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CURRICULUM INTERNATIONALISATION/ Key Questions & Considerations

Dean for Internationalisation

Video via ‘Think Kent’

See https://www.kent.ac.uk/global/curriculum.html

https://www.kent.ac.uk/global/curriculum.html

Overview

TWO KEY QUESTIONS (Q1&Q2):

• What is curriculum internationalisation?

• Why is curriculum internationalisation important?

THREE IMPORTANT CONSIDERATIONS (C1-C3):

• Challenges to curriculum internationalisation

• Identified examples of curriculum

internationalisation at Kent

• Some requirements for development and

sustainability

Q1- What is Curriculum Internationalisation?

• DEFINITION: Internationalisation of the

curriculum is the incorporation of international,

and /or global dimensions into the content of

the curriculum as well as the learning outcomes

,assessment tasks, teaching methods and

support services of a program of study.

Leask 2009, p.209

• Just as internationalisation is diverse and multi-

layered, so is curriculum internationalisation.

This is due to the different ways in which the

curriculum can be internationalised and the

many subjects which are taught and studied.


A positive response to globalization:

• that makes connections which are enriching and which

offer fresh cultural insights and exchanges (Giddens 1999)

• to support critical and independent thought alongside a strong value

base of social justice (Bourn 2010)

• confirmed through action, to infuse international and comparative

perspectives throughout teaching, research, and service missions of

higher education (Hudzik, 2011)

• which recognises the requirements and challenges associated with the

globalisation of societies , economy and labour markets (van der

Wende 1997)

• which advocates a re-orientation towards outcomes and impacts and

away from input and output approach (de Wit, 2014)

• to integrate an international, intercultural or global dimension into the

purpose , functions or delivery of post-secondary education. (Knight

2008)

• to build bridges of tolerance and respect for other cultures (Kramsch

2002)


• Formal curriculum, such as

module, and programme content

• Informal curriculum, such as co-

curricular activity

• Hidden curriculum, such as other

institutional practices or

conventions

Q2- Why is Curriculum Internationalisation

important? A few reasons:

• DIVERSE COMMUNITY - International

communities are comprised of different individuals

with alternative, understandings, approaches and

goals.

• CRITICAL THINKING - An international curriculum

provides access to to rich and varied viewpoints

which contributes to the process of critical thinking

• KNOWLEDGE DEVELOPMENT & APPLICATION

- Different contexts bring important insights for the

development and application of knowledge in a

broad range of situations.

• EMPLOYABILITY - After university you are likely

to be working in an international environment or

interacting with people from diverse backgrounds

C1- Challenges to Curriculum

Internationalisation

• CULTURAL - Clifford (2009) identified some representatives of particular

discipline areas are less persuaded of the need to engage in the discourse of

curriculum internationalisation.

• Green and Whitstead (2013) note that disciplines are at the heart of the IoC

process. Each discipline has its own culture and history, its own ways of

investigating, understanding and responding to the world (Becher, 1989)

Differences between disciplines extend far beyond the content taught; they go to

the heart of teaching, research and student-faculty relationships.



• PERSONAL - Bennett, (2008) refers to Mindset,

Skillset and Heart set to describe capacity,

willingness and commitment of staff. Support and

preparation are key.

Resources

• Use the Curriculum Internationalisation Tool Kit

(this document)

• Attend a Learning & Teaching Network session

• Watch the Curriculum Internationalisation video

• Take an online course

• Discuss with Associate Deans or Dean for


• Join or gain support from the CIWP

Curriculum Internationalisation Working Party

The new (Draft) CIWP Terms of Reference involve:

• Promoting existing sector good practice for

curriculum internationalisation

• Identifying models of existing good practice within

Kent Schools and Faculties- including how

schools respond to the new section within the

module specification

• Suggesting and taking forward mechanisms for

curriculum internationalisation at Kent, including

within formal, informal and hidden contexts

• Providing guidance and training to Kent staff to

inform curriculum internationalisation.

• Support to and from home and international

students in recognizing the importance of and need

for curriculum Internationalisation



• INSTITUTIONAL - Leask

(2014) refers to institutional

blockers in terms of

University organisation

structures and the level of

institutional engagement with

the process.

Section in Module Specification:

C2- Identified Examples of Curriculum

Internationalisation at Kent:

• LEARNING OUTCOMES - Existing examples of

modules with embedded internationalisation and

incorporation into the module design process.

• PROGRAMME OR MODULE CONTENT - a wide

range of modules and programmes with an

international focus – Can include our Global

Engagement Modules.

• ACTIVITIES AND METHODOLOGY – diverse

teaching approaches based on/linked to world-

leading research.

• ASSESSMENT – different approaches to

assessment and module assessment patterns

beyond standard/customary practice.

• TAKING ADVANTAGE OF STUDENT/STAFF

CULTURAL DIVERSITY- 27% international

students, 40% non UK academic staff and a large

number of visiting academics

• See: https://www.kent.ac.uk/global/curriculum.html


C2- Identified Examples of Curriculum

Internationalisation at Kent:

See: https://www.kent.ac.uk/global/curriculum.html


C3- Some requirements for sustainability:

• BESPOKE - Alternative approaches for different

subject areas

• TRAINING - Ongoing guidance and skill-building

opportunities for staff

• SUPPORT- for home and international students in

recognising the importance and relevance of

internationalisation within the curriculum

• DIGITAL MEDIA - Taking Kent overseas in new ways

• INSTITUTIONAL PRIORITISATION - E.G. Curriculum

Internationalisation Working Party (CIWP)

References• Becher, T., Trowler, P. & Society for Research into Higher Education 2001; 2010, Academic tribes and territories:

intellectual enquiry and the cultures of disciplines, Society for Research into Higher Education & Open University

Press, Maidenhead.

• Bourn, D. 2010, “Students as global citizens" in , ed. E. Jones, Routledge, London, pp. 18-130.

• Clifford, V. 2009, "Engaging the diciplines in internationalizing the curriculum", International Journal for Academic

Development, vol. 14, no. 2, pp. 133-143.

• De Wit, H., Hunter, F. & Egron-Polak, E. 2015, Internationalisation of Higher Education, European Parliament,

Brussels.

• Giddens, A. 1999, , LSE. The Director's lectures: Politics are socialism. Available: www.lse.ac.uk/giddens/lectures

• Green, Wendy & Whitsed, C.(.l. 2015, Critical perspectives on internationalising the curriculum in disciplines : reflective

narrative accounts from business, education and health, Sense Publishers, Rotterdam.

• Hudzik, J. 2011, "Comprehensive Internationalization: from concept to action", NAFSA: Association of International

Educators, Washington DC.

• Jones, E.1. 2010, Internationalisation and the student voice : higher education perspectives, Routledge, New York ;

London.

• KU Leuven 2014, , ICOMS: International Competences [Homepage of KU Leuven], [Online]. Available:

http://www.internationalecompetenties.be/en/home/ [October, 2015]

• Kalvemark, M. & van der Wende, M. National Policies for the Internationalising of Higher Education in Europe, National

Agency for Higher Education, Stockholm.

• Knight, J. 2008, Higher Education in Turmoil. The Changing World of Internationalization, Sense Publishers,

Rotterdam.

• Kramsch, C. 2002, "In search of the intercultural", Journal of Sociolinguistics, vol. 6, no. 2, pp. 275-285.

• Leask, B. 2009, "Using formal and informal curricula to improve interactions between home and international students",

Journal of Studies in International Education, vol. 13, no. 2, pp. 2005-221

• Leask, B. 2015, Internationalizing the curriculum, Routledge, Abingdon, Oxon ; New York

http://www.lse.ac.uk/giddens/lectures

http://www.internationalecompetenties.be/en/home/

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