On Tues 27 November, I attended this University of Wollongong lunchtime forum (12.30pm-1.30pm, Rm 6.210 (SMART Bldg)).
The presenter, Sue Robson from Head of School of Education, Communication and Language Sciences at Newcastle University, UK (25% International students), described how internationalization is allied with the discourse of globalization (Vaira 2004) and how it is a pervasive but contested characterization of contemporary Higher Education (Turner and Robson, 2008) that is frequently economically driven ( Edwards et al, 2003).
The key questions raised in the presentation asked:
- How can we support universities in the development of a holistic approach to internationalisation?
- How can we build internationally-minded communities (Volet, 1999; Marshall & Martin, 2000; MacKinnon & Manathunga, 2003) (transformative internationalization is individual not institutional and involves personal and collective ideological commitment (Bartell, 2003; Sanderson, 2004; Robson, 2011)) to become a civic university?
- How can the curriculum be internationalized?
She described a transformative model (adapted from Bartell, 2003)
- From the symbolic, extrinsic business marketization agenda to the integrated, diverse cultural and community-minded agenda
- Educating from with and for a multitude of cultural perspectives’ Nainby, Warren and Bollinger, 2003)
Key teaching practice implications:
- Student experience
- Curriculum content
- Skills development
- Pedagogy (the theory of practice)
However internationalisation literature is devoid of a theoretical framework (Caruana and Spurling, 2007)
How can staff be encouraged to develop internationalized perspectives?
The EquATE project: developed a Community of Enquiry. A community of people passionate (from across all sectors: primary, secondary and higher ed) about teaching who are publishing in their Discipline areas. The staff from the Research Centre for Learning and Teaching (CfLaT) publish in Pedagogical journals.
The EquATE model: professional enquiry through action research
- Interdisciplinary dialogue
- Exploratory Cycle – Negotiated/deductive cycle – continuous during a 9 month period
- Collect evidence and share it during the exploratory cycle
- Exploratory cycle:
- Scoping study
- Mixed method design
- Poster conference
- Second cycle: Conference paper, Journal papers
This model encourages people to go back into their discipline areas with a wealth of research and understanding about internationalization
Gathering evidence from
- student learning
- student feedback
- group participants or peer feedback
- personal action and reflection
Individual case studies within the equate community intersected with:
- Disciplinary discourses
- Institutional strategy
- Sector policy
- TOWS analysis (SWOT backwards)
The TOWS analysis raised interesting issues
The process of developing internationalization provides the real value by means of the opportunities that arise throughout the process
Sue Robson is Head of the School of Education, Communication and Language Sciences at Newcastle university (UK) and a member of the Research Centre for Learning and Teaching (CfLAT). She leads the Teaching and Learning in Higher Education (HE) Research Group. Her current research focuses on the internationalization of higher education; innovative teaching and learning in HE; reward and recognition for teaching excellence in HE. She is co-author (with Yvonne Turner) of Internationalizing the University: an introduction for university teachers and managers, 2008, Continuum Press. She is Co Principal Investigator on an HEA-funded Inter-Institutional Benchmarking Project: Reward and Recognition for Teaching in HE (with Tasmania, Wollongong, Leicester).
Sue taught in secondary schools and special education services for 13 years before joining the Special Educational Needs Research Group at Newcastle University in 1995. Sue taught in the Centre for International Studies in Education, University of Newcastle from 1997-2002, and became Director of the Centre in 2001. Sue has designed, developed and directed postgraduate professional programmes for teachers in Newcastle and Hong Kong. She was a member of Newcastle University Senate 2008-2011 and became Head of the School of Education, Communication and Language Sciences in 2007.
Organised by the Internationalisation of Curriculum Advisory Committee (ICAC) of UEC’s Learning Engagement & Support Subcommittee (LESS)