Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind Globalisation challenges in designing culturally appropriate curricula and research Introducing ICT into African Bantu Communities as a Case

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind - HE is becoming global / international #UK HE institutions global leader in providing HE to international students #There were 223,850 international students (excluding EU) enrolled at UK HEIs in (DfES, 2006): this is approximately 13% of all HEstudents in the UK (OECD, 2006) # UK hosts 44,000 international research students (NK Education Ltd., 2007) #UK’s national income made by international students was estimated at £5.5 billion (HEPI, 2007) Introduction

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind The University of Greenwich recruits students from over 100 countries and has partnerships in 17 countries UG is indeed a multicultural microcosm and considers: ▫International perspectives ▫Diversity ▫Increasing international student enrolment 2008 – 2009: Black African = 16% 2007/2008: Black African = 52% failed Black males not doing well The world is better off if all people perform and develop Introduction

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind Challenges in researching and teaching across culture ▫Inferiorities among Africans due to colonialism and by African academia that rejects African Indigenous Knowledge Systems ▫‘Western’ methodology and curricula not exactly fitting for African IKS and contexts Introduction

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind Your experiences of multicultural education (e.g., teaching and supervising a foreign student) Discussion

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind How do YOU cater for multiculturalism? What (common) values bind the multi-cultures in HE? Have the measures (e.g. at the University of Greenwich) for multicultural curricula worked? What makes the measures work/ not work? What should be done? Discussion

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind For whom, what and where is the curriculum? (For example, who sets the core values)? How valuable is the curriculum to foreign (African) students? For where do we prepare the African graduate to work? Discussion

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind MY experiences ▫Of introducing ICT among Bantu in SA and Uganda ▫Of African students in Australia ▫Research that is sensitive to the IKS and needs of African Bantu – Afrocentricity and Ubuntu Excerpts from a paper

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind My experiences – building bridges across the cultural and digital divide (IKS / Western paradigms) Is a post-modernistic amalgamation of Bantu and Western paradigms possible? Excerpts from a paper

Dr. Muwanga-Zake, Department of Systems Management & Strategy, Business School Annual Learning and Teaching Conference - University of Greenwich: Developing the Inquiry Mind Way forward for HE How can we balance Global versus local curricula needs? Designing relevant and sensitive curriculum for non-Western cultures in the Global village Content Philosophical framework Cultural bias avoidance Relevance to African contexts and needs Etc Conclusion