1. Internationalising learning in widening access institutions: a case study.
Cameron Graham, Learning Developer
Liz Frondigoun, Senior Lecturer, Criminal Justice

2. Internationalising the curriculum at UWS
UWS students will “…enjoy a transformative international learning experience…”
“We [UWS] will have an internationalised curriculum that reflects a culture of global outlook and transforms the life-chances of our graduates” UWS (2014, p. 1)

4. What is IoC?
“Internationalisation of the curriculum is the incorporation of an international and intercultural dimension into the content of the curriculum as well as the teaching and learning processes and support services of a program of study” (Leask, 2009, p.209)

5. What is IoC?
An internationalised curriculum is one which helps students develop “graduate capabilities, global citizenship and intercultural competency” (Leask, 2015 p.53).
“[it] is not just about content, it also requires changes in pedagogy to encourage students to develop critical skills to understand forces shaping their discipline and challenge accepted viewpoints’”
(Zimitat, 2008 cited in Leask, 2011:10)

6. Why internationalise the curriculum?
In order to acknowledge graduates will have social and cultural roles and responsibilities additional to their economic ones;
thus, aiming to prepare graduates to “live in and contribute responsibly” to a globally connected society
(HEA, 2014:2).

7. Why internationalise the curriculum?
IoC provides the means for all students to develop international perspectives, cultural and ethical sensitivity and intercultural capabilities (Green and Whitsed, 2015).
Not just outwardly and inwardly mobile students, and international students.
Stay at home students, e.g. widening access and non-traditional students, as well as those with family and work commitments.
For example, Collaborative Online International Learning (COIL).

8. Erasmus and Outward Mobility
Erasmus uptake in UK:
2013/14
15,610 students
Scotland-only:
2,107 students
Source: European Commission, 2015

9. COIL – what is it? A form of ‘globally networked learning’
Shared, online projects between students and staff in distant locations, from different cultural backgrounds and disciplines.
Collaboration between two or more groups of students, and staff.
COIL is viewed “as a means to internationalize curricula, build global partnerships, and help prepare globally competent students [who are] equipped for work and civic engagement in a global context”.
(State University New York, n.d.)

10. Virtual Mobility / Online Collaboration
COIL promotes “faculty and student interaction with peers abroad through co-taught multicultural online and blended learning environments emphasizing experiential student collaboration” (State University New York, n.d.)
International, and intercultural, experience without travelling
Harnessing technology brings substantial cost and time saving
Allows ALL students to have an intercultural/international experience
Online collaboration and project working – vital capabilities for 21st century employability

11. Youth Justice – A Global Perspective: UWS & Corning College, NY, USA
Six-week project:
Collaboration via Google Hangouts and Blackboard Course Site
Students paired with others from each institution – circa 25 students each from Scotland & US, 8 in a group, 4 from each
Students and staff upload and share short biographies – introductory week
Context on juvenile justice laws, as well as country case studies
Emphasis on student led collaboration, reflection, contextual comparison, and critical analysis

12. Pre-Project COIL Academy:
5-week online course; project preparation/planning with partner, covering:
Tools and Technology
Teaching approach
Language, etc.
Culminates in project plan presentation and shared expectations from project.

13. Mid-Project Six-weeks:
Materials were released on a week by week basis for students
They were assigned tasks in groups
Based on the principles of problem solving
Student as engaged learner
Student as educator
Student as producer

14. Post-Project Staff Outcomes Students
“I feel that my teaching has been challenged and invigorated, students have experienced a unique learning environment, and everyone involved has learned.”
Students
“It was fascinating to see the different perspectives concerning t he topics we discussed in the course. It changed my perspective.”
“It challenged me to think in new ways.”

15. Conclusions Students enjoy the experience
Encourages more engagement with the literature
Provides a unique experience for stay-at-home students
Provides a platform for academic collaboration

16. Reflections Issues: Lessons learned: - Lead in time
New project partner
Advantages
Opportunity to develop something new
Opportunity to forge new relationships beyond teaching
Lessons learned:
- Lead in time
- Clear Learning Outcomes
- Agree timeframes and presentation of materials

17. References
Clifford, V. and Montgomery, C. (2015) Transformative Learning Through Internationalization of the Curriculum in Higher Education, Journal of Transformative Learning, 13:1, pp [Online]. Available: [Accessed: 24/04/2015].
European Commission (2015) About: Statistics. [Online]. Available: [Accessed: 10/3/2016].
Higher Education Academy (2014) Internationalising Higher Education Framework, [Online]. Available: [Accessed: 1/7/2015]
Green, W. and Whitsed, C. (2015) ‘Introducing Critical Perspectives on Internationalising the Curriculum’, in Green, W. and Whitsed, C. (eds.) Critical Perspectives on Internationalising the Curriculum in Disciplines, p Sense Publishers; Rotterdam, Netherlands.
Leask, B. (2009) Using formal and informal curricula to improve interactions between home and international students, Journal of Studies in International Education, 13:2, pp [Online]. Available: [Accessed: 24/04/2015].

18. References
Leask, B. (2012) Internationalisation of the Curriculum (IoC) in action: A Guide, Report [Online], University of South Australia. Available online at: [Accessed: 1//07/2015].
Leask, B. (2015) Internationalising the Curriculum, Routledge; London.
McKinnon, S., Smith, A. and Thomson, J. (2015) A Window to the World: Using Technology to Internationalise Entrepreneurship Education, Journal of Perspectives in Applied Academic Practice, 3:3, pp
Robson, S. (2015) Internationalisation of the Curriculum: Challenges and Opportunities, Journal of Perspectives in Applied Academic Practice, 3:3, pp
State University New York (SUNY), (no date) About COIL. [Online] Available: [Accessed: 10/10/2015].
UWS (2014) Corporate Strategy 2014/20: Dreaming, Believing, Achieving a 21st Century University [Available on UWS Intranet].