Internationalising the student experience - staff perspectives Raj Dhimar June 2009 Sheffield Hallam University 1

Session overview Current context HEA framework for internationalisation D&S Faculty perspective and core objectives D&S approach to internationalisation - 3 strands (IBD, mobility and LTA) Developments in internationalisation and LTA in D&S Scoping project summary, findings and recommendations 2

Current context - what's internationalisation all about? Some key evidence bases The Prime Minister's Initiative 2 for International Education (PMI 2)The Prime Minister's Initiative 2 for International Education Bologna Process -Towards the European Higher Education Area Europe Unit Northern Consortium - United Kingdom Leadership Foundation for Higher Education Organisation for Economic Co-operation and Development - OECD Teaching and Learning International Survey (TALIS) Organisation for Economic Co-operation and Development - OECD Teaching and Learning International Survey (TALIS) Higher Education Academy - supporting Internationalisation Higher Education Academy HEFCE - International Strategy HEFCE DIUS - 9 perspectives on HE development (1 of which is about internationalisation - a ten year view (Bone,D. 2008) DIUS 3

Internationalisation in HE No single consensus on international development in HE International development - adds to the diversity of the student experience Survival of courses - reliance upon international recruitment Significance of financial contribution and their implications 4

Curriculum issues Learner mobility challenges Accommodating international students in and out of LTA practice - should we rearticulate our LTA to be more flexible for a diverse body of students? Inclusivity-contributing to an evolving society vs. traditional HE delivery (private sector/class/hierarchy) Need a realistic, thought through approach across HE institutions - Employer engagement/WP/lifelong learning Focus on partnership and collaboration between HE institutions 5

HEA - Framework for Internationalisation The Higher Education Academy identifies five core components of an Internationalisation process and the Faculty is clustering its own activities around these components: Institutional (values, policies, partnerships) Staff (supporting, developing and rewarding) Students (diversity, communication) Curriculum formal and informal (internationalised curriculum, exchanges, integration) Support (services & facilities, pastoral, linguistic / cultural / academic) 6

D&S Faculty perspective - Internationalisation Project ( ) Corporate Plan SHU International Strategy ( ) Faculty international strategies/plans Heads of International development in Faculties Approx - 14% of SHU students are international (rising year on year) Existing rationale - trying to address current reputational and income needs Internationalisation project is set in the context of other institutional related activities delivered by: - International OfficeInternational Office - International Student SupportInternational Student Support - International MarketingInternational Marketing - Partnership Support Unit 7

D&S Faculty Core Objectives for Internationalisation ( ) To increase and diversify business development and income streams to the Faculty To enhance the employability of students (UK and international) To create a key selling point for the faculty To achieve a vibrant and multicultural environment within the faculty 8 efault.asp

3 paradigms for internationalisation Mobility LTAIBD 9 research on student perceptions of mobility new partnerships with overseas HEI's student information sessions to promote mobility opportunities work on UG course structures to enable mobility project to scope current practice and future direction in internationalisation and LTA development of 3 international focused optional modules in ASS Internationalisation of the student experience conference to share and promote good practice Attendance and representation at European recruitment fairs International visits to HE institutions in China, India, Africa and the Middle east new curriculum partnership link with St Francis Internationalisation Special Interest Group

Interrelated areas of work Mobility LTAIBD 10

Learning, Teaching and Assessment (LTA) " to ensure that all students can benefit from an "internationalised" experience even if they are not physically mobile, for example by studying modules with an international focus and by working with students from other countries and cultures". D&S Faculty Internalisation Strategy ( ) 11

" Internationalising the curriculum is an important and strategic initiative of universities worldwide. An internationalised curriculum has the potential to enrich the educational experience of both local and international students by providing a range of opportunities for study and cultural exchange. This includes student mobility programs as well as incorporation of international content" J, Martin. and How, Kee.L (2008) 12

Ongoing Internationalisation Project developments to support LTA strand in 2008/09 13 Internationalisation of the student experience special interest group evidence base of current practice establish new partner link disseminate practice - conference development of new international modules

Research study - scoping internationalisation and LTA (staff perspectives) Purpose and aims The objectives of the scoping exercise were to: Enquire about the opportunities that courses offer to integrate international and cross-cultural perspectives through learning, teaching and assessment Consider the international relevance of subject material through learning, teaching and assessment Explore understandings of different pedagogical cultures to ensure that teaching and learning remains sensitive to student’s educational contexts 14

The approach In semester 1 of 2008, independent interviews were undertaken with colleagues across the Faculty to find out how they were engaging with the internationalisation within the context of learning and teaching. 27 interviews were conducted with representation from 14 of the Faculty's 17 current subject areas. 15

Summary of key findings - themes Diversity of staff practice Current international practices Statutory requirements/Professional bodies Curriculum change Programme/course structures Student and staff mobility 16

Examples of International Practice 17

Implications for LTA and the curriculum: developing internationalisation How can we provide effective staff development processes to support the integration of international perspectives/relevance within the curriculum? How can we develop the facility, capacity and resource for supporting international related activity, which is aligned with University Central Support Services, IT Support, International Office, that includes aspects of international business development and student and staff mobility? How can we modernise assessment and feedback practices to facilitate international LTA activity? How can we provide students with opportunities for international related experiences both within and outside the curriculum? How can we effectively use student feedback to develop international activity which is relevant to their subject? How can we promote the development of international collaboration at individual, team, departmental, faculty, and institutional level? 18

Recommendations The findings of this scoping exercise should be used and disseminated across the Faculty in helping to provide input to the future support for internationalisation The need for a clear lead and direction for Internationalisation Celebrate good international practice Promote greater awareness of the Internationalisation Project and associated plan Develop Faculty wide and cross-institutional links on the strategic development for internationalisation Provide appropriate interventions for International learning, teaching and assessment support for staff Promote professional development and staff engagement related to internationalisation Undertake further investigatory work, focusing on the needs and practices of relevant international stakeholders, including employers and students 19

Summary The scoping exercise highlighted that there are already many good existing practices which demonstrate the multiple benefits of an internationalised student learning experience. The Faculty is in an ideal position to move forward on the issues highlighted in the discussion which focuses on meeting the needs of key stakeholders such as academic and learning support and central service support such as the international office, international student support and international marketing. 20

How do I internationalise my curriculum? Inclusive LTA approach elearning Research Informed Teaching PDP Professional Development Assessment and Feedback Digital Fluency Employability Learner Autonomy Embedding Internationalisation through LTA Sheffield Hallam University LTA Report (2008) 21

Internationalisation Project: key contacts Donna Cooper - Project Officer, Iain Garner - Mobility Strand Leader Jill Nanson - Project Manager Andrea Nollent - Project Sponsor Steve Terry - Strand Leader IBD Malcolm Todd - Strand Leader LTA 22

Key texts and references Burnapp, D. et al, (2008), Supporting international students in UK Higher Education: a staff development course, The Higher Education Academy, Subject Centre for Language, Linguistics and Area Studies (LLAS) Carroll, J. and Ryan, J.(2005), Teaching International Students, Improving Learning for All, The Staff and Educational Development Association Series Hudson, B. and Todd, J. M. (2000), Internationalising the Curriculum in Higher Education - Reflecting on Practice, Sheffield Hallam University Press Hyland, F. etc al, (2008), A Changing World: the internationalisation experiences of staff and students (home and international) in the UK Higher Education, The HEA, Subject Centre for Education (ESCalate) and Subject Centre for Language, Linguistics and Area Studies (LLAS) Jones, E. and Brown, S. (2007), Internationalising Higher Education, Routledge publications, British Library Catalogue Ryan, J. (2000), A guide to teaching international students, Oxford Centre for Staff and Learning Development, Oxford Brookes University The Prime Minister's Initiative for International Education in Higher Education The Higher Education Academy - Internationalisation support Global Opportunities for UK Higher Education Oxford Brookes - Internationalising the Curriculum Resource Kit