ANIE Conference, 7-9 October 2015 Dr Loveness Kaunda Mzuzu University

Internationalisation of the Curriculum Definitions Internationalisation // Comprehensive Internationalisation “the integration of international, intercultural or global dimensions into the purpose/functions and delivery of post- secondary education” (Knight, 2005)

Internationalisation of the Curriculum An “infusion of international and comparative perspectives throughout the teaching, research and service missions of higher education” (Hudzik, 2011) Curriculum: A body of knowledge which is planned and guided re: content and pedagogy – The what, when & how of what is taught IoC is “the integration of international dimensions into the curriculum content & delivery (Leask 2012)

Internationalisation of the Curriculum Frames of Reference – Global frames of reference ascended to prominence impacting on national, regional & global decisions and interpretations of internationalisation – The need / desire to build & sustain inclusive global networks – The need to embrace / recognise multiple perspectives – Prevalence of global issues requiring global / multiple /collective solutions (migration, climate change, economics, energy, political systems, education, health etc. – Need to be connected to global market place of ideas, brains and innovations; rankings

Internationalisation of the Curriculum Need to produce world conscious & effective graduates - with ability to think analytically & act locally, nationally & globally = (“GLOCAL”) Search for & demand for global resources & common standards (e.g. quality assurance, course equivalence, credit systems, professional certification, convergence of accreditation frameworks, etc)

Internationalisation of the Curriculum – Need for diverse perspectives in the curriculum – Joint degrees / research / publications – Increase in student / staff mobility – Produce graduates capable of solving problems in a variety of locations, contexts with cultural and environmental sensitivity – Understanding diff. lenses through which cultures view & act on information & knowledge – Technology has opened up Internet connectivity bringing knowledge at one’s fingertips (e.g. MOOCs)

Internationalisation of the Curriculum National – Nation building –role of HEI’s in supporting national development – Relevance, respect for indigenous knowledge – National policies and practice – Values & priorities – Criticism:- Isolationist / inward-looking?? Regional – SADC – East Africa – West Africa – Afrocentric >

Internationalisation of the Curriculum Global argument(s) – Cross cultural knowledge, skills & attitudes – Permeation of ICT’s, worldviews, perspectives – Need to be heard & have influence in the world – Borderless world Zeleza (2012) warns against intellectual colonisation / domination, homogenisation of knowledge, economic oppression re: globalisation Knowledge must be grounded in African epistemic roots

Internationalisation of the Curriculum Perceptions on Internationalisation Imposition of wrong policies Adoption of inapplicable models of education Manipulation of research agendas Intellectual property concerns Feelings of superiority by western partners Weak regulatory mechanisms in Africa Skewed mobility patterns >>> brain drain

Internationalisation of the Curriculum Issues & Questions – Is Internationalisation or internationalisation of the curriculum relevant for African Universities? – Are African curricula already internationalised? – [Internationalisation, CI, IaH, IoC, AoC…????? – “To be a higher education institution of distinction, you need to be internationalised” TRUE/FALSE? – What counts as adequate IoC? – Is there a compromise?