1. Internationalisation of the curriculum Maureen Bell University of Wollongong mbell@uow.edu.au

2. Outline Internationalisation of higher education Successes at ACU? Internationalisation of the curriculum What is it? What do we know about it? What are universities doing? Tensions, dilemmas, ambivalences Reccomendations and good practice ACU – your plans?

3. mbell@uow.edu.au Internationalisation of higher education teaching research service Globalisation influences Scholarly influences Communications

4. mbell@uow.edu.au Internationalisation of higher education The process of integrating an international/intercultural dimension into the teaching, research and service functions of the university Knight & de Wit, 1997

5. mbell@uow.edu.au Internationalisation ACU successes so far…

6. mbell@uow.edu.au Internationalisation of the curriculum What is it? What do we know about it?

7. mbell@uow.edu.au Internationalisation of the curriculum Reflection What does internationalisation of the curriculum mean for you? What are the purposes/aims of internationalisation of the curriculum? What is internationalisation of the curriculum?

8. mbell@uow.edu.au key strategy for internationalisation of higher education Back, Davis, & Olsen, 1996; Bremer & Van Der Wende, 1995; Ellingboe, 1998; J. Knight & de Wit, 1995; Leask, 2001; Ninnes & Hellsten, 2005; Rizvi, 2002 Internationalisation of the curriculum

9. mbell@uow.edu.au curricula with an international orientation in content, aimed at preparing students for performing (professionally/socially) in an international and multicultural context, and designed for domestic students as well as foreign students (Back et al., 1996, p. 1). International curriculum - OECD

10. mbell@uow.edu.au Internationalisation of the curriculum infusion of international content into curriculum is simplistic a holistic conception of curriculum refers not only to content but also to pedagogy and values

11. mbell@uow.edu.au the preparation of students to be internationally knowledgeable and inter- culturally competent to address, through scholarship, the increasingly interdependent nature of the world (Association of Universities and Colleges Canada, 1995). Internationalisation of the curriculum

12. mbell@uow.edu.au a construct, not a clearly defined set of ideal or best practices Curro & McTaggart, 2003 a complex process that is as much about who and how we teach as it is about what we teach Leask, 2001 Internationalisation of the curriculum

13. mbell@uow.edu.au conceptual confusion and a lack of clear practice Knight, 1999 Internationalisation of the curriculum – Australia

14. mbell@uow.edu.au Internationalisation of the curriculum What are universities doing?

15. mbell@uow.edu.au Internationalisation of the curriculum What are universities doing? We know very little about the ways in which academics and students are experiencing, and developing responses to internationalisation within the teaching and learning function of the university

16. mbell@uow.edu.au North American and Canadian universities considered internationalisation of the curriculum to be the most difficult component of international education AUCC, 2000 Internationalisation of the curriculum What are universities doing?

17. mbell@uow.edu.au There is little evidence that internationalisation activities are seen as relevant to the mainstream of academic activity Altbach & Teichler, 2001 educators make few, if any, changes in either the process or content of classroom activities Ward, 2006 most faculty members had not internalised the cause of internationalisation Referring to internationalisation in his own university Stohl, 2007 Internationalisation of the curriculum What are universities doing?

18. mbell@uow.edu.au Global skills development Study Abroad & Summer Study Abroad ‘Propinquity’ - international students as a curriculum/pedagogical resource International content International pedagogy structured inter-cultural engagement Inclusive curriculum Acknowledging student experiences and characteristics Global Learning Internationalisation of the curriculum What are universities doing?

19. mbell@uow.edu.au Internationalisation of the curriculum Tensions, dilemmas, ambivalences

20. mbell@uow.edu.au Internationalisation Tensions, dilemmas, ambivalence Internationalisation of the curriculum brings social, cultural and intellectual benefits at the same time it is also essential to maintain the strong international student market in Australia despite the challenges now posed by the higher value of the Australian dollar and the increasing concerns about international security AVCC, 2004

21. Internationalisation models Model 1 Market-drivenModel 2 HybridModel 3 Education-led Locus of curriculum control appropriated at administrative levels Locus of curriculum control with academic endeavour Absence of theoryEvolving theory-baseDevelopment of theory-base Absence of critique, dialogue Some critique, dialogueCritical conversations Edict driven, re-badged curriculum Cross-institutional curriculum deliberations, re-badged curriculum Responsive, cross- institutional curriculum deliberations Logistical problems block engagement Logistical problems recognised and minimised Logistical problems overcome Circumscribed and/or ineffectual curriculum change Developing curriculumExpansive curriculum Unsatisfactory student outcomes Some international student outcomes achieved Specific and achieved student outcomes

22. Internationalisation models Model 1 Market-driven Model 2 Hybrid market- driven and education-led Model 3 Education-led Locus of curriculum control appropriated at administrative levels Locus of curriculum control with academic endeavour Absence of theory Evolving theory-baseDevelopment of theory-base Absence of critique, dialogue Some critique, dialogueCritical conversations Edict driven, re-badged curriculum Cross-institutional curriculum deliberations, re-badged curriculum Responsive, cross- institutional curriculum deliberations Logistical problems block engagement Logistical problems recognised and minimised Logistical problems overcome Circumscribed and/or ineffectual curriculum change Developing curriculumExpansive curriculum Unsatisfactory student outcomes Some international student outcomes achieved Specific and achieved student outcomes

23. Internationalisation models Model 1 Market-drivenModel 2 Hybrid Model 3 Education-led Locus of curriculum control appropriated at administrative levels Locus of curriculum control with academic endeavour Absence of theoryEvolving theory-base Development of theory- base Absence of critique, dialogueSome critique, dialogue Critical conversations Edict driven, re-badged curriculumCross-institutional curriculum deliberations, re-badged curriculum Responsive, cross- institutional curriculum deliberations Logistical problems block engagement Logistical problems recognised and minimised Logistical problems overcome Circumscribed and/or ineffectual curriculum change Developing curriculum Expansive curriculum Unsatisfactory student outcomesSome international student outcomes achieved Specific and achieved student outcomes

24. mbell@uow.edu.au Internationalisation of the curriculum It is within the global context that the concept of internationalisation of the curriculum has recently emerged as a grass-roots, visionary response to the market-driven changes taking place in the higher education sector.

25. mbell@uow.edu.au Internationalisation of the curriculum Reccommendations and good practice

26. mbell@uow.edu.au Higher education institutions must seize the initiative in the process of internationalisation rather than reacting to external globalisation forces, such as the market develop an education system where internationalisation promotes cultural diversity and fosters intercultural understanding, respect and tolerance among peoples. International Association of Universities, 1998 Internationalisation of the curriculum A socially responsive, education-led model

27. mbell@uow.edu.au Internationalisation of the curriculum The challenge How can institutions of higher education adequately prepare their graduates to live and participate as global citizens and professionals?

28. mbell@uow.edu.au A need for courses and programs that: offer authentic contexts and tasks build international learning communities provide mechanisms for meaningful, regular, inter-cultural contact engender learning through reflection upon that interaction Internationalisation of the curriculum The challenge

29. mbell@uow.edu.au Internationalisation of the curriculum ACU GRADUATE ATTRIBUTES Open-mindedness and receptiveness to new ideas A spirit of service to the community Commitment to good citizenship, respect for individuals, empathy with persons of differing cultural and religious backgrounds, community responsibility and concern for the environment A high regard for equity and human rights in the context of a broad understanding of globalization

30. mbell@uow.edu.au The ‘new’ cosmopolitanism Graduates who recognise their responsibility to every other human being Kwame Appiah (2006)s

31. mbell@uow.edu.au A means to move beyond the narrow confines of nationalism and Western-centric views of the cultural ‘other’ … by defining not only a commitment to pluralism and a respect for diversity of cultures... but also the recognition of the interdependence between peoples and societies and the global graduate’s responsibilities that stretch beyond the formal ties of citizenship. Kwame Appiah (2006) The ‘new’ cosmopolitanism

32. mbell@uow.edu.au Education-led model and policy-based procedures Acknowledge the importance of strategic issues Disciplinary vision eg, graduate as cosmopolitan citizen International pedagogy international student engagement within and across institutions effective use of learning management systems authentic learning contexts and tasks experiential learning approach Equity of student access to international programs Nurture and reward academic goodwill, knowledge and skills Internationalisation of the curriculum Recommendations from the research (Bell, 2008)

33. mbell@uow.edu.au Internationalisation of the curriculum Activity ACU – your plans? How to achieve? Which curriculum areas? Disciplinary vision of graduate attributes Obstacles? Opportunities? Use Recommendations Good practice guidelines

34. mbell@uow.edu.au Program areas philosophy & mission administrative support support services professional development awareness activities community linkages international linkages program review Curricular areas learning objectives course content instructional resources teaching/learning strategies assessment strategies extension activities extra-curricula activities Internationalisation of the curriculum Good Practice (Whalley 1997)

35. mbell@uow.edu.au Internationalisation of the curriculum Questions?

36. mbell@uow.edu.au Internationalisation of the curriculum Activity ACU – your plans? How to achieve? Which curriculum areas? Disciplinary vision of graduate attributes Obstacles? Opportunities? Use Recommendations Good practice guidelines