jude carroll talk 1 dkit oct 2012 carroll talk... · jude carroll ‘what does it mean?’ ... ....
TRANSCRIPT
Internationalising modules:
What does it mean?Where and how might you make changes?
Who can implement the changes?
Jude Carroll
‘What does it mean?’
Internationalisation
of the
Curriculum
‘Internationalising a module’
How does this fit into my responsibilities asprogramme leader?
A few words of warning
This is complex & tough to do
[I may take an approach which is differentfrom what you are expecting….]
Doing it takes thinking, persuading,perseverance
Loads of ideas and suggestions ….. onlysome will fit or work for you
Knowing what you might do is not thesame as knowing how you might do it
Let’s start with what you hope toget this afternoon….
What do you want to discuss or explore?
What do you NOT want to discuss orexplore?
What do you hope to leave with?
‘Internationalising’: aproduct (the curriculum) and
a process‘International
university’
Internationalprogramme
Modules:
international content+ intercultural skills
Classroom arrangements
‘Whole university’ issue
‘.. prodigious intellectualand practical effort’
McTaggart, 2003
Looks very different indifferent contexts
Different ideas about
Whether it should be done
Why it should be done
When it should be done
Who should do it
How it should be done
‘the incorporation of aninternational andintercultural dimensioninto the content of thecurriculum as well as theteaching and learningarrangements andsupport services of aprogramme of study’.
Leask, 2009
A few reminders
Curriculum
Formal and informal
‘Everything that shapes the student’s learningexperience’
Includes content but it is not a synonym for‘syllabus’
Content
Knowledge
Skills
Attitudes, professional values
Reminders (continued)
‘ … teaching andlearningarrangements’
‘ … the supportservices’
‘the incorporation of aninternational andintercultural dimension intothe content of thecurriculum as well as theteaching and learningarrangements and supportservices of a programme ofstudy’.
Leask, 2009
What do you already do?
Where would an observer already see that youhave internationalised? What’s theevidence?
Think about
University level
programme level
support services
teaching and learning arrangements
Why do it?
Achieve international standards for branding purposes, ‘play toour strengths’
Enhance international understanding
We have students from 112 countries here
Solve global problems, address global questions
Grow the university
Build students’ skills for global employment
Ensure students have appropriate Knowledge / Skills / Attitudesfor a culturally diverse and globally interconnected world
Generate additional income
Our student satisfaction data is getting worse
Develop strategic alliances
Foster international collaboration in research and knowledgegeneration
and?
Different sorts of ‘why’ [‘whyinternationalise?’] Why ….. how we got to this point
Why …. what has caused us to think likethis
Backward looking – about causes
Why …. what we want to achieve
Why …. what are the values, beliefs andgoals we intend to achieve
Forward looking – shared purpose & beliefs
Why do it? Achieve international
standards for brandingpurposes, ‘play to ourstrengths’
We have students from 112countries here
Grow the university
Generate additional income
Our student satisfactiondata is getting worse
Develop strategic alliances
Our International studentsstruggle
Solve global problems,address global questions
Build students’ skills for globalemployment
Ensure students haveappropriate Knowledge / Skills/ Attitudes for a culturallydiverse and globallyinterconnected world
Foster internationalcollaboration in research andknowledge generation
Create a curriculum for all
No single answer to‘why do it?’
local, discipline-specific answers
local, role-specific answer
Takes time and shared discussion to reacha consensus
Risk: tokenism, superficiality, unsustainable
Suggestion: focus on forward-looking
Internationalising: what sort ofdiscipline?
(Clifford, 2009)
…. for humanitarian values& sustainability
…. to produce graduates capable ofsolving problems in a variety oflocations with cultural andenvironmental sensitivity.
Aulakh et al, 1997
…for a globalmarketplace
…….. geared to operating in internationalsurroundings, under international marketconditions and with an internationalprofessional orientation
Harlov, 1997
Our students are “going out there in the world’’ …and we need them to be ready
… to ensure students’graduate competence
…. an education that will allow them to performsuccessfully, professionally and socially, in a multi-cultural environment.
……. about students developing global perspectives andcross-cultural capability (Clifford and Joseph, 2005)
The world is getting global and we needstudents to be ready.
education for inclusion
All students are ‘our students’
-teachers must adjust their practice and accommodate
-students must adjust to ‘how it is here’
-teachers and students share responsibility for participation
All students should be able to succeed, to participate, to learn…….
All students should be able to use their previous experiences andknowledge
All students should leave with knowledge that is useful and relevant
Before focus on modules, establishthe programme graduate capabilities
..to prepare for professional practice in a globalmarketplace
…for graduates’ intercultural competence in a diverseworld
… to ensure the course and classroom use inclusive,respectful, relevant teaching and learning practices
… for knowledge generation, exchange and use in aninternational context
Task: agreeing programmeoutcomes / goals
Requirements:
….with the whole programme
….with enough time
…. [often] with facilitation
…. with a stated and agreed outcome
‘This programme will train graduates whoare able to….’
Programme mappings
‘This programme will turn outgraduates who are able to…..’
Task:
Talk about how youwould be able toagree programmegoals….
Can you do it forthe programme?
‘the incorporation of aninternational andintercultural dimensioninto the content of thecurriculum as well as theteaching and learningarrangements andsupport services of aprogramme of study’.
Leask, 2009
No wonderinternationalisation is so
complex
Different approaches (through activity, by changing the ethos, todevelop competent graduates, by making everything we dointernationally sensitive)
Different levels (national, local, institutional, programme, course,classroom)
Different rationales / reasons
Different degrees of understanding and authority
[Loads of blockers and enablers for change …..]
Rationale for nursing (Leask,2011)
education can and should create theconditions necessary for health, peace andharmony as fundamental human rights inevery society
nurses and midwives can make a valuablecontribution to the promotion preservationand maintenance of these conditions
(Sandstrom 1998, p.146)
Nursing: Learning Outcomes Ability to co-operate and collaborate in joint
efforts across national and cultural boundaries
Intercultural communicative competence requiredfor provision of professional health care to patientsfrom diverse cultural backgrounds
Ability to obtain and utilise ideas and experiencesfrom different parts of the world
Ability to function within the healthcareorganisations of the future
(Sandstrom 1998)
Applied Sciences: rationale forIoC a curriculum based on a critical analysis of
the connections between culture, knowledgeand professional practice in science within aglobalised world
employs problem-based methodologies
prepares students to be flexible, adaptiveand reflexive problem solvers who canconduct community-based as well asindustry-based investigations
(Carter 2008 p.629)
Medicine: addressing the ‘why’
How do we ensure that our graduates are equippedto provide effective health care to patients fromdiverse linguistic and cultural backgrounds?
How do we know that graduates are appropriatelyequipped – Knowledge, skills, attitudes?
To what extent does our program focus ondominant Western paradigms of medicine?
Is this focus appropriate today?
What about in the future?
Biological Sciences: rationale
The big problems in biology areinternational problems that requireinternational solutions
There are many important problems to besolved in the developing world
Journalism ‘Our aim is to promote a transformative educational
experience for communicators of the future, who areable to work across diverse inter-cultural contexts’.
But the pervasiveness of westernised thought (mainlyin the English language) dominates modes ofdissemination which tends to produce a homogenousperspective from which other non westernexperiences are excluded.
Focus: can we de-Westernise?
Journalism: how they wentabout itMapping the current programme: 2 courses fully focused
on international and intercultural content
Claims that the programme draws upon non-westernpractice, theories and assessment in a number of areas
Where the claims are delivered is unclear; unclear how‘other ways’ are incorporated into the curriculum.
Action plan: not yet complete.
several ways to tackle ‘internationalcurriculum and experience’
The ‘add on’ approach
Same course, same programme, same campus (+ halal food) Newreading list; add a case study; design a module on ‘internationalxxx’; run an extra course in cross cultural communication
The infusion approach
Use students ‘cultural capital’, change assessment to draw onexperiences; bring in diverse guest lecturers; review the readinglist, add new topics
The transformational approach
Send out students with new world views [‘…, all of us understandingthe world differently’]; Respectful, co-operative learning strategies
Transformation requires anintegrated model
International aims and graduate attributes
Programme level planning.
internationalising the content
internationalising the teaching and learning activities
internationalising the context (campus, college, contacts)
Internationalising the module
activities for identifying and using ‘cultural capital’
authentic cross-cultural communication
Internationalising the classroom
activities for inclusion and integration
Internationalising the teacher
Nested transformationat all levels
Marketing and reputation; ‘brand’Links and partnershipsRecruitment of diverse staffHospitality factors; campus planning
Lecturing forparticipationCross-cultural skillsFair & valid markingKnowing students’ pastexperiences … and more
university
programme
module
classroom
Graduate capabilitiesBeliefs and values
(inclusion, multipleperspectives, globalcitizenship)
Epistemology [knowledge-making]Induction & progressionAdmissionSupport and guidance
Learning outcomes (content andskills)
Reading listGroup work tasks
Assessment criteriaGuest speakers
Where and why for placement / fieldtrips
Internationalising themodule:
university
programme
module
classroom
Not every course: what is the student’soverall experience?
Range of opportunities: not just thesyllabus
Often requires new skills / staffdevelopment/ research
Use the ‘enablers’, especially diversestudents [‘cultural capital’]
Tools for moduleinternationalisation Learning outcomes
Assessment
Interactive learning activities:
discussions
projects
group work tasks
Resources for moduleinternationalisation
Case studies, projects, examples
Issues in professional practice
Investigation of practice elsewhere
Reference to international content
Addressing global issues
Ethical topics, e.g. on ethics of globalisation
Historical background to current professional practices
Int’l textbook or journal articles
Exploring knowledge construction from culture toculture in discipline area
Students reflecting on learning in relation to their owncultural identity
Inclusive teaching: diversestudents’ learning issues
‘It’s not the passport they carry, it’s theirprevious learning experience thatmatters……’
These factors inter-relate
educationalmobility
learning inEnglish
pedagogicvariation
The case for teacher adjustment and accommodation
Denial ‘I teach. It’s up to them to learn.’
‘I teach Chemistry. Oxygen is the same everywhere’
‘I didn’t admit this student who can’t speak English’
‘Repair’ ‘These students can’t ….. They aren’tmotivated..’ [‘You fix them and then I’ll teach them’]
The students must adapt ‘They want an education …. so, theyshould be ready for our kind of education.’
Teachers accommodate and adjust their practice:
These are my students: what do they bring? What do they needto succeed? What can I do to help them succeed?
Students’ key learning issues:
Language [studying in English]
Academic transition: new
practices assumptions andexpectations; new standards
Having appropriate skills
Engagement andparticipation
Collaboration, mixing.Having their knowledge andexperience valued
educationalmobility
learning inEnglish
pedagogicvariation
Early support for social inclusion
Organised ‘getting to know’ chances
In-class discussion: purpose explained andparticipation supported
Language enhancement activities
Lighter cognitive load in lectures
Fewer, longer, safer group tasks
Group tasks which
bring students together’
Teaching Cross-cultural skills
INTEGRATIONCOLLABORATIONINCLUSION
What more couldyou do?
Which change(s)would make adifference?
Inclusive teaching
Pick three areas for today
Focus on teacher adjustment andaccommodation
What could