Internationalisation and Sustainability: the purposes, policies and predicaments affecting teaching practice and student learning Elizabeth Grant University of Leicester

The Eight Millennium Development Goals: Eradicate extreme poverty and hunger Eradicate extreme poverty and hunger Eradicate extreme poverty and hunger Eradicate extreme poverty and hunger Achieve universal primary education Achieve universal primary education Achieve universal primary education Achieve universal primary education Promote gender equality and empower women Promote gender equality and empower women Promote gender equality and empower women Promote gender equality and empower women Reduce child mortality Reduce child mortality Reduce child mortality Reduce child mortality Improve maternal health Improve maternal health Improve maternal health Improve maternal health Combat HIV and AIDS, malaria and other diseases Combat HIV and AIDS, malaria and other diseases Combat HIV and AIDS, malaria and other diseases Combat HIV and AIDS, malaria and other diseases Ensure environmental sustainability Ensure environmental sustainability Ensure environmental sustainability Ensure environmental sustainability Develop a global partnership for development Develop a global partnership for development Develop a global partnership for development Develop a global partnership for development Agreed at United Nations Millennium Summit

A Student’s Perspective Manpreet Seera - undergraduate student Manpreet Seera - undergraduate student Manpreet Seera - undergraduate student Manpreet Seera - undergraduate student

Internationalisation ‘ the process of integrating an international, intercultural or global dimension into the purpose functions or delivery of post-secondary education’ (Jane Knight, 2004) ‘ the process of integrating an international, intercultural or global dimension into the purpose functions or delivery of post-secondary education’ (Jane Knight, 2004) Four rationales: Academic Academic Economic Economic Political Political Socio-cultural Socio-cultural

Internationalisation Identify academic programmes and teaching and learning processes that promote internationalisation(1) of the University in general, and foster global perspectives (2) among students, in particular. Identify academic programmes and teaching and learning processes that promote internationalisation(1) of the University in general, and foster global perspectives (2) among students, in particular.

Global perspective ‘ Developing a global perspective involves taking a broader more critical view of experience, knowledge and learning and includes seeking to understand the links between our own lives and those of people throughout the world.’ (Bournemouth University, Global Perspectives Group, 1998) ‘ Developing a global perspective involves taking a broader more critical view of experience, knowledge and learning and includes seeking to understand the links between our own lives and those of people throughout the world.’ (Bournemouth University, Global Perspectives Group, 1998)

What is the relationship between internationalisation and global perspectives? Focus of this study is on Learning and Teaching and Academic Programmes Focus of this study is on Learning and Teaching and Academic Programmes Defining curricula as ‘sites for social interaction’ (Lattuca, L. 2006) Defining curricula as ‘sites for social interaction’ (Lattuca, L. 2006) ‘students ……..influence….an academic plan, bringing prior knowledge, goals, motivations, expectations, needs, skills, and capacities to the learning experience and thus shaping the outcomes of the curricula’ (Lisa Lattuca, 2006)

Transnational Education Mode 1 Cross Border Supply Mode 1 Cross Border Supply Service crossing the border – e.g. distance and e-learning Mode – 2 Consumption abroad Mode – 2 Consumption abroad Students who are taking all or part of their education in another country. Mode – 3Commercial Presence Mode – 3Commercial Presence Branch Campuses or franchising agreements Mode – 4Presence of natural persons Mode – 4Presence of natural persons Professors or researchers travelling to another country temporarily to provide a service. (Adapted by Knight, J: 2002) Internationalisation-at-home (IaH) denotes any activity, except outbound student and staff mobility, which has an international dimension or focus (Wächter, 2003). Internationalisation-at-home (IaH) denotes any activity, except outbound student and staff mobility, which has an international dimension or focus (Wächter, 2003).

Sustainability A process where the exploitation, the orientation of technological development and institutional change are made consistent with future as well as present needs’ (Brundtland Commission, 1987) A process where the exploitation, the orientation of technological development and institutional change are made consistent with future as well as present needs’ (Brundtland Commission, 1987) A process through which we shall need to live more in tune with the environment (Scott and Gough, 2004) A process through which we shall need to live more in tune with the environment (Scott and Gough, 2004) ‘The goal of sustainable development is to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life, without compromising the quality of life of future generations….’(Sustainable Development Commission website, accessed 16/6/06) ‘The goal of sustainable development is to enable all people throughout the world to satisfy their basic needs and enjoy a better quality of life, without compromising the quality of life of future generations….’(Sustainable Development Commission website, accessed 16/6/06)

Lifelong Learning 1. A view of learning which is as inclusive as possible in order to draw in all the learning that a person does (lifelong) between birth and death. 2. As we do not yet know what we shall need to learn in relation to sustainable development it is hard to be definitive about what needs to be taught except that perhaps we need to be taught how to learn and how to be critical in order to build our collective capacity to live both sustainably and well. (Scott & Gough, 2004)

Sustainability literacy: skills and knowledge An appreciation of the importance of environmental, social, political and An appreciation of the importance of environmental, social, political and economic contexts for each discipline A broad and balanced foundation knowledge of sustainable development, its key principles and the main debate within them, including its contested and expanding boundaries A broad and balanced foundation knowledge of sustainable development, its key principles and the main debate within them, including its contested and expanding boundaries Problem-solving skills in a non-reductionist manner for highly complex real- life problems Problem-solving skills in a non-reductionist manner for highly complex real- life problems Ability to think creatively and holistically and to make critical judgements Ability to think creatively and holistically and to make critical judgements Ability to develop a high level of self-reflection (both personal and professional) Ability to develop a high level of self-reflection (both personal and professional) Ability to identify, understand, evaluate and adopt values conducive to Ability to identify, understand, evaluate and adopt values conducive tosustainability Ability to bridge the gap between theory and practice; in sustainable Ability to bridge the gap between theory and practice; in sustainable development, only transformational action counts Ability to participate creatively in inter-disciplinary teams Ability to participate creatively in inter-disciplinary teams Ability to initiate and manage change. Ability to initiate and manage change. HEA, January 2006

Aims of the DEA The DEA defines development education as lifelong learning that: explores the links between people living in the "developed" countries of the North with those of the "developing" South, enabling people to understand the links between their own lives and those of people throughout the world explores the links between people living in the "developed" countries of the North with those of the "developing" South, enabling people to understand the links between their own lives and those of people throughout the world increases understanding of the economic, social, political and environmental forces which shape our lives increases understanding of the economic, social, political and environmental forces which shape our lives develops the skills, attitudes and values which enable people to work together to take action to bring about change and take control of their own lives develops the skills, attitudes and values which enable people to work together to take action to bring about change and take control of their own lives works towards achieving a more just and a more sustainable world in which power and resources are more equitably shared. works towards achieving a more just and a more sustainable world in which power and resources are more equitably shared.

How can your discipline….. enable people to understand the links between their own lives and those of people throughout the world? enable people to understand the links between their own lives and those of people throughout the world? increase understanding of the global economic, social and political environmental forces which shape our lives? increase understanding of the global economic, social and political environmental forces which shape our lives?

2 develop the skills, attitudes and values which enable people to work together to bring about change and to take control of their own lives? develop the skills, attitudes and values which enable people to work together to bring about change and to take control of their own lives? work to achieve a more just and sustainable world in which power and resources are equitably shared? work to achieve a more just and sustainable world in which power and resources are equitably shared?