1. University of KwaZulu Natal, RSA
THE NEED FOR INTERNATIONALISING CURRICULA IN SOUTH AFRICAN HIGHER EDUCATION
Lester Brian Shawa, PhD
University of KwaZulu Natal, RSA
Global Conference on Internationalisation of Higher Education, Kruger National Park, RSA, August, 2016

2. The argument/s
Greater success of internationalisation in South African universities requires that it be treated seriously as a curriculum issue
Given the paucity of research on the internationalisation of curricula and how it is mediated at teaching and learning level, an in-depth inquiry is required
Using UCT and Rhodes University policies: explore meanings, implementation plans and pose questions necessary for internationalising curricula

3. Internationalisation
The process of integrating an international, intercultural or global dimension into purposes, functions, or delivery of higher education
Useful in addressing global issues (peace, inequality, poverty etc)
Universities to provide globally relevant education and produce citizens of the world

4. South African Context IEASA efforts
Individual universities’ efforts (policies, exchange programmes etc)
Little research on curriculum and teaching and learning in relation to internationalisation
Lack of robust internationalisation practices at curricula as well as teaching and learning - global citizens.

5. Curriculum as a socialising agent
Socialisation: the process by which persons acquire the knowledge, skills, and dispositions that make them more or less effective members of their society
In universities this is key
Internationalisation should be part of this socialisation

6. Questions to be posed (Tyler Model)
What educational purposes should an institution seek to attain?
What educational experiences can be provided?
How can these educational experiences be organised effectively to achieve the purpose?
How can we determine whether or not the expected objectives have been achieved?

7. Applied to internationalisation
What curricula objectives seek to achieve internationalisation?
What activities or experiences are deliberately planned by universities to achieve internationalisation?
What levels and quality of personnel (academics)are in place?
What resources are available to implement internationalised curricula?
What mechanisms are put in place to assess the internationalisation agenda?

8. UCT and Rhodes universities on internationalisation
Internationalisation as affecting the whole institutional life
In what ways are internationalisation experiences part of the objectives across curricula in these universities?
What deliberate curriculum experiences on internationalisation are planned by these universities?
How are academics equipped to mediate curricula with international dimensions in these universities?
What procedures are available to assess aspects of internationalisation across curricula in these universities?

9. Global dimension
How are global trends or issues planned for across curricula in these universities?
In what ways do universities use curricula and teaching and learning to critically engage with global trends?
How are aspects of the global dimension assessed across curricula in these universities?

10. Local policy context
In what ways are local realities embedded in curricula across faculties in South African universities?
How do these universities assess the aspects of local realities at curricula and teaching and learning levels?

11. Student and staff mobility
Is the mobility of staff and students factored into curricula?
What activities or curriculum experiences are planned for through staff and student mobility activities?
In what ways does the larger university community benefit from the knowledge acquired by staff and students on study abroad programmes?
In what ways are these knowledge and skills assessed?

12. Curriculum and teaching and learning …
Curriculum and teaching and learning ….the core organising factor of experiences such as internationalisation? Or just one of the factors enabling internationalisation?

13. Implementation of internationalisation
So far generally administrative - international offices
(Directors) need in-depth knowledge of curriculum and/or teaching and learning
The administrative space may not allow to prioritise internationalisation as a curriculum and teaching and learning issue
Such space may also constrain research

14. Conclusion
Greater success of internationalisation in South African universities requires that it be treated seriously as a curriculum issue.
Given the paucity of research on the internationalisation of curricula and how it is mediated at teaching and learning level, an in-depth inquiry is required

15. THANK YOU