1. Title of presentation Name of presenter
SaP in global learning – an action research approach
Professor Betty Leask
Acting DVC Academic
Professor of International Higher Education
Australian National Teaching Fellow
La Trobe University, Melbourne, Australia
Title of presentation
Name of presenter
Title of presenter
School / Faculty / Division
xx Month 201x

2. Connections Students as partners in global learning Formal curriculum
Informal curriculum
Global learning outcomes for all students

3. The term curriculum extends well beyond the syllabus to include the:
envisioned curriculum (its stated purpose);
enacted curriculum (teaching and learning processes);
assessed curriculum (assessment of student learning outcomes);
experienced curriculum (the students’ experience of learning in as well as beyond the classroom)

4. Business Mentors UniSA 2007 - 2013
Reviewing and reflecting
Imagining new possibilities
Planning
Acting
Evaluating

5. Leask (2013)

6. The Context Business School, University of South Australia 2005
Graduate Quality – ‘all students will develop international perspectives as graduates and citizens’
A range of interventions
Existing traditional mentoring program and some new people in new roles

7. A cyclical and evolutionary process
Core work done by academic staff in disciplinary teams
Value in outside expertise too
Short-term goals and incentives

8. ‘in tutorial class … beside me it’s an empty chair, but this girl she … I remember I smiled at her, then she just walked back and she sat at the back of the class. Why didn’t she just sit here?’
(International student, 2003)

9. A cyclical and evolutionary process
Core work done by academic staff in disciplinary teams
Value in outside expertise too
Short-term goals and incentives

10. How to engage students across cultures?
The way we do things around here …
How to provide the necessary support for all
How to reduce the potential ‘risk’ for students – start small, learn, adjust, improve, expand

11. A cyclical and evolutionary process
Core work done by academic staff in disciplinary teams
Value in outside expertise too
Short-term goals and incentives

12. What action did we take?
We modified an existing ‘traditional’ student orientation and transition mentoring program
In particular. we added a specific ‘intercultural’ goal
facilitate cross-cultural social interactions between students, in particular international and domestic students
Student Experience Questionnaire indicated that students had lower satisfaction levels than those in other divisions – level of interaction with other students and sense of community at UniSA.
Initially set up for just international students, and then extended to all students in mid 2007.

13. The reimagined program are both IS and HS
Mentors = student volunteers who had studied at university for at least one year ($50 book voucher)
Mentors work in ‘mixed pairs’ with mentees also allocated to ‘mixed groups
Mentors assist with orientation activities for new students and attend social activities
Mentors negotiated, planned and organised social orientation activities over a semester
Training program to include training in cross-cultural communication and mentoring

14. A cyclical and evolutionary process
Core work done by academic staff in disciplinary teams
Value in outside expertise too
Short-term goals and incentives

15. Act
In first semester 2007, 1500 new undergraduate students were automatically allocated ‘Business Mentors’
Formative evaluation through coordinator oversight and regular informal meetings with students
Summative evaluation included program specific evaluation, inclusion of questions linked to University-wide surveys and direct comparison with a similar but different program in another faculty
Cycles of improvement; data based decision-making (and funding)

16. Business mates model the value of working across cultures

17. “this …was …a fantastic opportunity to enrich my experience working with people from different cultural backgrounds. I wanted to be part of UniSA community”

18. A cyclical and evolutionary process
Core work done by academic staff in disciplinary teams
Value in outside expertise too
Short-term goals and incentives

19. We found that both mentors and mentees benefitted
Both mentors and mentees more likely to agree with these statements than students who were not involved in the mentoring program
‘I feel I have improved my skills in communicating across cultures’
‘I feel I am part of the UniSA community’
‘I am happy with the level of interaction I have with other students’

20. The impact was greatest on the mentors

21. Paired and unpaired mentors said they developed different GQs
Paired mentors strongest agreement rates were with GQs 4, 6, 7 and all of these agreement rates are higher than those of unpaired mentors - most relevant to internationalisation
Paired mentors had a much stronger agreement rate with GQ7 than unpaired mentors
A graduate of the University of South Australia: 
1 operates effectively with and upon a body of knowledge of sufficient depth to begin professional practice 
2 is prepared for life-long learning in pursuit of personal development and excellence in professional practice 
3 is an effective problem solver, capable of applying logical, critical, and creative thinking to a range of problems
4 can work both autonomously and collaboratively as a professional 
5 is committed to ethical action and social responsibility as a professional and citizen 
6 communicates effectively in professional practice and as a member of the community 
7 demonstrates international perspectives as a professional and as a citizen

22. CCC outcomes relate to GQ6

23. The impact went beyond ‘internationalisation’ goals
Attendance at orientation has increased from 54% in 2008 to around 84% in 2010.
PASS participants consistently outperform their peers with an increase in overall performance ranging from 6% to 22%.
Success rates for commencing and continuing students increased by 2% from
Retention rates for undergraduate students have increased by around 4% from 2008 – 2009 (same % increase for both DS and IS)

24. The effects on some have been life-changing
University of South Australia - Business Double Degree
Sport/Recreation Management & Tourism/Events Management
Student Ambassador & Business Mates volunteer
Division Teaching and Learning committee (DTALC)
Program Undergraduate Student Representative
Steven has since been to Canada on exchange and completed the Global Experience program
Business Mates was what set him on this track

25. Why did I become a mentor?
“I thought this would be a fantastic opportunity to enrich my experience working with people from different cultural backgrounds”
““I wanted to give something back to the university that has offered me so much and to share my positive experiences with other students”
(Business Mates Student Mentors, University of South Australia 2010)

26. A cyclical and evolutionary process
Core work done by academic staff in disciplinary teams
Value in outside expertise too
Short-term goals and incentives

27. The value of ongoing cycle of review, reflection, imagining and modifying the program
PASS program adapted to incorporate the same principles
Increasing involvement of students in planning, delivery, evaluation and modifications
Students presented at conferences e.g. (AIEC)
Student initiated complementary programs
Global learning outcomes for students
Broadened sphere of influence

28. Key lessons learned
A cyclical action research approach focused on principles, values and measurable global learning outcomes which engages students as partners will have an impact.
Even seemingly small, decisions can have a dramatic impact
what we are seeking to do is to change the culture of the campus. This is going to be a slow process and is likely to take considerable time – we need to be aware of and encouraged by slow, incremental improvements and not always be looking for the ‘silver bullet’; the single event or series of events that will resolve the issue once and for all. We need to initiate a wide variety of strategies in order to improve the level and quality of cross-cultural interaction amongst student groups on campus; we need to monitor the effectiveness of our interventions over time which requires ongoing attention and effort; and we need to engage in reflective practice and continuous improvement based on the evidence we collect. Culture change is slow and a systematic and sustained approach over time is required.

29. Conclusion
‘transformations take place when respect for, and tolerance of, difference is embedded in institutional culture, and where individuals are properly supported when required to act and think outside their comfort zone’ (Thom , p. 156).

30. References
Leask, B. (2015) Internationalisation of the Curriculum Routledge, Abingdon
Thom, V. (2010) Mutual cultures: engaging with interculturalism in higher education. In: Jones, E. (ed) Internationalisation and the student voice. Higher education perspectives. London: Routledge.