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1 Internationalising the curriculum: advantages and challenges Dr Lesley Gourlay Oct 2014 ioe.ac.uk Overview 3 „Internationalisation‟ as policy discourse Approaches to the curriculum Managing for diversity ‘Internationalisation’ as a policy discourse Internationalisation as ‘enrichment’ …overseas bases to enrich further internationalization of the university … the talents, experience and knowledge of students to enrich ('internationalise') the curriculum .to enrich the academic network of the university …to enrich the cultural mix of the campus Internationalisation as ‘enrichment’ Rhetoric of inclusivity is unassailable „Enrichment‟ seen as arising via co-presence alone Denial of process & struggle Appropriation of discursive space, Silence/ing Utopian discourses? Infantilisation? Neo-colonialism? ‘Internationalisation’ as a policy discourse Depersonalisation in policy discourse (Smith 2008) Abstraction & authoritarianism (Beecham 2008) Positioning of social actors in response to policy (Fanghanel 2007) International students assumed to be „lowering standards‟ (Devos 2003) McLellan (2008) 10 Approaches to the curriculum: ‘internationalisation at home’ European Association for International Education (EAIE) Most students are not mobile „Internationally competent professionals‟ Focuses on: „ academic learning that blends the concepts of self, strange, foreign and otherness‟ Teekens 2006: 17 http://www.eaie.org/networking/ps/conference/index.asp?PS=IaH 13 Approaches to the curriculum: ‘internationalisation at home’ Literature & content Case studies Guest lecturers Incoming students Staff development 15 Approaches to the curriculum: ‘internationalisation at home’ A more truly reciprocal model? Places „home students‟ as beneficiaries Active and structured Focus on values not co-presence Potentially encourages „the internationalisation of the academic self‟ (Sanderson 2008)? 16 Approaches to the curriculum: graduate attributes / literacies Melbourne, Sydney, Kings‟ –Warwick Aberdeen University: Academic Excellence Critical Thinking and Communication Learning and Personal Development Active Citizenship http://www.abdn.ac.uk/graduateattributes 17 18 Approaches to the curriculum: graduate attributes / literacies Focus on „producing graduates‟ Curriculum-embedded model May be perceived as overly „top-down‟ May disregard what is already there Close to „skills & employability‟ model? Erodes / elides disciplinary difference? 19 Managing for diversity: academic staff Fallon & Brown (1999) language & „cultural differences‟ Robertson et al (2000) reluctance to discuss, mismatched study practices, adaptations Robson & Turner (2007): time & effort, impacts, notion of „burden‟ Zepke & Leach (2007) Integration & adaptation discourses Staff exhibited elements of both 20 ‘More stressful’ “…the current minimal number of academic staff we have at present cannot keep on taking on more and more academic and social tasks Teaching mixed groups at high levels is simply more stressful and more strenuous … academic achievement has declined in general, resulting from teaching advanced science in simplistic English and the decline of discussion of ideas” 21 ‘Vast amounts of extra time’ “Acknowledge the vast amounts of extra time that has to be spent adapting teaching methods for the international students, and in dealing with the problems experienced by these students I am happy to have to change my teaching …but feel there is little recognition in the university as to the actual amount of hours this costs me (usually at weekend, and in the evenings)” 22 Managing for diversity: academic development The extent of the challenge should be recognised Recognition of hybridity of roles (Gourlay & Grieg 2012) Staff development may be viewed as remedial (Hyland et al 2008) „Safe‟ spaces for development needed (Barron, Gourlay & Gannon-Leary 2010) 23 Managing for diversity: policy and practice Alignment of philosophy, mission & curricula (Kings and Warwick 2010) Offshore & online enhancement / quality „Unpacking‟ of implicit ideologies True motivations and goals? What is not written on the policy? 24 Managing for diversity: language & educational practice Beyond deficit models (Wingate 2006) Academic literacies (Lea & Street 1998) Curriculum work( Mitchell 2011) Central role of „support‟ units University as multilingual space (Preece 2009, 2010) World Englishes, code-switching, hybridity, plurality Pedagogies for diversity 25 Internationalisation at the IoE Website resource Case studies Staff development http://intercurr.ioe.ac.uk/ 26 Any questions? Institute of Education University of London 20 Bedford Way London WC1H 0AL 27 Tel +44 (0)20 7612 6000 Fax +44 (0)20 7612 6126 Email info@ioe.ac.uk Web ioe.ac.uk .. .Internationalising the curriculum: advantages and challenges Dr Lesley Gourlay Oct 2014 ioe.ac.uk Overview 3 „Internationalisation‟ as policy discourse Approaches to the curriculum... enrich further internationalization of the university … the talents, experience and knowledge of students to enrich ('internationalise') the curriculum .to enrich the academic network of the university... feel there is little recognition in the university as to the actual amount of hours this costs me (usually at weekend, and in the evenings)” 22 Managing for diversity: academic development The