisation

15 chapters are presented in four sections student response to internationalisation of the curriculum the impact of study abroad and volunteering student learning in the cross-cultural classroom and transnational education and support for international students

Dunn L and Wallace M (eds) (2008) Teaching in Transnational Higher Education London Routledge

3

Engaging with students and teachers Teaching in Transnational Higher Education serves as a forum for debate on topics such as the modification of teaching to adapt to the needs of diverse students the use of technology in the classroom the view of higher education as a marketable service the importance of cultural awareness and understanding in a transnational classroom and the complexities of assuring quality education across borders Chapters discuss teacher perspectives on for example the growth of transnational higher education in the UK the implications of intercultural dialogue and understanding for teachers teaching and learning in the transnational classroom dealing with student plagiarism in transnational teaching and training of new transnational teachers Perspectives on learning include for example the internationalisation of the undergraduate curriculum international outcomes through groupwork and the professional doctorate in transnational higher education

Sue Grace and Phil Gravestock (2008) Inclusion and Diversity Addressing the Needs of all Students London Routledge

This book forms part of the Key Guides for Effective Teaching in HE series It offers specific practical advice on the issues that teachers encounter when teaching in a diverse classroom Inclusion and Diversity highlights good practice for all students and provides a helpful structure around the day-to-day experiences of staff and students as they make contact with each other Addressing a range of themes including student age ethnicity disability sexuality and gender this book aids all practitioners in higher education - particularly those new lecturers meeting their students for the first time - to develop a better understanding of the issues involved in teaching a diverse range of students It includes sections as follows preparing to meet our students some educational principles underpinning inclusive learning and teaching including all students in small group teaching working with students in large groups inclusive e-learning studentsrsquo academic experiences outside the classroom studentsrsquo lives out of the classroom studentsrsquo skills agenda ensuring fair assessment and supporting students in transition at the completion of their studies

Savicki V (ed) (2008) Developing Intercultural Competence and Transformation Theory Research and Application in International Education Sterling VA Stylus

This book focuses on changes in motivations attitudes self-identity and values which are the potential outcomes of international education which embraces experience abroad The goal is to give solid substance to the growth and transformation approach to study abroad The central concept of intercultural competence is defined and set within the framework of transformative learning theory Ideas and strategies for facilitating development of intercultural competence presented here go beyond traditional emphases on the achievement of formal skills Educators who embrace international experience as part of their curriculum are provided with a theoretical framework and examples of practice to craft more meaningful activities that will make a long-term difference in the quality of student experiences and set the stage for transformative change 18 chapters are presented in three sections theories of intercultural growth and transformation research on the processes of intercultural competence and

4

transformation and applications to enhance intercultural growth and transformation

Jones E and Brown S (eds) (2007) Internationalising Higher Education Learning Teaching and Assessment London Routledge

This book offers a series of chapters written by various authors all of whom address the challenges and trends associated with internationalising higher education In order to determine both the state of the field and the potential for further internationalisation themes investigated include policy assessment learning teaching student support curriculum development and European-wide and global perspectives in respect of internationalisation

Many of the chapters provide case studies of programmes interventions and initiatives mainly from Leeds Metropolitan University where both the editors are based These include discussion of the establishment of an International Faculty and a School of Applied Global Ethics the development of a section of the university website for International Reflections the undertaking of an internal quality enhancement audit of the international student experience and the setting up of a service learningcommunity-based learning volunteering programme In this way the book addresses what Caruana and Spurling (2007) identified as a lack of practical examples that could move the field of internationalisation beyond the conceptual An interesting outcome of reading the book is a sense that many of the internationalisation initiatives described overlap with other policy-driven agendas such as widening participation employability and volunteering

Bourn McKenzie and Shiel (2006) The Global University the role of the curriculum London Development Education Association (DEA)

This work offers much guidance in transforming the rhetoric of internationalisation into the reality of practice The publication introduces the theme of internationalisation contextualised within the real world environment of higher education institutions (HEIs) today highlights curricular initiatives developed at various HEIs and profiles a number of universities that have adopted a university-wide approach to global perspectives The role of networks and external initiatives in sustaining change by complementing both curricular initiatives and university-wide approaches is explored and the book finally concludes with a section that suggests possible ways forward for institutions

Jude Carroll and Janette Ryan (2005) Teaching International Students ndash Improving Learning for All London Routledge

This is a lsquohow to do itrsquo textbook providing a wealth of insight for university teachers operating in the multicultural environment in the UK The volume contains 16 chapters divided into three parts Cultural Migration and Learning Methodologies and pedagogies and Internationalising the Curriculum The first section of the book concentrates on cross-cultural issues examining the cultural beliefs of lecturers home students and international students and identifying ways that this cultural capital is transforming HE in the UK Part 2 looks at practical ways in which lecturers can adapt what they do to reflect the increasingly diverse student population including sections on academic writing skills group work and postgraduate supervision The final section looks at programme and institution level actions

5

Several themes run through the book First the editors hold the view that improving the learning experience for international students is to the benefit of all students The second theme is a rejection of the deficit view of international students The third theme links to the inclusive view of culture arguing that lecturers should use the experience and knowledge that international students have to create new learning contexts and opportunities that add value for all groups

Journal articles conference papers and other electronically available sources

Internationalisation and the intercultural dimension Meanings connections and boundaries

Internationalisation in the higher education context is a phenomenon which is complex messy has multiple meaning in multiple contexts and to some is ideologically-driven or irrelevant or both As a process internationalisation engulfs whole institutions managerial academic administrative and support staff and students It is inextricably linked to globalisation with its attendant marketisation discourse Traditionally internationalisation was associated with the exotic but today it is about working and studying on campus as much as elsewhere It permeates every aspect of university life and impacts not only during but before and after study

This theme is about making the complex less complex and bringing some sense of order to the messy Sources cited here are about definitions rationales motivations approaches meanings attributed to key phrases and concepts all within the discourse which is internationalisation Collectively they convey a message that internationalisation is about more than content skills etc and embraces dispositions multiple perspectives and reflexive engagement Quick reference guides sit beside handbooks Powerpoint presentations case studies and other resources which consider for example

The connections between internationalisation intercultural pedagogy and international education

how internationalisation is viewed and experienced by staff and students

how we view international students within the academic community The relationship between globalisation discourse and rhetoric and

internationalisation Models for institutional internationalisation

Caruana V (2008) De-mystifying internationalisation what does it mean for the Curriculum Workshop delivered as part of the Education Development Seminar Series University of Liverpool 18 April

Recommended for those to whom the internationalisation of HE and the curriculum is a totally new phenomenon and who seek a quick five-minute introduction - this Power Point presentation provides a first-taster session Very useful in defining key concepts such as lsquointernationalisation at homersquo intercultural competence and ethnocentric Western didactism The presentation

6

also highlights the synergy that exists between internationalisation and other key agenda like Equality and Diversity

Available via the Leeds Metropolitan University Assessment Learning and Teaching web pages httpalt-resourceteamsleedsmetacukinternationalising-the-curriculum

Click on the link

Jones E (2006) 20 factors in internationalising higher education The Higher Education Academy Academy Exchange 5 (Winter) 38-39

In this short edited extract from Internationalising higher education enhancing teaching learning and assessment edited by Elspeth Jones and Sally Brown published by Routledge in 2007 the authors offer a quick reference guide which outlines what internationalisation means for institutions as a whole their staff their students formal and informal curricula and support This may be of particular interest to those new to HE

httpwwwheacademyacukassetsYorkdocumentsresourcespublicationsexchangeweb0523_exchange_issue_5pdf

Hyland F Trahar S Anderson J and Dickens A (2008) A changing world the internationalisation experiences of staff and students (home and international) in UK higher education Bristol and Southampton Higher Education AcademyThis paper presents research exploring how staff and students view internationalisation and how an internationalised curriculum might be regarded by different disciplines It addresses what is meant by lsquointernationalisationrsquo and lsquointernationalising the curriculumrsquo how it has influenced teaching and learning and what challenges and successes have been experienced Staff and students describe various techniques and strategies for creating inclusive learning environments and staff discuss the challenge of meeting the needs of culturally diverse groups Both groups of participants refer to how far we still have to go in encouraging some students to break out of their familiar cultural groups to socialise cross-culturally Many suggestions are offered to improve internationalisation These include staff development practical help for international students in areas such as finance and accommodation improved induction and asking for student feedback

httpwwwheacademyacukourworklearninginternational

Caruana V (2008) Internationalisation of higher education Globalisation discourse institutional strategy and curriculum design in Orsquo Doherty E (ed) Education in a Changing Environment Conference book volume 4 Informing Science Press 3-21

This book chapter discusses the influence of globalisation on working definitions of internationalisation in HE and notes an emerging consensus which challenges traditional approaches The chapter goes on to discuss meanings attributed to internationalisation of the curriculum internationalisation at home global citizenship and Education for Sustainable Development Useful guidance is provided in the context of curriculum models that challenge stereotypes and develop inclusive teaching learning and assessment practices

7

httpbooksgooglecombooksid=g5xOVqOixS4Campprintsec=frontcoverampsource=gbs_summary_rampcad=0PPP15M1

Jones E (2008) Values driven internationalisation Embracing cultural change in Orsquo Doherty E (ed) Education in a Changing Environment Conference book volume 4 Informing Science Press 23-39

This book chapter is premised on the view of international students as a source of cultural capital and intentional diversity which may enrich the learning experience of all students staff and institutions A review of values-driven institutional strategy provides the background for a discussion of how learning teaching and research have been internationalised at a modern university based in the UK A package of initiatives is shared including the Global Citizensrsquo Award the Language Pass Guidelines on Cross-Cultural and Global Perspectives and international volunteering Particular attention is devoted to the role of International Reflections in achieving cultural change across the institution


Cornwell G H and Stoddard E W (1999) Globalizing knowledge Connecting International and Intercultural Studies Washington DC Association of American Colleges and Universities

This text is particularly useful to those practitioners who want to understand the connection between international and intercultural pedagogy within the broader context of their practice as a social endeavour Two streams of reform on the campus and in the curriculum--internationalization and diversity are examined and it is suggested that these separate movements must come together in a new paradigm of higher education in which diversity would be taught as the historical result of multiple overlapping diasporas created by the evolving process of globalization Although Part 1 of the paper Separate Streams The Legacy of American Exceptionalism focuses on the US context in terms of internationalization of higher education diversity globalization diasporas interculturalism and positionality (identity politics) there are distinct parallels with the UK experience and practice Part 2 Educational Goals for US Students in the Twenty-first Century is particularly useful in offering four interrelated goals for the curriculum that follow from the discussion in part 1 understanding diverse cultures developing intercultural skills understanding global processes and preparing for local and global citizenship httpwwwericedgovERICDocsdataericdocs2sqlcontent_storage_010000019b80162fc4pdf

University of South Australia (UniSA) Learning from the literature An orientation to internationalisation

This web-resource provides an orientation to how the internationalisation of HE is understood with a focus on the intercultural dimension It is presented in two parts The first part explores themes in the literature in the teaching and learning context including overviews definitions rationales and perspectives quality strategies the intercultural research and discourse Part two considers interdisciplinary conceptualisations of intercultural teaching and learning (focusing on linguistics and intercultural communication) and rationales for this perspective The resource is useful in providing an introduction and overview of the relationship between the international and the intercultural in higher learning

8

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentsliteraturepdf

University of South Australia (UniSA) (2003) A set of principles of intercultural teaching and learning

This electronic resource elaborates six principles of intercultural teaching and learning which revolve around the notion of lsquoknowingrsquo as social action Key terms include reciprocity reflexivity and multiple perspectives Given the orientation towards the variability of knowing this resource demonstrates how ethical and developmental dimensions permeate all education

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentsprinciplespdf

University of South Australia (UniSA) (2004) Reflections on practice

This resource presents a workshop designed to introduce participants to how internationalisation can be understood in the teaching context The workshop focuses on six ways in which internationalisation is manifested as an object of study trained communication language inclusivity immersion and reflexive engagement The resource is excellent in demonstrating how internationalisation of the curriculum is not only about what content materials skills tasks and other items to add but is a matter of foregrounding lsquoreflexive engagementrsquo in principle In linking to the companion resource lsquoA set of principles of intercultural teaching and learningrsquo this resource becomes a very useful tool to support the design of teaching learning and assessment for intercultural learning

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentsreflectionspdf

University of South Australia (UniSA) (2004) Models of intercultural learning and development

Comprises two complementary papers ndash Liddicoat A J (2004) Internationalisation as education and Paige RM (2004) The Intercultural in Teaching and Learning A Developmental Perspective Both papers were presented at a university-wide seminar at University of South Australia (UniSA) on 21 June 2004

Liddicoat (2004) explores the three main themes of internationalisation in the Australian context ndash recruitment of overseas students internationalisation of the curriculum and internationalising studentsrsquo educational experiences through overseas exchanges ndash in order to understand how international education is being constructed Two contrasting metaphors for learning are elaborated the acquisition metaphor and the participation metaphor It is argued that the latter explains the cultural nature of learning as a process of personal knowledge construction and meaning-making Disciplines are similarly regarded as knowledge communities with their own language norms etc and it is suggested that to begin thinking about approaches to teaching a discipline conceived as a cultural construct culture itself needs to be viewed as a dynamic process involving a set of practices in which people engage in order to live their lives understand their world and derive meaning Cultural learning therefore involves a process of decentring from onersquos own existing cultural mindset to engage in positive and creative ways with new cultural possibilities

Paige (2004) complements Liddicoat (2004) in examining intercultural teaching and learning as a developmental process He uses Bennettrsquos (1993)

9

Developmental Model of Intercultural Sensitivity (DMIS) which describes a learnerrsquos subjective experience of cultural difference as a framework for analysis Addressing each of the alternative ways in which a person perceives and makes sense of cultural difference (ethnocentric - involving stages of denial defense and minimisation and ethnorelative ndash involving stages of acceptance adaptation and integration) Paige identifies the key developmental task for teaching and learning teaching goals and specific learning outcomes

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentsmodelspdf

Killick D (2008) Hands-on Internationalisation Leeds Metropolitan University UKA handbook compiled by Leeds Metropolitan University International Teacher Fellows which outlines the diversity of ways in which internationalisation manifests itself at one UK university Sections cover staff students curriculum and international partnerships

httpwwwleedsmetacukHands_on_Internationalisationpdf

Taylor J (2004) Towards a strategy for internationalisation lessons and practice from four universities Journal of Studies in International Education 8 (2) 149-171

Taylor examines the motivation of four universities in seeking to develop a strategy for internationalisation and describes a wide range of activities including teaching and learning research staffing arrangements and institutional management that come together to form a comprehensive strategy for internationalisation He goes on to assess the overall input of internationalisation and its importance as an influence on institutional management

Knight J( 2004) Internationalisation remodeled definition approaches and rationales Journal of Studies in International Education 8 (1) 5-31

This article studies internationalization at institutional and nationalsector levels since the nationalsector level is influential in terms of policy funding programmes and regulatory frameworks and it is at the institutional level where the real process of internationalisation takes place Analysis draws out meaning definition rationales and approaches of internationalization and examines the dynamic relationship between these two levels of analysis Key policy issues and questions for the future direction of internationalization are identified Although of Canadian origin there are many parallels with the UK context

Beerkens E (2003) Globalisation and higher education research Journal of Studies in International Education 7 (2) 128-148

This article highlights various interpretations of globalisation in general and in higher education research from an interdisciplinary perspective These interpretations are related to different past realities that are taken as a point of departure Four different conceptions are identified and explored Topics identified in the field include the changing the nature of international linkages government authority over HE threats to diversity and the loss of national identities

10

Scott P (2000) Globalisation and higher education challenges for the twenty first century Journal of Studies in International Education 4 (1) 3-10

For Scott globalisation isnot simply a higher form of internationalisation but a more turbulent phenomenon not only transcending but ignoring national boundaries Globalisation is viewed as one element of the shift from modern to post-modernity with its radical reconfiguration of society but even more radical reconstruction of concepts and mentalities Scott suggests these are difficult times but universities will survive

Nilsson B (2003) Internationalisation at Home from a Swedish Perspective The Case of Malmo Journal of Studies in International Education 7 (1) 27-40

This article describes the development of the Internationalisation at Home (IaH) perspective emerging from the Swedish way of looking at the core of internationalisation The IaH concept was born in Malmouml in 1998 and hasmdashwith aid from a large IaH networkmdashbecome of great concern for higher education at many universities both in Europe and other parts of the world The basic idea has been to try to let the internationalisation process embrace the whole university all staff and all studentsmdashnot only the 10 of the mobile students and a few professors The article aims to examine and discuss different strategies for implementing IaH ideas with examples from Malmouml University possible solutions as well as problems and obstacles

Paige RM (2003) The American Case The University of Minnesota Journal of Studies in International Education 7 (1) 52-63

Paige presents a case study of the internationalization of higher education at the University of Minnesota Topics include the curriculum co-curriculum role of international students and scholars international educational exchanges and inter-university agreements study abroad programs organizationalstructural arrangements (eg central administrative support committees) and funding

Schoorman D (1999) The Pedagogical Implications of Diverse Conceptualizations of Internationalization A US Based Case Study Journal of Studies in International Education 3 (2) 19-46

This article evaluates a universityminuswide mission to internationalize and includes interviews with administrators faculty members and students in two departments Findings indicate the co-existence of diverse understandings and implementations of internationalization perspectives linked to perceived relevance of internationalization to specific fields and underutilization of international students as educational resources A conceptual definition of internationalization is offered

Wachter B (2003) An Introduction Internationalisation at Home in Context Journal of Studies in International Education 7 (1) 5-11

Wachter discusses the birth of Internationalisation at Home (IaH) in a wider institutional context Key concepts within the development of IaH include concreteness differentiation and regional variety Wachter notes what he terms intercultural shift and suggests areas in need of further development

Sugden R (2004) A small firm approach to the internationalisation of universities a multinational perspective Higher Education Quarterly 58 (2-3) 114-135

11

This article draws on analysis of industrial economic development to contrast two institutional models of internationalisation in universities One is based upon copying and serving large corporations- this approach implies failures in the educational process- in the extreme a world with a small number of first tier universities that fail to serve the interests of communities and societies in which they operate The second model is based upon a type of networking- multinational web- drawing on behaviour of certain small firms Research and learning that is inclusive enhanced by widened experiences understanding and options is envisaged as the outcome of the model rooted in the college of scholars approach where the emphasis is on democracy positive freedom and multinationalism

Jubas K (2005) A Fine Balance in truth and fiction exploring globalizations impacts on community and implications for adult learning in Rohinton Mistrys novel and related literature International Journal of Lifelong Education 24 (1) 53-69

Globalization continues to interest researchers and practitioners as it unfolds around us This article contributes to the analysis of globalizations discourse objectives and outcomes by exploring the impact of globalization on community and its implications for adult learning Using selected themes from a work of fiction to frame this exploration the article asserts that the study of fiction can bolster critical learning and thinking Excerpts from Rohinton Mistrys novel A Fine Balance initiate an investigation of globalizations rhetoric of promise and connectedness and introduce a review of related research and other non-fictional writings The incorporation of fiction into this analysis attempts to demonstrate that a complex often technical topic such as globalization can be articulated in a way that is accessible to a broad community of formal and informal adult learners The article concludes that globalization disrupts community and social capital despite the increasing recognition of their role in supporting lifelong learning

De Vita G and Case P (2003) Rethinking the internationalisation agenda in UK higher education Journal of Further and Higher Education 27 (4) 383-398

Adopting a broadly Foucauldian perspective on discourse this article offers a critique of HE internationalisation in the UK It begins with an analysis of the global trade in HE courses on international markets arguing that it is inappropriate to treat curricula as though they were merely commodities reducible solely to exchange value Having questioned the marketisation discourse the article proceeds to expose the inadequacies of a piecemeal infusion approach to curriculum internationalisation Simply flavouring curricula with international or global elements fails to address more fundamental issues of the educational process posed by multicultural recruitment and teaching The critique is founded on a questioning of the cross-cultural validity of purchaserprovider models in general and the student-as-customer metaphor in particular A learning as eating conception of education finds its apogee in Ritzers McDonaldised university with its programmatic reduction of HE casualisation of teaching labour and product standardisation The article ends with a polemical call for a reclamation of the internationalisation agenda on the part of practitioners who are interested in creating culturally inclusive fair and genuinely educational forms of multicultural higher education teaching and assessment

Qiang Z (2003) Internationalization of Higher Education towards a conceptual framework Policy Futures in Education 1 (2) 248-270

This article maintains that since HE has now become a real part of the globalization process embracing the cross-border matching of supply and demand it can no longer be viewed in a strictly national context This calls for a broader

12

definition of internationalization which embraces the entire functioning of HE and not merely a dimension or aspect of it or the actions of some individuals who are part of it In seeking to provide the conceptual and organizational framework of internationalization of Higher Education included is a discussion of the meaning and definition of the term a description of the various rationales for and approaches to internationalization and an analysis of strategies of integrating international dimensions in an HE institution Of Canadian origin but some UK parallels

Conceptualising global perspectives global citizenship and global graduates

Global citizenship represents a particular characterisation of internationalisation In a sense it is the ethical response to globalisation and represents the values-based form of internationalisation In this characterisation internationalisation is closely allied with Education for Sustainable Development and for some the internationalised curriculum may well be synonymous with the sustainability curriculum which has traditionally been the territory of scientists geographers and the like For others global citizenship conjures up notions of civic engagement and traditional liberal education based on critique contestation and multiple perspectives Contemporary manifestations perhaps blend all of these perspectives with the international dimension in the concept of cross-cultural capability (very much as per David Killick of Leeds Metropolitan University) Cross-cultural capability has particular meaning as explained in the sources that follow although some authors will use this and other terms like intercultural competence intercultural capability etc interchangeably in the context of global perspectivesThe literature refers to not only global citizens but also global graduates and the distinction is significant in the sense that the notion of global graduate may be more limiting in focusing on employability and the application of generic skills in a competitive global labour market rather than civic engagement The common territory in terms of curriculum probably lies in the significance of experiential learning engagement with the lsquoreal worldrsquo of community commerce public agency private interest etc as suggested by the literature cited hereUnder this theme readers encounter conceptual pieces which elaborate upon the connections outlined above case studies which suggest institutional models curriculum processes and approaches and research exploring stakeholder views in industry and higher education

Caruana V (2008) The evolution of Internationalisation of HE From mobile minds to mobile bodies Presentation delivered to the North East Regional Internationalisation Group University of York 19 September

A quick reference Power Point presentation which defines cross-cultural capability and shares good practice in multicultural group work and online collaborations The presentation is particularly useful in highlighting the synergy between the internationalised and the sustainability curriculum and between notions of global citizenship and critical literacy Essentially the presentation challenges teachers to consider the guidance given when asking students to engage with texts for

13

multiple perspectives demarcating traditional reading critical reading and critical literacy The presentation should be read in conjunction with the Critical Literacy page of the University of Nottinghamrsquos Open Spaces for Dialogue and Enquiry methodology available at httpwwwosdemethodologyorgukcriticalliteracyhtml

Available via the Leeds Metropolitan University Assessment Learning and Teaching web pages httpalt-resourceteamsleedsmetacukinternationalisation-global-perspectives-and-global-responsibility

Click on the link

Cornwell G H and Stoddard E W (2006) Freedom diversity and global citizenship Liberal Education Spring 2006 pp26-33

A thought provoking and potentially inspiring piece - this paper argues that the educational value of what is called lsquodiversityrsquo today is an educational extension of the core values of liberal education therefore campuses need to support and teach the practices of critique and contestation as central to civic engagement As global citizens students will have to think critically about their own positionalities engage various other perspectives on the issues they seek to understand and to judge This need for multiple perspectives is the grounds of a global epistemology it is also the most basic argument for diversity in liberal education where a collaborative epistemological process produces complex and multiple lsquotruthsrsquo and lsquorealitiesrsquo As professional educators it is argued we need to create and maintain a learning environment that goes beyond a silent and silencing begrudging tolerance of a diversity of views and instead provide a climate of respectful engagement httpwwwericedgovERICDocsdataericdocs2sqlcontent_storage_010000019b802ad2dcpdf

Shiel C (2006) Developing the global citizen The Higher Education Academy Academy Exchange 5 (Winter) 18-20

Bournemouth University has developed an approach to internationalisation that focuses on the development of lsquoglobal perspectivesrsquo and lsquoglobal citizenshiprsquo The paper shares this institutional model of internationalisation that contributed to the development of graduates as global citizens through curricula and extra-curricular activities Some useful guidance is provided on how to develop a global perspective in the curriculum


Cousin G (2007) Beyond saris samosas and steel bands The Higher Education Academy Academy Exchange 5 (Winter) pp 34-35

As growing numbers of UK universities are actively promoting intercultural capabilities across their curricula this short article offers three approaches to support our explorations into how these capabilities are best developed The author suggests a cosmopolitan approach asone that fits well with current demands that universities prepare their students for global citizenship


14

Killick D (2006) The internationalised curriculum making UK HE fit for purpose The Higher Education Academy Academy Exchange 5 (Winter) pp 36-37

In outlining the curriculum review process developed at Leeds Metropolitan University the author demonstrates how a values-driven approach to internationalisation merges cross-cultural capability and global perspectives


Fuller T amp Scott G (2009) Employable global graduates The edge that makes the difference In Teaching and learning for global graduates Proceedings of the 18th Annual Teaching Learning Forum 29-30 January 2009 Perth Curtin University of Technology

The Business Edge program represents Edith Cowan Universityrsquos response to the concern that graduates are unprepared for employment in the real world The program consists of four units across the three years of the undergraduate Bachelor of Business degree In the program the values of ECU and of the Faculty of Business and Law and the expected attributes of graduates are linked to the necessary skills identified by employers In Business Edge students complete activities in teams and individually related to relevant and challenging business topics They engage in experiential learning working with local businesses to produce detailed relevant and innovative documents which have been implemented immediately A facilitative approach to learning is used to assist students to become more reflective learners As a result of the program students have been successful in gaining employment to support their studies and standards of work and levels of critical thinking have significantly improved

httpotlcurtineduautlftlf2009refereedfullerhtml

Goddard T amp Sinclair K (2008) Transforming professional education The lost art of service and global citizenship In Preparing for the graduate of 2015 Proceedings of the 17th Annual Teaching Learning Forum 30-31 January 2008 Perth Curtin University of Technology

This paper contends that the shift towards the lsquostudent as customer focusrsquo in education signals a potential decline in university community engagement and proposes that preparing graduates for global citizenship requires universities to reconnect with communities

The Curtin University China Occupational Therapy abroad program is restructuring curriculum around a service learning or community-based model to prepare for graduates of 2015 This paper identifies how the program meets evolving global demands and addresses Morins complex lessons for education Global citizenship is critiqued within Bells model of reflective practice with the Oxfam global citizenship ladder and the internationalised curricula and service learning literature demonstrating the outcomes service learning can deliver

A central contention is that rejuvenation of the service or community function should form an integral component of curricula enhancing the political and social awareness of students to graduate more informed and competent global citizens Furthermore it is argued engagement with international issues such as human rights through the United Nations Global Compact enables students to develop into future community leaders

15

httpotlcurtineduautlftlf2008refereedgoddardhtml

Gannon J (2008) Developing Intercultural Skills for International Industries The Role of Industry and Educators The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study explores intercultural awareness and communication skills as part of the essential skills set of managers operating in todayrsquos international hospitality and tourism industry The movement of labour across the world encouraged by push and pull factors in different economies provides most managers in the hospitality and tourism industries with specific challenges of managing diversity within their workforces However the extent to which employers and educators have recognised these features has yet to be fully analysed Using findings from a recent research thesis on the development of international hotel companies and their human resources and a research project investigating the teaching of intercultural awareness and intercultural communication skills in international hospitality and tourism programmes the case study identifies the responses of these key stakeholders The research suggests that neither the companies nor the education institutions have fully engaged with the importance of intercultural awareness and communication skills This oversight curtails the opportunities for companies to leverage their knowledge and expertise across their international portfolios and limits the long-term competitive nature of hospitality and tourism management education

httpwwwheacademyacukassetshlstdocumentscase_studiesgannonpdf

Jones E (2008) World-wide Horizons at Leeds Metropolitan University The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

Since 2003 Leeds Metropolitan University has increasingly engaged the staff and student community in seeking to enrich the learning experience both for home and international students and to expand staff horizons A strategic approach was adopted which reflected institutional values and re-framed the recruitment of international students within a broader ethical context This case study offers Leeds Metropolitanrsquos experience as an illustration for considering an institutional commitment to global perspectives across the curriculum and is particularly useful in sharing details of various schemes and initiatives which have been designed to embed world-wide horizons in both the curriculum and extra-curricular activities

httpwwwheacademyacukassetshlstdocumentscase_studiesjonespdf

Understanding social and cultural adjustment and integration where internationalisation meets equality diversity and inclusivity

The higher education sector has long been pre-occupied with the international student experience and issues surrounding social and cultural adjustment to studying in unfamiliar environments Much of the literature in the past engaged exclusively with international students in this context However more recently attention has been focused on

16

integration acknowledging that home students and staff are equal players with international students determining the degree to which integration takes place It has also recently been acknowledged that in many respects the issues encountered by international students are mirrored among the home student population originating from non-traditional backgrounds who are encountering UK academic culture for the first time Currently work is also addressing the needs and expectations of these groups including those traditionally under-represented such as refugees In a more general sense then the synergy which exists between Internationalisation and Equality and Diversity is becoming more apparent

Sources within this theme include works that

Involve students in exploring study approaches and prior learning experience and underlying cultural values to explain attitudes behaviour and general dispositions

Involve students in articulating and evaluating their learning experiences within the context of diversity

Discuss measures to provide support and build relationships between students staff and peer groupings in order to ease the transition foster integration and thereby enhance the learning experience for all

Focus specifically on the adjustments that teachers need to make in terms of practice and assumptions in order to accommodate and respond pro-actively to diversity

Analyse data in order to explore the influence of cultural factors on academic performance and degree attainment

In this section lsquobite-sized chunksrsquo of advice sit alongside more substantial pieces of educational research in the field A number of pieces are noteworthy for the context in which research is undertaken For example library support is an area often neglected as is the adjustment processes encountered by students studying in UK campuses overseas Two sources also address the factors which influence international studentsrsquo choice of where to study

Beven J P (2007) Bridging diversity to achieve engagement lsquoThe Sentence is Rightrsquo game show rip off In TL Forum Student Engagement Proceedings of the 16th Annual Teaching Learning Forum 30-31 January 2007 Perth The University of Western Australia

Increased access to higher education for under-represented groups does not in itself constitute educational equity In addition to increased access effort needs to be directed toward facilitating the retention and success of these students Unlike traditional groups of students equity groups are likely to endure additional difficulties in higher education which impact on the probability of these students being engaged in educational activities This paper outlines the use of the popular television genre of game shows to engage a diverse group of first year undergraduates in a sentencing lecturehttpotlcurtineduautlftlf2007refereedbevenhtml

17

Earnest J Housen T and Gilleatt S (2007) A new cohort of refugee students in Perth Challenges for students and educators In TL Forum Student Engagement Proceedings of the 16th Annual Teaching Learning Forum 30-31 January 2007 Perth The University of Western Australia

This paper reports on a project the main aims of which were to investigate and explore ways in which refugee adolescent youth perceive their experience of transition and resettlement into Australia and to examine the challenges faced by adolescent refugees in acquiring an Australian education The research approach interwove migration resettlement and identity formation into an understanding of psychosocial wellbeing and educational experiences of adolescent refugees in Western Australia This study suggests preliminary recommendations for further research into strategies that will improve educational and mental health outcomes for these young people

httpotlcurtineduautlftlf2007refereedearnesthtml

Tan J and Goh J (1999) Assessing cross-cultural variations in student study approaches - an ethnographic approach In K Martin N Stanley and N Davison (Eds) Teaching in the Disciplines Learning in Context Proceedings of the 8th Annual Teaching Learning Forum The University of Western Australia February 1999 Perth 409-416

The influx of international students to Australian universities over the past decade has produced numerous studies on the cross-cultural issues concerning students study and learning approaches Ignoring the call for more robust research from a cross-cultural context many studies have continued to conduct research on student study approaches without fully understanding or verifying the underlying cultural values that influence attitudes and behaviour Consequently explanations for student attitudes and behaviours are usually based on findings from other studies stereotypes and assumptions Acknowledging these problems in cross-cultural educational research the aim of this paper is to explore the interaction of cultural values with student study attitudes and behaviour In the endeavour to explicate multiple and unarticulated layers of interpretations of emergent and precise meaning of study approaches that tertiary students consider important across cultures the authors propose an interpretive ethnographic approach in a naturalistic environment Findings from a pilot ethnographic study are presented and briefly discussed

httpotlcurtineduautlftlf1999tanhtml

Etherington S and Spurling N (2008) lsquoKnowledge in Actionrsquo International Students and their Interaction with Cultural Knowledge in Orsquo Doherty E (ed) Education in a Changing Environment Conference book volume 4 Informing Science Press 41-58

This chapter discusses the ways in which students experience new aspects of life and study in the UK It reports on an action research project working with international students on a summer pre-sessional English for Academic Purposes (EAP) programme The chapter provides useful insights regarding the nature of cultural teaching and learning introducing the reader to the concept of lsquotransgrediencersquo or the ability to perceive an interactional event from outside the event itself focusing on resources and identities of the event The importance of observation reflection and narrative production in border-crossing are highlighted

18

within the context of an educational cultures project which was piloted with the students


Nicola Dandridge et al (2008) lsquoEthnicity gender and degree attainment projectrsquo Equality Challenge UnitHigher Education Academy

This report provides an outline of the research and development outcomes from the Ethnicity and Gender Degree Attainment project which was undertaken by the Higher Education Academy and Equality Challenge Unit between 2007 and 2008 The project which benefited from substantial input and assistance by higher education institutions and sector agencies explores possible causes of and practical responses to degree attainment differentials relating to ethnicity and gender Whilst concerned with data management and monitoring at the institutional level there are implications for practice in for example student feedback

httpwwwheacademyacukassetsYorkdocumentsourworkresearchEthnicity_Gender_Degree_Attainment_report_Jan08pdf

Gillett K (2007) As the World goes to College Integration and Adjustment of International Students on Campus New York USA Institute of International Education

A short article exploring the social and academic adjustments international students have to make when studying in a foreign country The article suggests some simple and easily actioned measures that can be adopted in the classroom in the student-tutor relationship and in peer relationships that can ease transition

httpwwwiienetworkorgp=79994

Leask B (2002) Crossing the bridge from both sides ndash strategies to assist international and Australian students to meet each other half way Paper delivered at the 17th NLC Annual Conference lsquoInnovating the Next Waversquo Launceston Tasmania 8 July 2002

This paper describes some strategies to support internationalisation that have been developed both within the curriculum framework and in support of the curriculum framework at the University of South Australia The strategies are all designed to achieve the same goal - developing the ability of all groups involved in higher education to work more effectively with each other in a variety of different teaching and learning environments They are attempts at lsquoground-levelrsquo to put policy into practice ndash small steps towards making a bold shared vision into a reality - small steps across the bridge This paper describes both the policy and curriculum framework of internationalisation at the University of SouthAustralia as well as some of the strategies and lsquowork in progressrsquo focused on processes of integration to assist international and Australian students in working more closely together

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentscrossthebridgepdf

19

Liu J (2008) From learner passive to learner active The case of Chinesepostgraduate students studying marketing in the UK International Journal of Management Education 7(2) 33-40

This study investigates how one major group of international students namely the Chinese students undertaking marketing courses learn in the British environment The findings indicate that while these students do respond well to more structured learning they have started to appreciate and in many cases are keen to adapt to the more student-centred and process-based approach to learning However their transition is not obstacle-free as many are still held back by their cultural background and more notably a lack of confidence with their English language abilities The findings offer a different perspective on how Chinese students learn and tend to challenge the predominant deeply-held assumption of Chinese students as passive learners

httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEVol7no2IJME7no2Paper4pdf

Kaloski-Naylor A (2007) A delight a resource and a challenge Forum magazine University of York 14 9

This short piece describes some of the teaching methods adopted by the Centre for Womens Studies at the University of York for cross-cultural groups some of which do not depend as heavily as traditional methods on students oral fluency in English Academics in the Centre are careful to make explicit the techniques and expectations characteristic of a more liberal student-centred teaching environment which may be unfamiliar to international students In addition the content of the curriculum is constantly updated to reflect the background and prior experience of the students

httpwwwyorkacukfeltresourcesinternationalisationcwspdf

Smailes J and Gannon-Leary P (2008) Have we got it right A case study on international student views of inclusive teaching and learning at Northumbria In International Journal of Management Education 7(1) 51-60

At Northumbria University a number of primary data based studies addressing learning and teaching experiences of international business students have been undertaken The first (2003) examined the pre-sessional English Language course experience the second followed up the same issues with all students once the subject courses were underway (2004) In 2005 a good practice guide was produced and distributed to academic staff based on the survey findings and relevant literature A third student survey (2007) was then conducted to ascertain whether students supported the recommendations made and the extent to which they felt lecturers had employed these Findings demonstrate that there was a positive corroboration on the guidersquos recommendations and in a majority of environments staff practice supports international studentsrsquo adjustment to UK study However some room for improvement was identified namely in the areas of seminar practice and the management of assessment Recommendations to overcome these issues are proposed and further research into seminar practice is suggested

httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEVol7no1IJME71SmailesGannon-learypdf

20

Warwick P (2006) Well meaning but misguided An Initiative to Provide Targeted Language Support to Management Studies Students Higher Education Academy case study

This is a candid critique of an initially unsuccessful attempt to support international students studying for an undergraduate Management degree at the University of York A number of valuable lessons were learned from the experience and Warwick recommends where possible the embedding of academic skills teaching into credit bearing modules to encourage the development of Western academic skills in all students He advises that departments admitting large numbers of international students are operating in a global context and so should expect and plan for a diversity of prior learning experiences

httpwwwheacademyacukresourcesdetailid613_well_meaning_but_misguided

Lowe M (2008) More ThgtNhelliphelliphellipStudy Exploring Relationship Building with Overseas Students The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study provides an illustration of how lsquorelationship marketingrsquo can influence programme development and delivery Relationship marketing is an ongoing process that is created by an organisation to develop and maintain enhancement of value over time (Kotler Armstrong Saunders and Wong 1996) Here relationship marketing is used to illustrate developments in the relationship between academics and cohorts of Hong Kong students studying on Manchester Metropolitan Universityrsquos BA (Hons) Leisure Management Extension Degree programme Changes within this relationship over time have led to a greater understanding of the needs both academic and non-academic of Hong Kong students which the programme team have sought to address Relationship marketing is enhanced through trust-based long term relationships (Trim 2003) and in this context the case study ends with an illustration of future curriculum developments arising from the maturing relationship

httpwwwheacademyacukassetshlstdocumentscase_studiesiowepdf

Carroll J (2002) Suggestions for teaching international students more effectively Learning and Teaching Briefing Papers Series Oxford Centre for Staff and Learning Development Oxford Brookes University

Bite-sized chunks of advice on being explicit in the explanation of expectations of assessment planning and interpersonal relationships speaking in class increasing your own cross-cultural sensitivity teaching lsquoWesternrsquo academic skills stay home students and group work

httpwwwbrookesacukservicesocsd2_learntchbriefing_papersinternational_studentspdf

Pesch MJ and Kemp P (2008) Managing Diversity-An American Perspective The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

Demographic shift access to technology and rising immigrant populations mean that lecturers need to keep pace with and be aware of multiple variations in cultural identity and how this impacts on the student learning experience (Heistad 2005)

21

In this case study an American perspective on managing diversity in educational groupings is examined with a look at Marian University Wisconsin and more particularly at their Sport and Recreation Management Programme (SRMP) run by the School of Business Recognising the importance of globalisation and the need to keep pace with the diversification of higher education in 2008 the university made a decision to adopt a global perspective supporting core values to promote a culture that fosters intellectual social and cultural growth in the community and globally Marian educators identified the need to develop a global perspective become literate about diverse cultures and learn how to manage the implications of having more than one culture present in an academic programme The case study shows that ldquodiversity literacyrdquo not only has an influence on the way lecturers approach teaching and programme development rather it is a level of awareness a broader way of seeing themselves and the students who participate in their programmes that shapes everything they do as educators from planning and preparation to programme delivery httpwwwheacademyacukassetshlstdocumentscase_studiespeschpdf

Eade K and Peacock N (2009) Internationalising equality equalising internationalisation the intersection between internationalisation and equality and diversity in higher education scoping report London Equality Challenge Unit (ECU)

This study investigates existing or potential areas of overlap between internationalisation and equality and diversity (EampD) agendas in higher education in the UK It was commissioned by Equality Challenge Unit and undertaken by the consultants thinkingpeople (wwwthinking-peoplecouk) and Nicola Peacock during 2008 Its aims were to investigate areas of actual and potential synergy between the two agendas in UK higher education form an understanding of the actual and perceived barriers inhibiting integration of the two agendas identify gaps in provision and research and outline recommendations for future work promoting dialogue across the sector and opportunities for sharing and developing effective practice The research took a small-scale broad-scope desk-based approach involving qualitative interviews and long and short questionnaires which were collected via email face-to-face and at the 2008 Annual Conference of the UK Council for International Student Affairs (UKCISA wwwukcisaorguk)

httpwwwecuacukpublicationsfilesInternationalising-equality-equalising-internationalisation-09pdfview

OrsquoBrien A Webb P Page S and Proctor T (2007) A study into the factors influencing the choice-making process of Indian students when selecting an international university for graduate studies using Grounded Theory presented to the seventh international conference on Diversity in Organisations Communities and Nations Amsterdam 3-6 July

For many universities international student recruitment is desirable and necessary for survival Universitiesrsquo knowledge in this area is often an imperfect tool since the changing environment and diversity of cultures with which it must interact challenge previous assumptions and common wisdom The overall goal of this study is to identify those factors responsible for influencing Indian studentsrsquo choice of international university for graduatestudies The results are based on a longitudinal study that was carried out using the Grounded Theory research method A narrative style and thick description are used to report the research findings Four major influencers emerge from the

22

analysis programme content international reputation funding and job prospects and quality Drawing together these findings the study examines the implications for recruiting graduate students from India and reveals that there are a number of ways in which the university can influence the choice-making process

httpchesterrepopenrepositorycomcdrbitstream10034377721obrien20webb20page20proctor20-conference20paper20july202007pdf

Trahar S (2009) Teaching and Learning the International Higher Education Landscape-some theories and working practicesThis short discussion paper encourages academic staff to reflect on working with cultural diversity It is presented in two parts the first exploring theoretical frameworks of learning and teaching in a range of cultures and the second offering practical suggestions on how to facilitate intercultural learning The most striking qualities of the work are its reflective and narrative style with ideas drawn very much from individual experience and its engagement with lsquovoicesrsquo both student and lecturerhttpescalateacuk3559

Bamford JK (2008) Improving International Studentsrsquo experience of studying in the UK

This summary case study explores some of the key issues that arose from a qualitative research project focused on an analysis of the international students experience in a post-92 London university Findings focus on the international student experiences in the classroom and how international students adapt to a different educational system academically culturally and socially

httpwwweconomicsnetworkacukshowcasebamford_international

An expanded version of this case study may be found athttpwwwheacademyacukassetshlstdocumentscase_studiesbamfordpdf

Senior K Bent M Scopes M Sunuodula M Finney J and Wright M (2009) Library Services for International Students

This report is produced by the Society of College National and University Libraries (SCONUL) An interesting piece given the unfamiliar focus on the ways in which HE libraries support international students The report is also significant in identifying a number of key concepts within this area

httpescalateacuk5286

Carroll J (2008) Assessment Issues for International Students and for Teachers of International Students The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study addresses some of the issues specific to assessment which arise when teachers and students hold different academic assumptions expectations and requirements Students who travel to a different country in order to study do so with a mix of expectations Most anticipate the new cultural context will challenge their ability to adapt and have thought ahead about how they will cope with different customs weather food and so on Those who do plan ahead say it helps even if in the end things turn out differently from the way they imagined It is often a different story for academic cultural differences Over several decades Cortazzi and Jin (1997) have published and investigated differences in how teaching and learning is organised around the world They describe how all

23

people remain lsquoblindrsquo to their own academic culture as long as they remain within it They assume the familiar is universal until they encounter surprising and perhaps unacceptable behaviours which the perpetrator themselves regards as unproblematic For teachers unwelcome surprises might include students memorising and reproducing lecture notes in exams or postgraduate students waiting to be told what to do next when pursuing a research degree or students submitting essays constructed by cutting and pasting large chunks of othersrsquo words without attribution For students the unwelcome surprise might be failing an exam which they tackled in the same way they always did before coming to the UK The focus here is on helping students adapt to UK assessment contexts although in reality teachers need to adapt too Suggestions on how teachers might do this are drawn from a large body of literature which seeks to make assessment more inclusive for students arriving from a range of academic cultural backgrounds and all of whom are seeking to succeed in UK higher education (See for example Carroll and Ryan 2005 Jones and Brown 2007 Sletaugh 2007)

httpwwwheacademyacukassetshlstdocumentscase_studiescarrollpdf

Randall S (2008) Strategies for Internationalisation-Supporting Students through Overseas Collective Partnerships The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study discusses and reflects on Queen Margaret Universityrsquos (QMU) approach to internationalisation and the School of Business Enterprise and Managementrsquos (BEM) experience of overseas collaboration In particular the case study considers the issues involved in managing and supporting the international student experience abroad and at QMU within these collaborations and evaluates the lessons learned for the enhancement of practice within the school that may offer some insights to those who are embarking on similar projects

httpwwwheacademyacukassetshlstdocumentscase_studiesrandallpdf

Warwick P (2008) Listening to International Students The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

An annual student survey focused on teaching and learning can help programme leaders make incremental changes to their programme This type of approach is particularly suited to a one year taught masters programme By repeating the survey it is relatively easy to judge how effective changes have been and this approach can quickly build into a longitudinal survey illustrating how student perceptions vary over the years The York Management School (TYMS) became aware of the needs of a diverse largely international student population as a result of conducting an annual Listening to Masters Students Survey It is anticipated that the annual round of survey review and incremental change is likely to continue for some time to come

httpwwwheacademyacukassetshlstdocumentscase_studieswarwickpdf

Pimpa N (2003) The influence of peers and student recruitment agencies on Thai students choices of international education Journal of Studies in International Education 7 (2) 178-192

This article explores various influences from peers and agents on Thai studentsrsquo choices of international education The study classifies choice of international education into decision to study abroad choice of country city academic

24

programme and university Influences are classified as information persuasion and competition Australian context but may be of use to UK-based individuals working in international student recruitment

Trice A G (2003) Faculty perceptions of graduate international students the benefits and the challenges Journal of Studies in International Education 7 (4) 379-403

This study is based on interviews with individuals from four academic departments at a top mid-western research university It identifies the challenges international students face as functioning in English achieving unique academic goals adjusting culturally and integrating with American students The benefits of having international students on campus include filling research assistant vacancies assisting in establishing international ties and providing American students with a more accurate perception of their life circumstances The main challenges for faculty range from integrating with domestic students to managing their own preferences for having American students in the research group

Otten M (2003) Intercultural Learning and Diversity in Higher EducationJournal of Studies in International Education 7 (1) 12-26

The article provides an orientation for setting up diversity activities and diversity plans aimed at intercultural learning and presents the theoretical and conceptual framework of an understanding of intercultural learning The first part outlines some assumptions about intercultural encounters and their meaning for intercultural learning The second part describes approaches of diversity activities with an institution-wide focus Drawn from regions with an explicit diversity policy tradition in higher educationmdashnamely the United States Canada and Australiamdashways and problems of its adaptation to the European context are discussed Asmar C (2005) Internationalising students reassessing diasporic and local student difference Studies in Higher Education 30 (3) 291-309

Universities responses to globalisation include recruiting more students from around the world This student diaspora has diversified student demographics and has necessitated change Universities considering their responses to difference often see international students as requiring extra attention if not remediation of supposed deficits Stereotypes of them as problems persist At the same time more students from culturally diverse local communities are enrolling In this context findings are presented here from anAustralian study of the course experiences of international and local Muslim students Significant interminusgroup differences suggest that students from local communities may require more attention than western universities preoccupied with diasporic students characteristics and needs have been prepared to give them Findings also support the argument that rather than treating difference as a deficit universities could do more to internationalise all their students in educating them for a globally connected and culturally diverse world

Morrison JO Merrick B Higgs S and Le Metais J (2005) Researching the performance of international students in the UK Studies in Higher Education 30 (3) 327-337

This article considers how well international students in the UK perform academically seeking to identify factors which affect their ability to fulfil their potential It provides a short survey of the literature and summarises the findings of a research project commissioned by UKCOSA The Council for International Education The research analyses data collected centrally by the Higher Education Statistics Agency (HESA) on the class of degree obtained by undergraduate

25

students from different countries Although there is some variation the HESA data on which the analysis was based do not allow the causes of the differences to be identified confidently

Ridley D (2004) Puzzling experiences in higher education critical moments for conversation Studies in Higher Education 29 (1) 91-107

Discourses of academic disciplines in HE can be confusing and mysterious for those new to university study - especially for students coming from cultural and language backgrounds different to those underpinning dominant ideologies of HEIs This article explores experiences of international students at a UK university who were on one year Masters courses in areas related to business finance and management The focus on literary and learning experiences related to written assignments Listening to students and tutors voices potential gaps in expectations are identified and important moments for conversation highlighted

The use of ICT to facilitate the internationalised curriculum and lsquoborder-crossingrsquo

In contrast to the traditional view of internationalisation that focuses on international mobility and experience abroad in recent years attention has turned to the experience of those students who for one reason or another cannot avail themselves of opportunities for international mobility In exploring the possibilities for providing these students with intercultural encounters that will develop cross-cultural capabilities ICT is increasingly seen as offering the potential to open doors via virtual interaction This theme includes a selection of the burgeoning literature in this area In all a common question emerges ndash how can ICT be deployed to internationalise learning teaching and assessment practice This question is encountered in a number of different contexts including fieldwork design of web-based courses and more general engagement with the WWW designing transnational online student collaborations supporting simulated multicultural work environments and supporting and designing the distance-learning curriculum

As well as success stories the reader is introduced to some of the tensions conflicts and difficulties that can arise in these contexts as a result of for example cultural influences in cyberspace distributed quality management and teaching a more diverse range of students within a complex environment

Caruana V (2004) International Mission Impossible ICT and Alternative Approaches to Internationalising the Curriculum Networked Learning Conference Lancaster University 5-7 April conference proceedings

Primarily this paper explores the potential of information and communication technology (ICT) for supporting different conceptions of and strategies for internationalization The University of Salfordrsquos (UoS) international mission provides a starting point for considering the rationales underpinning internationalization and the range of approaches which may be deployed in embedding an international dimension in the curriculum The paper goes on to gauge the ways in which institutions are aware of and act upon internationalization in a strategic way to investigate the dominant approaches to internationalization and suggest how ITC may be deployed as part of an internationalized learning teaching and assessment strategy

26

httpwwwnetworkedlearningconferenceorgukpastnlc2004proceedingssymposiasymposium3caruanahtm

Wittel A (2000) Ethnography on the Move From Field to Net to Internet In Forum Qualitative Research 1 (1) Art 21

Traditional ethnographies have been based on the ideas of locality But with the rise ofglobalisation processes this concept has been increasingly questioned on a theoretical level In the last decade US-American anthropologists called for multi-sited ethnographies However the practical implications for research with such a shift have not been broadly discussed yet Now with the Internet and different kinds of virtual interaction patterns ethnographic work faces a new challenge This paper argues that it is necessary to focus on the implications of fieldwork in virtual settings for ethnographic practice

httpwwwqualitative-researchnetindexphpfqsarticleview11312518

McLoughlin C (1999) Culturally inclusive learning on the web In K Martin N Stanley and N Davison (Eds) Teaching in the Disciplines Learning in Context Proceedings of the 8th Annual Teaching Learning Forum The University of Western Australia February 1999 Perth 272-277

The internationalisation of education has led to the development of two distinct types of WWW sites - those made for one particular context and culture but visited by a global audience and (ii) those made specifically for cross-cultural participation An investigation of these sites reveals many different learning features and instructional design paradigms Sites aiming for cross cultural participation and seeking a bridge to multiculturalism need to take certain design features into consideration and utilise culturally appropriate forms of instructional design (ID) A critique of current ID approaches shows that many lack the depth and scope to enable them to provide culturally inclusive learning and it is proposed that cultural contextualisation is important in the design of learning At the same time WWW sites that aim for cultural portability of courseware need to adopt cross-cultural design features that ensure access by culturally diverse learners The contrasting orientations and pedagogic features of culture-specific as opposed to cross-cultural sites are discussed and the implications for design are considered

httpotlcurtineduautlftlf1999mcloughlinhtml

Bell F Keegan H and Zaitseva E (2008) Designing Virtual Student Mobility in Orsquo Doherty E (ed) Education in a Changing Environment Conference book volume 4 Informing Science Press 99-115

This chapter explores the uses of ICT to enable students to collaborate over time and space It describes two European projects where ICT was used to support real mobility students and to enable other students to experience virtual mobility A description of the projects is complemented by a discussion of the organisational and socio-educational issues encountered and the consequent importance assigned to technological choice and configuration in different learning contexts


27

Bell F Whatley J and Zakrzewska D (2004) Trans-National Online Activities For Students - A Pragmatic Approach Networked Learning Conference Lancaster University 5-7 April conference proceedings

This paper examines the drivers for internationalising the curriculum within the context of the growth of the Internet and the increasingly global market for Higher Education A pedagogical model and a set of guidelines that can be used to design trans-national online student collaboration are presented A discussion of how these can be operationalised in a selection of scenarios for internationalisation of the curriculum follows

httpwwwnetworkedlearningconferenceorgukpastnlc2004proceedingssymposiasymposium3bell_et_alhtm

Muumlnch C (2007) Mannheim-Basel International Seminar ndash An Innovative Programme in International Education workshop presented at the 19th Annual EAIE Conference Reaching for new shores Trondheim Norway 12-15 September

The Mannheim International Seminar prepares students for performing not only professionally and socially but also emotionally in an international and multicultural context Combining traditional academic methods with ICT ISEM simulates a real-life business project in a multicultural working environment Thereby both cognitive and attitude-related objectives are addressed The first by increasing international competences through training of a foreign language and regional studies in an international business setting the latter by training of intercultural competences like broad-mindedness and cultural empathy This overview explores the virtual e-Learning and intercultural aspects of the seminar demonstrating how ISEM is a sustainable approach to Internationalization at Home

httpwwweaieorgtrondheimpdf602pdf

Moisseva M Steinbeck R and Seufert S (2007) On-line communities and collaborative learning New York USA Institute of International Education

This short article is based on the premise that globalisation requires that individuals and groups of learners and coaches who are separated in time andor space and may come from different cultural backgrounds should have the opportunity to engage with each other The central focus of the piece is distributed collaborative learning based on the notions of learning community self-evaluation and small group learning The authors suggest some exercises that may support distributed collective group work


Bell M (2008) Internationalising the Australian Higher Education Engaging Communities 31st HERDSA Annual Conference 1-4 July Rotorua NZ

This paper discusses a case study of an innovative higher education course that involved students from universities in Australia Ireland and America using a lsquoglobal learningrsquo approach The key pedagogy discussed is cross-institutional international discussion using videoconference Student responses to the learning

28

environment are explored The issues covered include the strengths and disadvantages of videoconference as a medium for international student discussion the importance of facilitation in developing the dynamics and outcomes of discussion perceived cultural differences in communication styles and the dangers of superficiality stemming from the relatively mono-cultural nature of the universities involved

httpwwwherdsaorgauwp-contentuploadsconference2008mediaBellpdf

Wisker G Waller S Richter U Robinson G Trafford V Wicks K and Warnes M (2003) On nurturing hedgehogs Developments online for distance and offshore supervision HERDSA 2003 conference Canterbury New Zealand

The supervision of international postgraduates studying at a distance or offshore presents particular challenges concerning negotiating issues and practices related to demands of studying and undertaking research at a distance balancing research work and domestic responsibilities in addition to negotiating cultural difference differences in preconceptions and expectations of PhD processes and culturally inflected learning styles At Anglia Polytechnic University (APU) a successful offshore international cohort based PhD programme has run for 5 years involving 180 students with a high success rate (45 PhDs to date) This article focuses on how an online development and support programme was introduced to address supervisors needs so they might best support enable and empower students research and PhD achievement The programme involved negotiating differing demands of new and well established supervisors supervisors contributing to development and discussion focusing on issues of cultural difference and distance supervision encouraging supervisors to empower and enable students to take critical approaches in research and maintain momentum through to successful completion Temporary usernames for online supervisors were hedgehogs The idea of inviting in nurturing often invisible visitors to a space hoping that support aids survival not squashing was an appealing analogy

httpsurveyscanterburyacnzherdsa03pdfsrefY1199pdf

Mohr C and Milligan A (2009) Internationalising the Curriculum Exploring Proxy Designer and Pseudo Client Relationships through Virtual Physical and Textual Design

This case study describes a student learning experience set up to simulate and navigate the difficult terrain of client and designer exchanges in a collaborative project that required students from two different institutions to work together remotely (Dundee Scotland and Texas USA) In this it explores some of the inevitable conflicts tensions and misinterpretations which may emerge from the exchange of ideas and values on a virtual design project in which language rather than visual process is central to design thinking Of particular interest is the exposure underlying educational and cultural differences as a result of collaboration

httpwwwcebeheacademyacuklearningcasestudiescase_pdfAndyMilliganpdf

Selinger M (2004) Cultural and Pedagogical Implications of a Global EminusLearning Programme Cambridge Journal of Education 34 (2) 223-239

29

An eleven country internal evaluation of the Cisco Networking Academy program across Europe the Middle East and Africa revealed a number of issues related to the globalization of eminuslearning The Academy program is a 280minushour webminusbased course that teaches students to install maintain and troubleshoot computer networks It was developed in the US by educators and Cisco network specialists and is taught in educational institutions in over 150 countries worldwide Hitherto research on cultural influences on teaching and learning have been limited to overseas students being taught in an unfamiliar culture or online by teachers with unfamiliar pedagogical strategies Through interviews with both students and teachers and observation in classrooms this study reveals how important local tutors are in helping students adapt to the style of the material and to make a course developed in another country both culturally and pedagogically relevant

Kooijman J Davies J Berg-Cross L Copier L and Asby A (2004)International education the Internet and the Three Kings experiment Journal of Studies in International Education 8 (2) 207-223

This article concerns the experience of linking students in three universities in a guided discussion of the movie Three Kings The Internet was used for intellectual discussions and conversational threads were organised and subjected to content analysis

Joris M van der Berg L and von Ryssen S (2003) Home but not alone Information and Communication Technology and Internationalisation at Home Journal of Studies in International Education 7 (1) 94-107

In this article the various aspects of the effect of information and communication technology (ICT) are discussed against the backdrop of the introduction of Internationalisation at Home (IaH) in universities The article examines a number of issues involved in introducing ICT as a tool in educational development the relationship between form and content and the various development fields in which ICT is used such as curriculum and student management research and the virtual university This discussion leads to questions regarding benchmarking and quality management Other concerns addressed are the cultural differences of the users in cyberspace and the dichotomy involved and the bottlenecks and constraints that have to be addressed for ICT to be all it can be as a tool for true internationalisation of higher education

Leask B (2004) Internationalisation Outcomes for All Students Using Information Communication Technologies (ICTs) Journal of Studies in International Education 8 (4) 336-351

Internationalisation in higher education institutions is often focused on the movement of studentsmdashattracting international students to study on campus and in country and encouraging domestic students to study abroad Information and communication technologies (ICTs) bring a new dimension to the internationalisation of higher education They are increasingly being used to enhance the quality of learning of all students ICTs offer many opportunities to internationalise the curriculum and the learning experiences of students but they also provide challenges because academics teach a more diverse range of students in a more complex and diverse teaching and learning environment This article explores the intersections between internationalisation outcomes ICTs and the planned curriculum and the implications of these for professional development and student support

Ngai P Bo-Yuen (2003) Linking Distance and International Education A Strategy for Developing Multicultural Competence among Distance Learners Journal of Studies in International Education 7 (2) 157-177

30

How can educators help distance learners develop knowledge and skills required for expanding globalization Campus-based-education providers rely mainly on two educational strategies to help students develop competencies that allow for effective participation in diverse workplace settings (a) multicultural or international curricula and (b) encouraging interaction with students and faculty of diverse backgrounds on campus Although the former can be adoptedadapted online the latter exerts no affect on the exploding number of distance learners Although distance education curricula and virtual interactions can lay a valuable knowledge foundation practice through face-to-face experience is vital for learning essential multicultural skills Participation in international educational programs provides opportunities to test out adjust consolidate and fully develop most aspects of multicultural competence that are encountered virtually The challenge arising from the contradiction between the increasing commitment to campus diversity and the increasing demand for distance education can be resolved by enhancing international education

Thune T and Welle-Strand A (2005) ICT for and in internationalization processes a business school case study Higher Education 50 (4) 593-611

This article ssumes that ICTs are pivotal for globalisation of HE and in internationalisation processes and focuses on the problem statement To what extent is ICT seen as a means to internationalise HE and how are ICTs employed in internationalisation processes Findings from a case study of the Norwegian School of Management indicate that although ICTs are seen as central in internationalisation processes and for supporting and co-ordinating international activities they are not seen as driving forces for internationalisation of HE The data indicates five main ways through which ICTs are used as support tools in internationalisation processes

Academic good conduct from plagiarism to critical thinkingIn a sense the themes of ICT and academic good conduct in the internationalised curriculum merge in the current trend towards the deployment of electronic plagiarism detection tools within higher education However it has long since been recognised that plagiarism itself is a concept influenced by cultural norms and that detection and the procedures that follow on from this process are often the outward manifestation of a learning experience which for one reason or another has been lacking in quality In the literature concerning the internationalised curriculum there is a discernible shift away from the negative position of plagiarism avoidance towards the more positive orientation of encouraging critical thinking and creative expression among a diverse student population which is reflected in this selectionSources here discuss a variety of topics related to academic good conduct in the international context These include

understanding studentsrsquo dispositions towards critical thinking and how teachers in higher education may encourage engagement with the concept

how electronic detection tools may be used in formative assessment

the importance of awareness of procedure

31

Siappenbelt C Rowles C and May E (2009) Cultural influences on attitudes to plagiarism In Teaching and learning for global graduates Proceedings of the 18th Annual Teaching Learning Forum 29-30 January Perth Curtin University of Technology This paper discusses the issue of plagiarism in higher education In particular the cultural influences that contribute to student attitudes and abilities to avoid plagiarism are examined through a case study involving a number of postgraduate engineering students at the University of Western Australia These individuals were amongst a group of students who were caught plagiarising in an assignment and were permitted to resubmit their assignments following compulsory attendance at a writing skills workshop The students mounted a defence of their actions based on educational cultural ignorance of the universitys expectations regarding plagiarism They claimed they did not grasp the universitys expectations and had never learnt the skills required to avoid plagiarising All students were from non-English speaking backgrounds and had acquired English as a second language Student attitudes to plagiarism before and after the incident were determined as was their ability to recognise and rate the level of plagiarism in a series of writing samples The results reveal that the students did appear to possess the necessary skills to successfully avoid plagiarising There was however poor alignment of students understanding of plagiarism and their perception of its impact compared to that stated in university academic conduct policyhttpotlcurtineduautlftlf2009refereedstappenbelthtml

Barrett R and Malcolm J (2006) Embedding plagiarism education in the assessment process International Journal for Educational Integrity 2(1) 38-45

Lessons on paraphrasing and citing sources can only be partially effective if they are not perceived as immediately relevant to the individual student This article describes how electronic plagiarism detection tools helped students to understand correct academic practice in using source material In order to produce an essay on a specified topic students were required to summarise a number of research papers The students essays were submitted to Turnitin and Ferret and the resulting reports were used to give individual feedback to students on how original their words appeared to be This was effective in helping the students to understand plagiarism because the reports identified plagiarised passages in their own work and after a second submission the incidence of plagiarism dropped dramatically

httpwwwojsunisaeduauindexphpIJEIarticleviewFile2318

Turner Y (2006) Students from mainland China and critical thinking in Postgraduate Business and Management Degrees teasing out tensions of culture style and substance International Journal of Management Education 5(1) 3-11

This paper explores the discourse of critical thinking within Higher Education (HE) practice and evaluates the experiences and achievements of mainland Chinese students within that context It sets out to discuss teaching and learning as it was experienced by a small group of students who came to the UK for postgraduate study The paper explores underlying assumptions behind criticality within HE classrooms and discusses this aspect of pedagogyfrom a cultural perspective Chinese students facing an acute need to bridge different ways of knowing and expressing what they know are often characterized

32

as unable to work in a critical context The research accounts document studentsrsquo responses to the academic and critical context inherent in their programmes of study and make an account of the learning challenges they faced The key conclusions include definitions of critical thinking areoften unclear and emerge from cultural knowledge traditions rather than universal measures of higher learning Chinese students are often stereotyped as cognitively limited because of their difficulties with critical expression classroom strategies do not explicitly facilitate development or assess critical thinking but focus on stylistic and locally-valid academic conventions international students may lsquounder-performrsquo because of a lack of initiation intocultural practices rather than inability to engage with critical thinking

httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEVol5no1Turner_China_critical_thinkingpdf

Smith K (2006) Facilitating dialogue for a more inclusive curriculum Reflecting Education 2(1) 103-120

This study explores whether postgraduate students and their teachers value curricular adjustments to equip all students to engage with academic culture The dialogue with learners and their teachers offers suggestions for increasing inclusivity of HE curricula These include recognising that academic writing is a socially-determined practice which suggests mainstreaming the development of these skills by encouraging creative expression and establishing a supportive environment in which to acquire linguistic and cultural capital Participants also recognised the need to deconstruct what the practice of critical thinking involves question assumptions and increase opportunities to develop and practice analytical skills

httpreflectingeducationnetindexphpjournal=reflectingamppage=articleampop=viewamppath[]=29amppath[]=30

Open Spaces for Dialogue and Enquiry (OSDE) methodology Centre for the Study of Social and Global Justice University of Nottingham

An absolutely invaluable tool which can be used to invite studentsrsquo multiple perspectives when engaging with text in groups Students can be guided through stages of traditional reading critical reading and critical literacy

httpwwwosdemethodologyorgukcriticalliteracyhtml

Huang R (2008) Critical Thinking Discussion from Chinese Postgraduate International Students and their Lecturers The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This project seeks to understand Chinese postgraduate international studentsrsquo experience of critical thinking while they are studying for their Masters degree in Tourism and Hospitality Management at the University of Plymouth It investigates the studentsrsquo perceptions of critical thinking and the problems they might have in applying critical thinking skills meanwhile it evaluates educatorsrsquo suggestions on applying critical thinking in tourism and hospitality subjects Eventually it is intended to develop a strategy to facilitate the studentsrsquo experience Several general conclusions are drawn from this study Firstly due to the studentsrsquo differing backgrounds they have a different understanding of critical thinking and corresponding difficulties in applying it to their studies Secondly lecturers who are teaching the students have different views on critical thinking therefore they produce different procedures for the students to apply critical thinking in their

33

work However common procedures can be drawn from lecturersrsquo suggestions Based on those common procedures a strategy is developed to facilitate the studentsrsquo use of critical thinking skills in their study

httpwwwheacademyacukassetshlstdocumentscase_studieshuangpdf

Huang R and Busby G (2009) A Mini Guide to Critical Thinking for International Students

A useful resource which could be used in class as the basis for opening up a dialogue regarding what is meant by critical thinking

httpwwwheacademyacukassetshlstdocumentsresourcesr9_huang_guide_asian_studentspdf

Huang R and Busby G (2009) A Mini Guide for Academics in HLST who teach Chinese amp Indian International Students on lsquoCritical Thinkingrsquo

This guide provides an introduction to academics in Hospitality Leisure Sports amp Tourism (HLST) subjects who teach Chinese and Indian international students It lists what Chinese and Indian students perceive as critical thinking and their difficulties in applying such a skill based on research carried out in 2008 in a small project funded by the HE Academy HLST Network A possible solution which adopts neither a deficit nor an assimilationist approach is proposed to facilitate such groups of international students in understanding and improving their critical thinking

httpwwwheacademyacukassetshlstdocumentsresourcesr9_huang_guide_academicspdf

Leask B (2006) Plagiarism cultural diversity and metaphor - implications for academic staff development Assessment and Evaluation in Higher Education 31(3) 138-199

Plagiarism is a complex culturally loaded concept which causes much anxiety for both academics and students Exactly what constitutes plagiarism is dependent on a number of contextual factors Despite the difficulties associated with defining and detecting plagiarism it is said to be on the increase and students from lsquoother culturesrsquo are frequently highlighted as being perpetrators of this crime against the academic community of enlightened Western scholars Metaphors of war and battle are common in the discourse of plagiarism which also has clear links to the discourse of Orientalism as described by Edward Said The paper argues that it is time to change the metaphor and to see teaching to avoid plagiarism as an intercultural encounter rather than a battle that needs to be won It discusses the implications of viewing plagiarism as a culturally constructed concept and describes four focus areas for academic staff development designed to create an academic culture that deters plagiarism by encouraging recognition of and engagement with cultural diversity

Jones A (2005) Culture and Context Critical Thinking and Student Learning in Introductory Macroeconomics Studies in Higher Education 30 (3) 339-354

This article reports the findings of an inminusdepth qualitative case study that explored the ways in which Chineseminusspeaking international students adapt to a western learning environment and the effect that the teaching context has upon student learning This effect was explored by investigating a critical thinking task from the perspectives of Chineseminusspeaking international and Englishminusspeaking local students The study found that despite cultural and linguistic differences

34

international students conceptualisation of critical thinking was very similar to their local counterparts This confirms that although cultural and linguistic differences are important the way in which a subject and assessment task is presented to students has a profound impact on learning The study highlights the adaptability of international students to different educational contexts and raises questions regarding the nature of critical thinking

Teaching learning and assessment in the multicultural classroom ndash group work inclusivity and integration

Group work is challenging for most students and the burden of effort added by the cross-cultural dimension may result in a neutral or negative perception of experience which for the participant has little to do with enhancing cultural understanding and employability Of course individuals irrespective of cultural background bring their own unique and personal characteristics experiences and behaviours to group work but all too often assessed group learning is driven by the frantic pursuit of product without due consideration of process which in itself undermines the quality of the product in the final analysis A significant part of the challenge for teachers in curriculum design is to develop strategies which provide sufficient time to build communicative skills and relationships within groups This point - regarding time to develop group processes across cultural boundaries - assumes tremendous significance when considering that much group work carries with it the added dimension of lsquohigh stakesrsquo group assessment Generally students claim to value lsquointernational perspectivesrsquo in their learning they are eager to lsquocome out of their comfort zonersquo and welcome the breadth of opinion and variation encountered in the multicultural classroom Yet multicultural group work does not generally facilitate lasting friendships and this is an issue not only for international students but for home students too particularly where they live at home maintain their local friendship networks and may indeed themselves be finding UK academic culture a challenge

Sources within this theme address a wide range of issues offering advice based on practical experience and engagement with students in research processes These include

Studentsrsquo expectations and experiences of multicultural group work in the context of the whole learning experience at university

Design of the inclusive curriculum and teaching and learning strategies to foster cultural awareness and promote the integration of home and international students working in groups

Inclusive assessment strategies and practices Behavioural and attitudinal factors influencing the outcomes of

group work Home studentsrsquo perceptions of the impact on academic

performance of working with international peers How teacher engagement off-shore may enhance

lsquoInternationalisation at Homersquo

Caspersz D Skene J Wu M and Boland M (2004) An approach to managing diversity in student team projects In Seeking Educational

35

Excellence Proceedings of the 13th Annual Teaching Learning Forum 9-10 February 2004 Perth Murdoch University

The increasing internationalisation of Australian university student populations juxtaposed against what current research highlights as issues in handling multicultural teams stimulates a challenge in managing cultural diversity in student team projects Addressing this requires attendance not only to the development of generic team work skills in students but also to issues of inclusive curriculum and matters of learning styles The aim of this paper is to describe an approach which is under trial at the University of Western Australia Business School and some tentative conclusions emanating from evaluations

httpotlcurtineduautlftlf2004casperszhtml

Henderson S (2004) Strengthening cultural awareness in the classroom A case in point In Seeking Educational Excellence Proceedings of the 13th Annual Teaching Learning Forum 9-10 February 2004 Perth Murdoch University

This paper describes how racial tensions escalated in a classroom discussion on community building Sensing that cultural differences and values were underpinning the students negative discourse the facilitator became aware that what was occurring had the potential to turn into something far worse Rather than stop the session and re-direct the students to work on another topic the facilitator led and guided the debate towards a positive outcome which promoted cultural awareness The experience is used as a case in point to discuss how cultural awareness can be strengthened in the classroom

httpotlcurtineduautlftlf2004hendersonhtml

De Vita G (2001) The Use of Group Work in Large and Diverse Business Management Classes Some Critical Issues The International Journal of Management Education 1(3) 27-35

Although group work has a long and distinguished history changes that have taken place in British higher education have led to its widespread application as a lsquoquick-and-easyrsquo assessment tool This trend has resulted in many dysfunctional group work experiences and growing frustration among students and tutors alike This paper explores some of the critical issues in the design organisation and administration of group work projects in the context of a large and diverse undergraduate class of international management It also highlights a set of conceptual tools that have proved to be useful in guiding practice and which may be of value to other teaching practitioners committed to overcoming the difficulties and maximise the opportunities that lie at the heart of co-operative learning

httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEVol1no3DeVita_Groupwork_large_classespdf

Caruana V (2006) Assessment strategies in the multicultural classroom Innovative Learning in Action (ILIA) Issue 6 Innovative Practice in Assessment 4-7

A short article based on the HE Academy review of the Internationalisation literature (Caruana and Spurling 2007) which highlights effective practice in assessment within multicultural groups Themes include assuming prior experience the importance of dialogue avoiding cultural bias countering plagiarism and fostering the lsquolevel playing fieldrsquo

36


Click on the link

Cathcart A Dixon-Dawson J and Hall R (2006) Reluctant hosts and disappointed guests Examining Expectations and Enhancing experiences of cross-cultural group work in Postgraduate Business Programmes International Journal of Management Education 5(1) 13-22

The paper examines some of the findings of a Business Education Support Team-funded project which enabled the authors to carry out a detailed investigation into the experiences of students participating in cross-cultural group work on postgraduate business programmes There is evidence of a clear difference in attitude towards group work between students with different ethnic backgrounds and these differences can lead to conflict and frustration Significant numbers of British students have negative experiences of group work as undergraduate students particularly when placed in groups with international students with low levels of English language ability These experiences have led to cynical attitudes to cross-cultural group work at postgraduate level International students have clear expectations of the role that British students should take in group activities and express disappointment and disillusionment when this role fails to be fulfilled The authors argue that more needs to be done to understand the experiences and expectations of both home and international students engaging in cross-cultural group work In practical terms this knowledge should help academics design activities and assessments which will promote cross-cultural learning and benefit all parties

httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEVol5no1Cathcart_Hosts_and_guestspdf

Robinson S (2006) Reflecting on the international group working experience a study of two MBA programmes International Journal of Management Education 5(2) 3-14

This study explores studentsrsquo experiences of group working in an internationalising MBA context using the research perspectives of postcolonialism (Spivak 1993 Prasad 2003) and critical management education (Reynolds 1997 1999 Currie amp Knights 2003) Studentsrsquo perceived gains from the international group working experience are identified as are areas of concern such as practices of exclusion and domination that occur in the group working process and a reluctance to talk about and reflect on group work experiences By comparing international group working experiences at the two case-study institutions helpful practices concerning organisation of group work and induction are identified httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEVol5no2Robinson_Internat_group_workpdf

Higgins P and Li L (2008) Fostering the appropriate learning environment British and Chinese studentsrsquo experiences of undertaking an organisational-based cross-cultural group work project in a London university International Journal of Management Education 7(3) 57-67

This paper examines the impact of a 12 week organisational-based cross-cultural group work project on the learning experiences of a sample of British and

37

overseas Chinese students Using the participantsrsquo individual reflective learning reviews as the tool of research investigation the paper ascertains the extent to which the peer consultancy exercise affected the group work experience and examines how the two distinct groups of students ndash in terms of home and overseas status and native language acquisition ndash interacted with each other The findings suggest that whilst the project largely succeeded in its aim of exposing the students to a real-life organisational problem-solving context as an exercise in cross-cultural collaborative working it had a number of decipherable shortcomings The implications of these findings for the preparation practice and assessment of cross-cultural group work are considered

httpwwwheacademyacukassetsbmafdocumentspublicationsIJMEvol7no3IJME7no3Paper6pdf

Trahar S The Internationalisation of higher education

This short article offers practical advice on how to facilitate international and home students working together in groups A central focus is how students are prepared to engage with text The context is a postgraduate programme


Carroll J (2009) Teaching Culturally Diverse Groups managing assessed course work

A quick reference guide providing suggestions designed to make group work more effective where students are working in culturally diverse groups and where the result is assessed Extract from Carroll and Ryan (2005)

httpwwweconomicsnetworkacukshowcasecarroll_diversity

Darricote A and McColl R (2008) Teaching and Learning in an Environment Challenged by Cultural Diversity The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study is concerned with teaching learning and assessment in an environment which is culturally very diverse not only in terms of its student body but also in terms of its faculty members The institution concerned is a small business school in France that uses cultural diversity as a selling point It is interesting to note how the authors characterise the UK HE experience in an exercise which alerts students to different approaches to teaching and learning in different countries This case study could itself be used as a resource in class to engage multiple perspectives on teaching and learning

httpwwwheacademyacukassetshlstdocumentscase_studiesdarricottepdf

Wicaksono R (2008) Assessed Mixed Nationality Group Work at a UK University Does it get Results The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This study explores the benefits and drawbacks of mixed nationality group work for students at York St John University (YSJU) in two phases The first phase surveys Business Management students on their experience of group work The research finds that certain differences within groups are considered negative including culture (nationality) (lower) lsquoproficiencyrsquo in English (lower) ability and (lower) motivation None of these four differences are categorical variables rather they are scales of belief behaviour and achievement leading to the conclusion that intra-group difference per se may not explain a group work effect Instead it

38

is suggested that group outcomes are a result of membersrsquo understanding and use of intra-group difference their context task and time-dependent perception of diversity In the second phase individual and mixed nationality group marks from the same cohort of students are analysed Regression of individual marks against group marks finds that the highest-achieving student contributes most to the performance of the group Further tests show that low and average-achieving students are dragged up by mixed nationality group work while the highest achieving student in the group is dragged down Thus there is some evidence for an information-processing or lsquopoolingrsquo benefit for most of the group but not a sufficiently strong lsquosynergyrsquo or lsquoteaching effectrsquo to affect the marks of the best students The paper concludes with some suggestions for changes to the organisation and assessment of group work

httpwwwheacademyacukassetshlstdocumentscase_studieswicaksonopdf

De Vita G (2002) Does multicultural group work really pull UK students average down Assessment and Evaluation in Higher Education 27 (2) 153-161

Evidence suggests that home and international students do not spontaneously mix and would rather be involved in monocultural work groups One of the major causes for this lies in the home students belief that assessed multicultural group work has a detrimental effect on their individual average mark This study employs regression analysis to empirically investigate the extent to which this belief is supported by the data The results suggest that the performance of culturally mixed groups is neither a function of the individual ability of the least able group member nor of the average ability of the members of the group Instead the group work mark is more likely to reflect the ability of the most able group member The data also indicate that assessed multicultural group work has on average a positive rather than negative effect on the individual average mark of all students evidence consistent with the synergistic effects expected to emerge in multicultural groups

Teekens H (2003) The Requirement to Develop Specific Skills for Teaching in an Intercultural Setting Journal of Studies in International Education 7 (1) 108-119

The growing mobility of students worldwide increases the number of classes in international education More and more teaching staff are confronted with new challenges because the competency for teaching in the international classroom is not something that comes easily It requires practice and learning of special skills But what precisely are these skills This article describes an ideal profile of the lecturer in the international classroom in the hope that it will give insight into the kind of professional development required of this demanding role involving standing before a culturally mixed group and often teaching in a language other than your own

De Vita G (2002) Cultural equivalence in the assessment of home and international business management students A UK exploratory study Studies in Higher Education 27 (2) 221-231

This article explores the cultural equivalence properties of commonly adopted assessment methods by first subjecting multiple-choice tests coursework assignments and essay response examinations to critical scrutiny for evidence of bias Then using data from a large cohort enrolled on a first-year business studies programme in a UK university a comparative analysis of the academic performance of home and international students reveals considerable differences

39

with the marks of the latter being substantially lower than those of the former In order to establish whether a particular assessment method is culturally biased compared to others following ordinary least squares estimation of regressions on each assessment method for the home and international student sub-samples of the cohort a Chow test is employed The main finding indicates that assessment by examination penalises international students beyond differences in ability levels as measured by multiple-choice test and coursework assignment scores On the basis of this evidence it is suggested that in culturally mixed classes the exclusive adoption of the end-of-course examination be avoided

Leask B (2004) Transnational Education and Intercultural LearningReconstructing the Offshore Teaching Team to Enhance Internationalisation Proceedings of the Australian Universities Quality Forum AUQA Occasional Paper

This paper is included under the theme of the multicultural classroom since it explores how transnational education programs provide a unique opportunity for professional development allowing teachers to become intercultural learners themselves affording the potential to enhance onshore teaching and in turn improve the quality of lsquointernationalisation at homersquo It is based on a case study of staff and students in a business program taught in two locationsmdashHong Kong and Adelaidemdashwhich investigated their constructions of internationalisation

httpwwwauqaeduauauqfpastfora2004programpapersLeaskpdf

Designing the internationalised curriculum that develops intercultural competence and cross-cultural capability practical examples and design tools

Those engaged in an academic or education development role in UK higher education who have delivered staff development sessions on the internationalised curriculum are likely to have encountered at some point the response from colleagues lsquoCanrsquot you just give us a learning outcomersquo In some ways this theme is the answer to such pleas Sources cited here generally fall into one of two categories

Examples of programmes and modules from a number of disciplines dedicated to the internationalintercultural perspective global citizenship and global perspectives more generally

Quick reference (and some not so quick reference) tools and resources designed to provide support and guidance in for example writing learning outcomes devising grade descriptors designing learning teaching and assessment strategies and designing whole programmes and modules for international perspectives and intercultural learning

In engaging with this theme the reader is alerted to two key caveats firstly the internationalised curriculum does not necessarily imply the wholesale review and re-design of programmes and modules of study The whole programmemodule perspective may be appropriate for review processes at an institutional level but at the lsquochalk-facersquo the internationalised curriculum often requires only small incremental changes to existing practices to register significant improvement Secondly tools and resources are generally only effective when the

40

individual using them has a clear grasp of concepts principles processes etc involved and can readily apply them in their own practice context This section is not the place to start for beginners

American Association of Colleges and Universities (2009) Spring 2009 Draft for Public Release of Intercultural Knowledge and Communication VALUE Rubric

This quick reference rubric was created by a team of faculty from Universities across the US Articulating learning outcomes related to intercultural learning can be a real challenge and the rubric provides grade descriptors for aspects of knowledge skills and attitudes which can be readily applied in practice

httpwwwaacuorgvaluerubricslonginterculturalcfm


A visit to this website is an absolute must The OSDE methodology supports the creation of open spaces for dialogue and enquiry about global issues and perspectives focusing on interdependence In these spaces people are invited to engage critically with their own and with different perspectives think independently and make informed and responsible decisions about how they want to think and what they want to do The OSDE methodology offers a set of procedures and suggested ground rules that can be adapted to different groups and contexts The key is to create spaces where people gather together to listen and transform themselves - learning and unlearning together re-inventing ways of relating to one another and imagining other possible futures The website is easily navigable being divided into specific sections covering OSDE procedures OSDE ground rules facilitation material design critical literacy etc

httpwwwosdemethodologyorgukosdemethodologyhtml

Sola N and Wilkinson J (2008) Developing Intercultural Competence in Orsquo Doherty E (ed) Education in a Changing Environment Conference book volume 4 Informing Science Press 59-78

This chapter details an ErasmusSocrates funded IICEE (Interpersonal and Intercultural Competence for the Enlarged Europe) project which has developed a module to prepare people for work and leadership in a globalised world The project involved collaboration between 12 different European countries and the module developed acknowledges the importance of both conceptual awareness and practical skills The chapter also discusses the ICBE (Intercultural Communication for the Business Environment) which is a Masters level course essentially the same as the IICEE module but without the European focus therefore allowing for a more global application httpbooksgooglecombooksid=g5xOVqOixS4Campprintsec=frontcoverampsource=gbs_summary_rampcad=0PPP15M1


University of South Australia Internationalisation Information Kit

41

This comprehensive web-based information kit is designed to assist in identifying program and course characteristics and those aspects of teaching practice which contribute to internationalisation It includes a number of questionnaires which may be self or peer administered by Program Directors Course Coordinators or individual academics It addresses internationalisation of the curriculum at 3 levels Program level Course level and Teacher level It has been designed to enable practitioners to explore what internationalisation of the curriculum means individual discipline areas to encourage reflection on own teaching to invite constructive feedback and comments from peers and to use all of this data to inform the development of teaching practice

httpwwwunisaeduaultustaffpracticeinternationalisationinfo-kitasp


Comprises two complementary papers ndash Liddicoat A J (2004) Internationalisation as education and RM Paige (2004) The Intercultural in Teaching and Learning A Developmental Perspective Both papers were presented at a university-wide seminar at University of South Australia (UniSA) on 21 June 2004

Liddicoat (2004) explores the three main themes of internationalisation in the Australian context ndash recruitment of overseas students internationalisation of the curriculum and internationalising studentsrsquo educational experiences through overseas exchanges ndash in order to understand how international education is being constructed In this context two contrasting metaphors for learning are elaborated the acquisition metaphor and the participation metaphor It is argued that the latter explains the cultural nature of learning as a process of personal knowledge construction and meaning-making Disciplines are similarly regarded as knowledge communities with their own language norms etc and it is suggested that to begin thinking about approaches to teaching a discipline conceived as a cultural construct culture itself needs to be viewed as a dynamic process involving a set of practices in which people engage in order to live their lives understand their world and derive meaning Cultural learning therefore involves a process of decentring from onersquos own existing cultural mindset to engage in positive and creative ways with new cultural possibilities

Paige (2004) complements Liddicoat (2004) in examining intercultural teaching and learning as a developmental process Paige uses Bennettrsquos (1993) Developmental Model of Intercultural Sensitivity (DMIS) which describes a learnerrsquos subjective experience of cultural difference as a framework for analysis Addressing each of the alternative ways in which a person perceives and makes sense of cultural difference (ethnocentric - involving stages of denial defense and minimisation and ethnorelative ndash involving stages of acceptance adaptation and integration) Paige identifies the key developmental task for teaching and learning teaching goals and specific learning outcomes


University of South Australia (UniSA) Educational strategies for improving inclusivity in curricula teaching learning and assessment

A comprehensive tool which presents an array of strategies to support inclusivity The starting point is UniSArsquos seven graduate attributes with GQ7 relating specifically to international perspectives This resource is a very useful quick

42

reference tool for writing learning outcomes and designing teaching learning and assessment strategies for the inclusive and internationalised curriculum

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentsinclusivity-strategiespdf

University of South Australia (UniSA) Teaching and learning strategies appropriate to the achievement of the graduate quality on international perspectives

This resource adopts the Code of good practice teaching and learning at the University of South Australia as a framework for describing teaching and learning strategies to achieve the graduate quality on international perspectives The resource provides some useful pointers with regard to the small changes that can be made to teaching learning and assessment strategies to embed the international perspective in learning across the disciplines

httpwwwunisaeduaultustaffpracticeinternationalisationdocumentsachievementpdf

University of Wales Bangor Global Citizenship ndash Living with the Big Picture Module outline

This resource provides a quick reference outline of a 20 credit interdisciplinary module offered to all undergraduates at level 1 Click on the link at

httpaddysgbydbangoracukhighereducationphpenmenu=5ampcatid=6124ampsubid=0

Bourn D McKenzie A and Shiel C (2006) The Global University the role of curriculum London Development Education Association

This collection of essays is particularly concerned with how universities conceive and shape their curricula to include the global and international dimension The authors therefore in an institutional context point the reader towards curriculum principles and practices These essays contain some very helpful examples of how the curriculum can locate the international in the local It does not pretend to be a comprehensive collection of good practice but it contains enough to stir the imagination

Case studies are presented in the context of three key drivers for the integration of global perspectives The work is therefore organised in three main sections Curriculum development - influenced by students or faculty initiatives motivated academics working together sometimes with their students to develop global perspectives programmes courses and modules Curriculum development - influenced by university-wide initiatives university-wide programmes corporate plans Teaching and Learning Strategies multi-disciplinary approaches student programmes Curriculum development - influenced by networks and external initiatives support networks communities of practice in the UK strategic work with other organisations and institutions and collaboration with colleagues around the world

httpwwwinternationalacukresourcesdea_global_university_curriculumpdf

Killick D (2003) Cross-Cultural Capability and Global Perspectives Guidelines for Curriculum Review Leeds Metropolitan University

43

This resource is presented in three sections Firstly the reader is introduced to cross-cultural capability and global perspectives and their relevance as graduate attributes in a university seeking to achieve an ethos which is both international and multicultural In the second section key questions for course review are posed and these are supported by example responses The review tool offers a lot of practical help to course review teams in this and the final section which includes a proforma for review and tips provided by teaching fellows

Available via the Leeds Metropolitan University Assessment Learning and Teaching web pages httpwwwleedsmetacukinternationalCross_Cultural_Capability_Guidelinespdf

Young A S (2007) Internationalizing the Campus at Centenary College An Innovative Approach to International Cultural Exchange New York USA Institute of International Education

A short article describing the International Cultural Exchange (ICE) Program that enlists the leadership of international students in sharing their cultures with American students in an exploration of the diverse cultural communities within the New York metropolitan area


Chapman K Mastering European Co-operation in Construction

This case study describes a Masters Degree programme that reflects the need for construction personnel to be versatile in European operations and to understand national operating characteristics The programme involves periods of residence and study abroad in more than one European country and is designed to equip graduates or mature professionals with the knowledge required to operate in countries other than their own They also enhance their knowledge of advanced European Construction

httpwwwcebeheacademyacukresourcesrecordphpprocess=full_viewampidentifier=cebeltsnacuk74ampedition=ampavability=Noampprocess=full_view

Weaver M Vickerstaff A and Sullivan M (2008) Designing a Full-time Masters Programme for a Culturally Diverse Student Population The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study is based upon the process of developing a masters level programme aimed at the international student and the evaluation of its first delivery Research and academic experience into international student learning supported the decision to move away from the traditional design towards a more innovative themed curriculum structure the better to meet the needs of a culturally diverse group Evaluation at completion of the inaugural programme indicates successful results from both studentsrsquo and the course teamrsquos point of view Only minor adjustments to the programme were indicated

httpwwwheacademyacukassetshlstdocumentscase_studiesweaverpdf

Leask B (2001) Bridging the Gap Internationalising University Curricula Journal of Studies in International Education 5 (2) 100-115

44

This article is a case study of how one university is internationalizing all its courses so that all graduates will demonstrate an international perspective as professionals and citizens This focus on courses and their teaching learning and assessment promotes international education multiculturalism and the recognition of intercultural issues relevant to professional practice The first section deals with structural options and pathways for course design when internationalizing curricula and the defining characteristics of such options The second and final section of the article outlines ways in which an internationalized curriculum broadens the scope of the subject to include international content andor contact and sets up teaching and learning to assist in the development of cross-cultural communication skills Internationalizing university curricula is a powerful and practical way of bridging the gap between rhetoric and practice to including and valuing the contribution of international students

Hills S and Thom V (2005) Crossing a Multicultural Divide Teaching Business Strategy to Students from Culturally Mixed Backgrounds Journal of Studies in International Education X (X) 1-21

This narrative describes how in response to poor results a teaching team revamped a postgraduate business strategy module in a UK university The changes mainly involved clarification of some of the staff rsquos key expectations and teaching and learning methods taking account of the powerful pressures on international students in the United Kingdom and the diverse cultural and educational background of the student group It argues that the changes were largely responsible for the improvement in the subsequent results but also discusses a range of alternative explanations The comments of student focus groups on the new approach are given and discussed Finally the team reflects briefly on the process as an example of practitioner action research and on the risks that may be involved in taking it for granted that the United Kingdomrsquos present academic approach is ldquobetterrdquo than others

Internationalisation abroad Designing and embedding transformative overseas experiences in the curriculum

In this section we return to the traditional view of internationalisation as focused on experience abroad but with a fundamental difference Recent research in the field acknowledges that experience is not necessarily synonymous with learning and understanding particularly in the cultural context Sources cited here engage the reader with recent thinking regarding how international experience may be embedded within the curriculum for transformative learning Authors consider interventions at pre-departure on-visit and post re-entry designed to enhance experience The issue of take-up of opportunities is also in evidence with authors addressing the personal characteristics that may influence participation rates and considering measures that may promote participation of under-represented groups

Bolton Tsantir S (2007) Heritage seeking and study abroad A case study New York USA Institute of International Education

This short article is included because it introduces a new dimension to the way we think about internationalisation abroad and internationalisation at home and how they relate to each other It discusses the motivations and experiences of lsquoheritage seekersrsquo lsquoHeritage seekersrsquo are home students of diverse origins whose motivation for going abroad is not primarily related to their programme of study but is driven more by seeking out their own heritage

45

httpwwwiienetworkorgpage97399

Rodriguez K (2007) Imagining Difference Arts-Based Methods and Study Abroad New York USA Institute of International Education

This short article is useful in suggesting how studentsrsquo use of artistic and creative methods of inquiry whilst abroad may enhance more traditional methods to provide new understandings of encounters with difference


Rhodes G and Hong H (2007) The Project for Learning Abroad Training and Outreach (PLATO) New York USA Institute of International Education

This short article suggests that too many students who study abroad participate in programs with limited orientation prior to the experience and find the experience is not integrated with their home campus degree programs Moreover recognition of the added value of the study abroad experience by the institution employers and participants upon the studentrsquos return to the home campus is also lacking Finally there is an Equality and Diversity issue in that students from under-represented populations are left out of study abroad recruitment and outreach largely because of a lack the information resources and support that can motivate participation The article goes on to outline PLATO (Program for Learning Abroad Training and Outreach which assists in outreach to underrepresented students orientation and training before study abroad on-site (while abroad) and post-study abroad


Stecker E (2007) Study Abroad as a Catalyst for Student Development The case of Engineering Students New York USA Institute of International Education

This short article notes how certain student populations are under-represented in study abroad programs and cites Engineering as a lsquoglaring examplersquo In first examining the barriers that prevent engineering students from studying abroad in large numbers then in examining the unique cognitive developmental benefits the experience can afford them important questions about how study abroad can be employed as a catalyst for student development come into focus The article goes on to cite examples of projects which have been developed involving real-life critical research conducted in cooperation with local non-profit government and business organisations


DrsquoAgostini T Senders S and Reilly D (2007) The Promise of Integrated Design New York USA Institute of International Education

This short article re-conceptualizes our understanding of the study abroad process drawing on the insights provided by cultural anthropology Study abroad is viewed as a right of passage which suggests how truly transformative experiences for students are developed at each phase and through linkages between the phases involved in the whole experience The Partnership for Global Education (PGE) has developed an approach to study abroad programming called Integrated Program Design The article describes this approach which frames

46

studentsrsquo time abroad with rigorous pre-departure and re-entry work providing a more continuous and intentional international experience Integrated Program Design better prepares students to have a deeper more engaged cross-cultural encounter and it encourages them upon their return to campus to continue to process their experiences and share them with the wider community


King S (2008) The Chinese Cultural Experience A Case Study with Year 3 British Students Travelling to Zhejiang Gongshang University China The Enhancing Series Case Studies International Learning Experience York Higher Education Academy

This case study describes the experiences of a group of British students and staff on a visit to a university in China The study visit reflects on the learning undertaken when teaching English to Chinese students and the cultural experience of study abroad in China

httpwwwheacademyacukassetshlstdocumentscase_studieskingpdf

Daly AJ and Barker MC (2005) Australian and New Zealand university students participation in international exchange programmes Journal of Studies in International Education 9 (1) 26-41

International educational exchange is a growing phenomenon which requires more research but much of the current work originates in the USA and Europe This article focuses attention on Australia and New Zealand in considering personal characteristics of students that may influence rates of participation It is noted that despite government focus and more opportunities very few students participate therefore research needs to address personality and social factors influencing the decision making process and the impact of exchange experience

Engaging with students and teachers Teaching in Transnational Higher Education serves as a forum for debate on topics such as the modification of teaching to adapt to the needs of diverse students the use of technology in the classroom the view of higher education as a marketable service the importance of cultural awareness and understanding in a transnational classroom and the complexities of assuring quality education across borders

Chapters discuss teacher perspectives on for example the growth of transnational higher education in the UK the implications of intercultural dialogue and understanding for teachers teaching and learning in the transnational classroom dealing with student plagiarism in transnational teaching and training of new transnational teachers Perspectives on learning include for example the internationalisation of the undergraduate curriculum international outcomes through groupwork and the professional doctorate in transnational higher education



2

only recently that these associations have become explicit in research into internationalisation processes (see Jones and Brown 2007)

Some works (Jones 2009 Dunn and Wallace 2008) are quite eclectic and will have broad appeal across a range of activities roles and responsibilities others focus attention on particular aspects of the internationalised curriculum and teaching and learning practice (Grace and Gravestock 2008 Bourn Mackenzie and Shiel 2006) Most engage with the lsquostudent voicersquo although some are more focused on the international student voice (Carroll and Ryan 2005) than others which seek to engage all student perspectives going beyond conventional groupings (Jones 2009) All texts offer practical guidance although style differs ndash some works are clearly written in the lsquotextbookrsquo genre (Grace and Gravestock 2008 Carroll and Ryan 2005) whilst others are more akin to reflection on experience (Jones and Brown 2007 Bourn Mackenzie and Shiel 2006) Whilst all of these texts will represent some challenge to the reader perhaps Savicki (2008) warrants special mention in this context Experience abroad is the essential focus of this book but the chapters contained therein really do challenge us as educators to think beyond the technical-rational context of international encounters to consider what it means for students to be truly lsquotransformedrsquo by such experiences In this sense Savicki (2008) reminds us that international education is as much about personal growth and development as it is about employability it is as much about how and what we feel as it is about what we know understand and can do

Jones E (ed) (in press for Autumn 2009) Internationalisation and the student voice higher education perspectives London Routledge

Contributions to this volume originate from diverse countries and engage the reader with the lsquostudent voicersquo on internationalisation in Higher Education The book acknowledges and learns from studentsrsquo views on how they perceive internationalisation and what it means for their learning experience (both positive and negative) in order to understand how we as Higher Education practitioners and institutions can enhance the experience of internationalisation for future students A wide variety of contexts are encountered both lsquoat homersquo - embracing the multicultural community as well as the multicultural classroom - and lsquoabroadrsquo ndash in the shape of study abroad international volunteering and international placement and internship The volume is distinctive in a number of ways A broad range of views are represented including not only the conventional groupings of postgraduate undergraduate home and international students but also other voices less frequently heard such as the refugee (the lsquohome internationalrsquo student) and the lsquonewrsquo academic as learner in the field of internationalisation

15 chapters are presented in four sections student response to internationalisation of the curriculum the impact of study abroad and volunteering student learning in the cross-cultural classroom and transnational education and support for international students

Dunn L and Wallace M (eds) (2008) Teaching in Transnational Higher Education London Routledge

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