CAPRI Books

1Nottingham Trent University, Internationalising the Curriculum: an annotated bibliography Viv Caruana, Leeds Metropolitan University Introduction This annotated bibliography comprises a selection of books, journal articles, conference papers and other resources on the subject of the internationalised curriculum. It has been compiled initially from a library of global sources originally brought together as part of the review of literature in the feld, commissioned by the Higher Education cademy in !""# $%aruana, &. and 'purling, (., !"")*. This has been up+dated to include more recent work. The central criterion for selection of material, other than books, has been accessibility , only resources readily available in electronic form via the --- are cited along with articles appearing in HE journals to which (ottingham Trent .niversity currently subscribes. The works included originate from various parts of the globe re/ecting particular regional interests, traditions and perspectives. The ustralian literature boasts a high level of engagement with considerations of diversity and inclusivity within the curriculum. 'imilarly, the merican literature has long been pre+occupied with multiculturalism and multiple perspectives within the conte0t of liberal education and more recently the trend towards globalisation has engendered a sharper focus on service or community learning and study abroad. The (etherlands is acknowledged as the birthplace of 1Internationalisation at Home2 a concept that is gaining ground within the .3 literature having been subordinate to traditional notions of internationalisation focused on recruitment of international students and e0perience abroad. Indeed, as evidenced in this bibliography having perhaps started to engage later, there is increasing research interest among .3 HE practitioners in all aspects of the internationalised curriculum. The selection of books cited has been compiled with a view to giving the reader a solid grounding in the feld and to appeal to particular interests and conte0ts. The electronic resources and journal articles similarly cover a number of perspectives and are thus organised under eight themes. 4eaders may browse by theme or search the resources using suggested key terms. Boos This selection of books from key authors in the feld has been compiled with a view to providing insight into the array of perspectives encountered in internationalisation of the curriculum in higher education. 5ost of the te0ts are edited volumes and thus provide a diversity of conte0ts and approaches which will resonate with most readers. nother important characteristic of this selection is that it shows how internationalisation is neither a static nor isolated phenomenon. It has always been associated with other key agenda such as E6uality and 7iversity, but perhaps it is 2 only recently that these associations have become e0plicit in research into internationalisation processes $see 8ones and 9rown, !"")*. 'ome works $8ones, !"":; 7unn and -allace, !""<*, are 6uite eclectic and will have broad appeal across a range of activities, roles and responsibilities, others focus attention on particular aspects of the internationalised curriculum and teaching and learning practice $=race and =ravestock, !""<; 9ourn, 5acken>ie and 'hiel, !""#*. 5ost engage with the 1student voice2 although some are more focused on the international student voice $%arroll and 4yan , !""?* than others which seek to engage all student perspectives, going beyond conventional groupings $8ones, !"":*. ll te0ts o@er practical guidance although style di@ers , some works are clearly written in the 1te0tbook2 genre $=race and =ravestock, !""<; %arroll and 4yan, !""?* whilst others are more akin to re/ection on e0perience $8ones and 9rown, !""); 9ourn, 5acken>ie and 'hiel, !""#*. -hilst all of these te0ts will represent some challenge to the reader perhaps 'avicki $!""<* warrants special mention in this conte0t. E0perience abroad is the essential focus of this book, but the chapters contained therein really do challenge us as educators to think beyond the technical+rational conte0t of international encounters to consider what it means for students to be truly 1transformed2 by such e0periences. In this sense, 'avicki $!""<* reminds us that international education is as much about personal growth and development as it is about employability; it is as much about how and what we feel as it is about what we know, understand and can do. !ones, "# $ed% $in press &or 'utumn ())*% Internationalisation and the student voice: higher education perspectives, London: +outledge %ontributions to this volume originate from diverse countries and engage the reader with the 1student voice2 on internationalisation in Higher Education. The book acknowledges and learns from students2 views on how they perceive internationalisation and what it means for their learning e0perience $both positive and negative* in order to understand how we, as Higher Education practitioners and institutions, can enhance the e0perience of internationalisation for future students. wide variety of conte0ts are encountered both 1at home2 + embracing the multicultural community as well as the multicultural classroom + and 1abroad2 , in the shape of study abroad, international volunteering and international placement and internship. The volume is distinctive in a number of ways. broad range of views are represented, including not only the conventional groupings of postgraduate, undergraduate, home and international students but also other voices less fre6uently heard such as the refugee $the 1home international2 student* and the 1new2 academic as learner in the feld of internationalisation. A? chapters are presented in four sectionsB student response to internationalisation of the curriculum; the impact of study abroad and volunteering; student learning in the cross+cultural classroom and transnational education and support for international students. ,unn, L# and -allace, M# $eds#% $()).% Teaching in Transnational Higher Education London: +outledge 3 Engaging with students and teachers Teaching in Transnational Higher Education serves as a forum for debate on topics such asB the modifcation of teaching to adapt to the needs of diverse students; the use of technology in the classroom; the view of higher education as a marketable service; the importance of cultural awareness and understanding in a transnational classroom and the comple0ities of assuring 6uality education across borders. %hapters discuss teacher perspectives on, for e0ample the growth of transnational higher education in the .3, the implications of intercultural dialogue and understanding for teachers, teaching and learning in the transnational classroom, dealing with student plagiarism in transnational teaching, and training of new transnational teachers. Cerspectives on learning include for e0ample, the internationalisation of the undergraduate curriculum, international outcomes through groupwork and the professional doctorate in transnational higher education. /ue 0race and 1hil 0ravestoc $()).% Inclusion and Diversity: Addressing the Needs of all Students London: +outledge This book forms part of the 3ey =uides for E@ective Teaching in HE series. It o@ers specifc, practical advice on the issues that teachers encounter when teaching in a diverse classroom. DInclusion and 7iversityD highlights good practice for all students, and provides a helpful structure around the day+to+day e0periences of sta@ and students as they make contact with each other. ddressing a range of themes including student age, ethnicity, disability, se0uality and gender, this book aids all practitioners in higher education + particularly those new lecturers meeting their students for the frst time + to develop a better understanding of the issues involved in teaching a diverse range of students. It includes sections as followsB preparing to meet our students; some educational principles underpinning inclusive learning and teaching; including all students in small group teaching; working with students in large groups; inclusive e+learning; students2 academic e0periences outside the classroom; students2 lives out of the classroom; students2 skills agenda; ensuring fair assessment and supporting students in transition at the completion of their studies. /avici, V# $ed#% $()).% Developing Intercultural Competence and Transformation: Theory, esearch and Application in International Education, /terling, V': /tylus This book focuses on changes in motivations, attitudes, self+identity and values which are the potential outcomes of international education which embraces e0perience abroad. The goal is to give solid substance to the growth and transformation approach to study abroad. The central concept of intercultural competence is defned and set within the framework of transformative learning theory. Ideas and strategies for facilitating development of intercultural competence presented here go beyond traditional emphases on the achievement of formal skills. Educators who embrace international e0perience as part of their curriculum are provided with a theoretical framework and e0amples of practice to craft more meaningful activities that will make a long+term di@erence in the 6uality of student e0periences, and set the stage for transformative change. A< chapters are presented in three sectionsB theories of intercultural growth and transformation; research on the processes of intercultural competence and 4 transformation and applications to enhance intercultural growth and transformation. !ones, "# and Bro2n, /# $eds#% $())3% Internationalising Higher Education: !earning, Teaching and Assessment London: +outledge This book o@ers a series of chapters written by various authors, all of whom address the challenges and trends associated with internationalising higher education. In order to determine both the state of the feld and the potential for further internationalisation themes investigated include policy, assessment, learning, teaching, student support, curriculum development and European+wide and global perspectives in respect of internationalisation. 5any of the chapters provide case studies of programmes, interventions and initiatives, mainly from Eeeds 5etropolitan .niversity where both the editors are based. These include discussion of the establishment of an International Faculty and a 'chool of pplied =lobal Ethics, the development of a section of the university website for International 4e/ections, the undertaking of an internal 6uality enhancement audit of the international student e0perience, and the setting up of a service learningGcommunity+based learning volunteering programme. In this way, the book addresses what %aruana and 'purling $!"")* identifed as a lack of practical e0amples that could move the feld of internationalisation beyond the conceptual. n interesting outcome of reading the book is a sense that many of the internationalisation initiatives described overlap with other policy+driven agendas such as widening participation, employability and volunteering. Bourn, Mc4en5ie and /hiel $())6% The "lo#al $niversity: the role of the curriculum London: ,evelopment "ducation 'ssociation $,"'% This work o@ers much guidance in transforming the rhetoric of internationalisation into the reality of practice. The publication introduces the theme of internationalisation conte0tualised within the real world environment of higher education institutions $HEIs* today; highlights curricular initiatives developed at various HEIs and profles a number of universities that have adopted a university+ wide approach to global perspectives. The role of networks and e0ternal initiatives in sustaining change by complementing both curricular initiatives and university+ wide approaches is e0plored and the book fnally concludes with a section that suggests possible ways forward for institutions. !ude Carroll and !anette +yan $())7% Teaching International Students % Improving !earning for All, London: +outledge This is a 1how to do it2 te0tbook providing a wealth of insight for university teachers operating in the multicultural environment in the .3. The volume contains A# chapters divided into three partsB %ultural 5igration and Eearning; 5ethodologies and pedagogies; and Internationalising the %urriculum. The frst section of the book concentrates on cross+cultural issues, e0amining the cultural beliefs of lecturers, home students and international students, and identifying ways that this Hcultural capitalH is transforming HE in the .3. Cart ! looks at practical ways in which lecturers can adapt what they do to re/ect the increasingly diverse student population, including sections on academic writing skills, group work and postgraduate supervision. The fnal section looks at programme and institution level actions. 5 'everal themes run through the book. First, the editors hold the view that improving the learning e0perience for international students is to the beneft of all students. The second theme is a rejection of the defcit view of international students. The third theme links to the inclusive view of culture, arguing that lecturers should use the e0perience and knowledge that international students have to create new learning conte0ts and opportunities that add value for all groups. !ournal articles, con&erence papers and other electronically available sources Internationalisation and the intercultural dimension: Meanings, connections and boundaries Internationalisation in the higher education conte0t is a phenomenon which is comple0, messy, has multiple meaning in multiple conte0ts and, to some, is ideologically+driven or irrelevant or bothI s a process, internationalisation engulfs whole institutions, managerial, academic, administrative and support sta@ and students. It is ine0tricably linked to globalisation with its attendant marketisation discourse. Traditionally, internationalisation was associated with the e0otic but today it is about working and studying on campus as much as elsewhere. It permeates every aspect of university life and impacts not only during, but before and after study. This theme is about making the comple0 less comple0 and bringing some sense of order to the messy. 'ources cited here are about de&nitions, rationales, motivations, approaches, meanings attri#uted to 'ey phrases and concepts all within the discourse which is internationalisation. %ollectively, they convey a message that internationalisation is about more than content, skills etc. and embraces dispositions, multiple perspectives and re/e0ive engagement. Juick reference guides sit beside handbooks, Cowerpoint presentations, case studies and other resources which consider for e0ampleB • The connections between internationalisation, intercultural pedagogy and international education • how internationalisation is viewed and e0perienced by sta@ and students • how we view international students within the academic community • The relationship between globalisation discourse and rhetoric and internationalisation • 5odels for institutional internationalisation Caruana, V# $()).% ,e8mysti&ying internationalisation: 2hat does it mean &or the Curriculum9 -orshop delivered as part o& the Education Development Seminar Series, University o& Liverpool, :. 'pril 4ecommended for those to whom the internationalisation of HE and the curriculum is a totally new phenomenon and who seek a 6uick fve+minute introduction + this Cower Coint presentation provides a frst+taster session. &ery useful in defning key concepts such as 1internationalisation at home2, intercultural 6 competence and ethnocentric -estern didactism. The presentation also highlights the synergy that e0ists between internationalisation and other key agenda like E6uality and 7iversity. vailable via the Eeeds 5etropolitan .niversity, ssessment, Eearning and Teaching web pagesB httpBGGalt+resource.teams.leedsmet.ac.ukGinternationalising+ the+curriculum %lick on the link. !ones, "# $())6% () &actors in internationalising higher education, The Higher Education Academy: Academy E(change, 7 $-inter%: ;.8;* In this short edited e0tract from Internationalising higher education, enhancing teaching, learning and assessment, edited by Elspeth 8ones and 'ally 9rown, published by 4outledge in !"") the authors o@er a 6uick reference guide which outlines what internationalisation means for institutions as a whole, their sta@, their students, formal and informal curricula and support. This may be of particular interest to those new to HE. httpBGGwww.heacademy.ac.ukGassetsGKorkGdocumentsGresourcesGpublicationsGe0cha ngeGweb"?!LMe0changeMissueM?.pdf <yland, =#, Trahar, /#, 'nderson, !# and ,icens, '# $()).% A changing )orld: the internationalisation e(periences of sta* and students +home and international, in $- higher education, Bristol and /outhampton: <igher "ducation 'cademy This paper presents research e0ploring how sta@ and students view internationalisation and how an internationalised curriculum might be regarded by di@erent disciplines. It addresses what is meant by 1internationalisation2 and 1internationalising the curriculum2; how it has in/uenced teaching and learning and what challenges and successes have been e0perienced. 'ta@ and students describe various techni6ues and strategies for creating inclusive learning environments and sta@ discuss the challenge of meeting the needs of culturally diverse groups. 9oth groups of participants refer to how far we still have to go in encouraging some students to break out of their familiar cultural groups to socialise cross+culturally. 5any suggestions are o@ered to improve internationalisation. These include sta@ development, practical help for international students in areas such as fnance and accommodation, improved induction and asking for student feedback. httpBGGwww.heacademy.ac.ukGourworkGlearningGinternational Caruana, V# $()).% Internationalisation o& higher education: 0lobalisation discourse, institutional strategy and curriculum design in >? ,oherty, "# $ed#% Education in a Changing Environment: Conference #oo', volume ., In&orming /cience 1ress: ;8(: This book chapter discusses the in/uence of globalisation on working defnitions of internationalisation in HE and notes an emerging consensus which challenges traditional approaches. The chapter goes on to discuss meanings attributed to internationalisation of the curriculum, internationalisation at home, global citi>enship and Education for 'ustainable 7evelopment. .seful guidance is provided in the conte0t of curriculum models that challenge stereotypes and develop inclusive teaching, learning and assessment practices. 7 httpBGGbooks.google.comGbooksN idOg?0P&6Pi0'Q%RprintsecOfrontcoverRsourceOgbsMsummaryMrRcadO"SCCCA?, 5A !ones, "# $()).% Values driven internationalisation: "mbracing cultural change in >? ,oherty, "# $ed#% Education in a Changing Environment: Conference #oo', volume ., In&orming /cience 1ress: (;8;* This book chapter is premised on the view of international students as a source of cultural capital and intentional diversity which may enrich the learning e0perience of all students, sta@ and institutions. review of values+driven institutional strategy provides the background for a discussion of how learning, teaching and research have been internationalised at a modern university based in the .3. package of initiatives is shared including the =lobal %iti>ens2 ward, the Eanguage Cass, =uidelines on %ross+%ultural and =lobal Cerspectives and international volunteering. Carticular attention is devoted to the role of International 4e/ections in achieving cultural change across the institution. httpBGGbooks.google.comGbooksN idOg?0P&6Pi0'Q%RprintsecOfrontcoverRsourceOgbsMsummaryMrRcadO"SCCCA?, 5A Corn2ell, 0# <# and /toddard, "# -# $:***% "lo#ali/ing 'no)ledge: Connecting International and Intercultural Studies -ashington ,C: 'ssociation o& 'merican Colleges and Universities This te0t is particularly useful to those practitioners who want to understand the connection between international and intercultural pedagogy within the broader conte0t of their practice as a social endeavour. Two streams of reform on the campus and in the curriculum++internationali>ation and diversity are e0amined and it is suggested that these separate movements must come together in a new paradigm of higher education in which diversity would be taught as the historical result of multiple overlapping diasporas created by the evolving process of globali>ation. lthough Cart A of the paper, D'eparate 'treamsB The Eegacy of merican E0ceptionalism,D focuses on the ..'. conte0t in terms of internationali>ation of higher education, diversity, globali>ation, diasporas, interculturalism, and positionality $identity politics* there are distinct parallels with the .3 e0perience and practice. Cart !, DEducational =oals for ..'. 'tudents in the Twenty+frst %entury,D is particularly useful in o@ering four interrelated goals for the curriculum that follow from the discussion in part AB understanding diverse cultures; developing intercultural skills; understanding global processes; and preparing for local and global citi>enship. httpBGGwww.eric.ed.govGE4I%7ocsGdataGericdocs!s6lGcontentMstorageM"AG"""""A:b G<"GA#G!fGcQ.pdf University o& /outh 'ustralia $Uni/'%, !earning from the literature: An orientation to internationalisation This web+resource provides an orientation to how the internationalisation of HE is understood with a focus on the intercultural dimension. It is presented in two parts. The frst part e0plores themes in the literature in the teaching and learning conte0t including overviews, defnitions, rationales and perspectives, 6uality, strategies, the intercultural, research and discourse. Cart two considers interdisciplinary conceptualisations of intercultural teaching and learning $focusing on linguistics and intercultural communication* and rationales for this perspective. The resource is useful in providing an introduction and overview of the relationship between the international and the intercultural in higher learning. 8 httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGliteratur e.pdf University o& /outh 'ustralia $Uni/'% $());% ' set o& principles o& intercultural teaching and learning This electronic resource elaborates si0 principles of intercultural teaching and learning which revolve around the notion of 1knowing2 as social action. 3ey terms include reciprocity, re/e0ivity and multiple perspectives. =iven the orientation towards the variability of knowing this resource demonstrates how ethical and developmental dimensions permeate all education. httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGprinciple s.pdf University o& /outh 'ustralia $Uni/'% $())@% +eAections on practice This resource presents a workshop designed to introduce participants to how internationalisation can be understood in the teaching conte0t. The workshop focuses on si0 ways in which internationalisation is manifested, asB an object of study; trained communication; language; inclusivity, immersion and re/e0ive engagement. The resource is e0cellent in demonstrating how internationalisation of the curriculum is not only about what content, materials, skills, tasks and other items to add, but is a matter of foregrounding 1re/e0ive engagement2 in principle. In linking to the companion resource 1 set of principles of intercultural teaching and learning2 this resource becomes a very useful tool to support the design of teaching, learning and assessment for intercultural learning httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGre/ectio ns.pdf University o& /outh 'ustralia $Uni/'% $())@% Models o& intercultural learning and development %omprises two complementary papers , Eiddicoat, . 8. $!""Q* Internationalisation as education and Caige, 4.5. $!""Q* The Intercultural in Teaching and EearningB 7evelopmental Cerspective. 9oth papers were presented at a university+wide seminar at .niversity of 'outh ustralia $.ni'* on !A 8une !""Q. Eiddicoat $!""Q* e0plores the three main themes of internationalisation in the ustralian conte0t , recruitment of overseas students, internationalisation of the curriculum and internationalising students2 educational e0periences through overseas e0changes , in order to understand how international education is being constructed. Two contrasting metaphors for learning are elaborated, the ac6uisition metaphor and the participation metaphor. It is argued that the latter e0plains the cultural nature of learning as a process of personal knowledge construction and meaning+making. 7isciplines are similarly regarded as knowledge communities with their own language, norms etc. and it is suggested that to begin thinking about approaches to teaching a discipline conceived as a cultural construct culture itself needs to be viewed as a dynamic process involving a set of practices in which people engage in order to live their lives, understand their world and derive meaning. %ultural learning therefore involves a process of decentring from one2s own e0isting cultural mindset to engage in positive and creative ways with new cultural possibilities. 9 Caige $!""Q* complements Eiddicoat $!""Q* in e0amining intercultural teaching and learning as a developmental process. He uses 9ennett2s $A::L* 7evelopmental 5odel of Intercultural 'ensitivity $75I'* which describes a learner2s subjective e0perience of cultural di@erence as a framework for analysis. ddressing each of the alternative ways in which a person perceives and makes sense of cultural di@erence $ethnocentric + involving stages of denial, defense and minimisation and ethnorelative , involving stages of acceptance, adaptation and integration* Caige identifes the key developmental task for teaching and learning, teaching goals and specifc learning outcomes. httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGmodels. pdf 4illic, ,# $()).% Hands0on Internationalisation, Leeds Metropolitan University, U4 handbook compiled by Eeeds 5etropolitan .niversity International Teacher Fellows which outlines the diversity of ways in which internationalisation manifests itself at one .3 university. 'ections cover sta@, students, curriculum and international partnerships. httpBGGwww.leedsmet.ac.ukGHandsMonMInternationalisation.pdf Taylor, !# $())@% To2ards a strategy &or internationalisation: lessons and practice &rom &our universities 1ournal of Studies in International Education . $(%: :@*8:3: Taylor e0amines the motivation of four universities in seeking to develop a strategy for internationalisation and describes a wide range of activities including teaching and learning, research, staTng arrangements and institutional management that come together to form a comprehensive strategy for internationalisation. He goes on to assess the overall input of internationalisation and its importance as an in/uence on institutional management. 4night, !#$ ())@% Internationalisation remodeled: deBnition, approaches and rationales 1ournal of Studies in International Education . $:%: 78;: This article studies internationali>ation at institutional and nationalGsector levels since the nationalGsector level is in/uential in terms of policy, funding, programmes and regulatory frameworks and it is at the institutional level where the real process of internationalisation takes place. nalysis draws out meaning, defnition, rationales and approaches of internationali>ation and e0amines the dynamic relationship between these two levels of analysis. 3ey policy issues and 6uestions for the future direction of internationali>ation are identifed. lthough of %anadian origin there are many parallels with the .3 conte0t. Beerens, "# $());% 0lobalisation and higher education research 1ournal of Studies in International Education 3 $(%: :(.8:@. This article highlights various interpretations of globalisation in general and in higher education research, from an interdisciplinary perspective. These interpretations are related to di@erent past realities that are taken as a point of departure. Four di@erent conceptions are identifed and e0plored. Topics identifed in the feld includeB the changing the nature of international linkages, government authority over HE, threats to diversity and the loss of national identities. 10 /cott, 1# $()))% 0lobalisation and higher education: challenges &or the t2enty Brst century 1ournal of Studies in International Education @ $:%: ;8:) For 'cott globalisation isnot simply a higher form of internationalisation but a more turbulent phenomenon not only transcending but ignoring national boundaries. =lobalisation is viewed as one element of the shift from modern to post+modernity with its radical reconfguration of society, but even more radical reconstruction of concepts and mentalities. 'cott suggests these are diTcult times, but universities will survive. Nilsson, B# $());% Internationalisation at <ome &rom a /2edish 1erspective: The Case o& Malmo 1ournal of Studies in International Education 3 $:%: (38@) This article describes the development of the Internationalisation at Home $IaH* perspective, emerging from the 'wedish way of looking at the core of internationalisation. The IaH concept was DbornD in 5almU in A::< and hasVwith aid from a large IaH networkVbecome of great concern for higher education at many universities both in Europe and other parts of the world. The basic idea has been to try to let the internationalisation process embrace the whole universityB all sta@ and all studentsVnot only the A"W of the mobile students and a few professors. The article aims to e0amine and discuss di@erent strategies for implementing IaH ideas with e0amples from 5almU .niversity, possible solutions, as well as problems and obstacles. 1aige, +#M# $());% The 'merican Case: The University o& Minnesota 1ournal of Studies in International Education 3 $:%: 7(86; Caige presents a case study of the internationali>ation of higher education at the .niversity of 5innesota. Topics includeB the curriculum; co+curriculum; role of international students and scholars; international educational e0changes and inter+university agreements; study abroad programs; organi>ationalGstructural arrangements $e.g., central administrative support, committees* and funding. /choorman, ,# $:***% The 1edagogical Implications o& ,iverse Conceptuali5ations o& Internationali5ation: ' U#/# Based Case /tudy 1ournal of Studies in International Education ; $(%: :*8@6 This article evaluates a universityXwide mission to internationali>e and includes interviews with administrators, faculty members, and students in two departments. Findings indicate the co+e0istence of diverse understandings and implementations of internationali>ation perspectives, linked to perceived relevance of internationali>ation to specifc felds and underutili>ation of international students as educational resources. conceptual defnition of internationali>ation is o@ered. -achter, B# $());% 'n Introduction: Internationalisation at <ome in ConteCt 1ournal of Studies in International Education 3 $:%: 78:: -achter discusses the birth of Internationalisation at Home $IaH* in a wider institutional conte0t. 3ey concepts within the development of IaH include concreteness, di@erentiation and regional variety. -achter notes what he terms intercultural shift and suggests areas in need of further development. /ugden, +# $())@% ' small Brm approach to the internationalisation o& universities: a multinational perspective Higher Education 2uarterly 7. $(8;%: ::@8:;7 11 This article draws on analysis of industrial economic development to contrast two institutional models of internationalisation in universities. Pne is based upon copying and serving large corporations+ this approach implies failures in the educational process+ in the e0treme a world with a small number of frst tier universities that fail to serve the interests of communities and societies in which they operate. The second model is based upon a type of networking+ multinational web+ drawing on behaviour of certain small frms. 4esearch and learning that is inclusive, enhanced by widened e0periences, understanding and options is envisaged as the outcome of the model rooted in the college of scholars approach where the emphasis is on democracy, positive freedom and multinationalism. !ubas, 4# $())7% ' 3ine 4alance in truth and Bction: eCploring globali5ationDs impacts on community and implications &or adult learning in +ohinton MistryDs novel and related literature International 1ournal of !ifelong Education (@ $:%: 7;86* =lobali>ation continues to interest researchers and practitioners as it unfolds around us. This article contributes to the analysis of globali>ationHs discourse, objectives and outcomes, by e0ploring the impact of globali>ation on community and its implications for adult learning. .sing selected themes from a work of fction to frame this e0ploration, the article asserts that the study of fction can bolster critical learning and thinking. E0cerpts from 4ohinton 5istryHs novel A Fine Balance, initiate an investigation of globali>ationHs rhetoric of promise and connectedness, and introduce a review of related research and other non+fctional writings. The incorporation of fction into this analysis attempts to demonstrate that a comple0, often technical topic such as globali>ation can be articulated in a way that is accessible to a broad community of formal and informal adult learners. The article concludes that globali>ation disrupts community and social capital, despite the increasing recognition of their role in supporting lifelong learning. ,e Vita, 0# and Case, 1# $());% +ethining the internationalisation agenda in U4 higher education 1ournal of 3urther and Higher Education (3 $@%: ;.;8;*. dopting a broadly Foucauldian perspective on discourse, this article o@ers a criti6ue of HE internationalisation in the .3. It begins with an analysis of the global trade in HE courses on international markets, arguing that it is inappropriate to treat curricula as though they were merely commodities reducible solely to e0change value. Having 6uestioned the marketisation discourse, the article proceeds to e0pose the inade6uacies of a piecemeal Hinfusion approachH to curriculum internationalisation. 'imply /avouring curricula with HinternationalH or HglobalH elements fails to address more fundamental issues of the educational process posed by multicultural recruitment and teaching. The criti6ue is founded on a 6uestioning of the cross+cultural validity of purchaserGprovider models in general and the student+as+customer metaphor in particular. Hlearning as eatingH conception of education fnds its apogee in 4it>erHs 5c7onaldised university, with its programmatic reduction of HE, casualisation of teaching labour and HproductH standardisation. The article ends with a polemical call for a reclamation of the internationalisation agenda on the part of practitioners who are interested in creating culturally inclusive, fair and genuinely educational forms of multicultural higher education teaching and assessment. Eiang, F# $());% Internationali5ation o& <igher "ducation: to2ards a conceptual &rame2or 5olicy 3utures in Education : $(%: (@.8(3) This article maintains that since HE has now become a real part of the globali>ation process embracing the cross+border matching of supply and demand it can no longer be viewed in a strictly national conte0t. This calls for a broader defnition of internationali>ation, which embraces the entire functioning of HE and 12 not merely a dimension or aspect of it, or the actions of some individuals who are part of it. In seeking to provide the conceptual and organi>ational framework of internationali>ation of Higher Education, included is a discussion of the meaning and defnition of the term, a description of the various rationales for and approaches to internationali>ation, and an analysis of strategies of integrating international dimensions in an HE institution. Pf %anadian origin, but some .3 parallels. Conceptualising global perspectives, global citi5enship and global graduates =lobal citi>enship represents a particular characterisation of internationalisation. In a sense it is the ethical response to globalisation and represents the values+based form of internationalisation. In this characterisation internationalisation is closely allied with Education for 'ustainable 7evelopment and for some the internationalised curriculum may well be synonymous with the sustainability curriculum which has traditionally been the territory of scientists, geographers and the like. For others global citi>enship conjures up notions of civic engagement and traditional, liberal education based on criti6ue, contestation and multiple perspectives. %ontemporary manifestations perhaps blend all of these perspectives with the international dimension in the concept of cross+ cultural capability $very much as per 7avid 3illick of Eeeds 5etropolitan .niversity*. %ross+cultural capability has particular meaning as e0plained in the sources that follow although some authors will use this and other terms like intercultural competence, intercultural capability etc. interchangeably in the conte0t of global perspectives. The literature refers to not only global citi>ens but also global graduates and the distinction is signifcant in the sense that the notion of global graduate may be more limiting in focusing on employability and the application of generic skills in a competitive, global labour market rather than civic engagement. The common territory in terms of curriculum probably lies in the signifcance of e0periential learning, engagement with the 1real world2 of community, commerce, public agency, private interest etc. as suggested by the literature cited here. .nder this theme, readers encounter conceptual pieces which elaborate upon the connections outlined above, case studies which suggest institutional models, curriculum processes and approaches and research e0ploring stakeholder views in industry and higher education. Caruana, V# $()).% The evolution of Internationalisation of HE: 3rom mo#ile minds to mo#ile #odies 1resentation delivered to the North "ast +egional Internationalisation 0roup, University o& Gor, :* /eptember 6uick reference Cower Coint presentation which defnes cross+cultural capability and shares good practice in multicultural group work and online collaborations. The presentation is particularly useful in highlighting the synergy between the internationalised and the sustainability curriculum and between notions of global citi>enship and critical literacy. Essentially, the presentation challenges teachers to consider the guidance given when asking students to engage with te0ts for multiple perspectives demarcating traditional reading, critical reading and critical 13 literacy. The presentation should be read in conjunction with the %ritical Eiteracy page of the .niversity of (ottingham2s Open Spaces for Dialogue and Enquiry methodology available atB httpBGGwww.osdemethodology.org.ukGcriticalliteracy.html vailable via the Eeeds 5etropolitan .niversity, ssessment, Eearning and Teaching web pagesB httpBGGalt+ resource.teams.leedsmet.ac.ukGinternationalisation+global+perspectives+and+ global+responsibility %lick on the link. Corn2ell, 0# <# and /toddard, "# -# $())6% =reedom, diversity and global citi5enship !i#eral Education /pring ())6, pp#(68;; thought provoking and potentially inspiring piece + this paper argues that the educational value of what is called 1diversity2 today is an educational e0tension of the core values of liberal education therefore campuses need to support and teach the practices of criti6ue and contestation as central to civic engagement. s global citi>ens students will have to think critically about their own positionalities engage various other perspectives on the issues they seek to understand and to judge. This need for multiple perspectives is the grounds of a global epistemology; it is also the most basic argument for diversity in liberal education where a collaborative epistemological process produces comple0 and multiple 1truths2 and 1realities2. s professional educators, it is argued we need to create and maintain a learning environment that goes beyond a silent and silencing, begrudging tolerance of a diversity of views and instead provide a climate of respectful engagement. httpBGGwww.eric.ed.govGE4I%7ocsGdataGericdocs!s6lGcontentMstorageM"AG"""""A:b G<"G!aGd!Gdc.pdf /hiel, C# $())6% ,eveloping the global citi5en, The Higher Education Academy: Academy E(change, 7 $-inter%: :.8() 9ournemouth .niversity has developed an approach to internationalisation that focuses on the development of 1global perspectives2 and 1global citi>enship2. The paper shares this institutional model of internationalisation that contributed to the development of graduates as global citi>ens through curricula and e0tra+curricular activities. 'ome useful guidance is provided on how to develop a global perspective in the curriculum. httpBGGwww.heacademy.ac.ukGassetsGKorkGdocumentsGresourcesGpublicationsGe0cha ngeGweb"?!LMe0changeMissueM?.pdf Cousin, 0# $())3% Beyond saris, samosas and steel bands, The Higher Education Academy: Academy E(change, 7 $-inter% pp# ;@8;7 s growing numbers of .3 universities are actively promoting intercultural capabilities across their curricula this short article o@ers three approaches to support our e0plorations into how these capabilities are best developed. The author suggests a cosmopolitan approach as one that fts well with current demands that universities prepare their students for global citi>enship. 14 httpBGGwww.heacademy.ac.ukGassetsGKorkGdocumentsGresourcesGpublicationsGe0cha ngeGweb"?!LMe0changeMissueM?.pdf 4illic, ,# $())6% The internationalised curriculum, maing U4 <" Bt &or purpose, The Higher Education Academy: Academy E(change, 7 $-inter% pp# ;68;3 In outlining the curriculum review process developed at Eeeds 5etropolitan .niversity the author demonstrates how a values+driven approach to internationalisation merges cross+cultural capability and global perspectives. httpBGGwww.heacademy.ac.ukGassetsGKorkGdocumentsGresourcesGpublicationsGe0cha ngeGweb"?!LMe0changeMissueM?.pdf =uller, T# H /cott, 0# $())*%# "mployable global graduates: The DedgeD that maes the diIerence# In Teaching and learning for glo#al graduates6 1roceedings o& the :.th 'nnual Teaching Learning =orum, (*8 ;) !anuary ())*# 1erth: Curtin University o& Technology The Business Edge program represents Edith %owan .niversity2s response to the concern that graduates are unprepared for employment in the real world. The program consists of four units across the three years of the undergraduate 9achelor of 9usiness degree. In the program, the values of E%. and of the Faculty of 9usiness and Eaw and the e0pected attributes of graduates are linked to the necessary skills identifed by employers. In 9usiness Edge, students complete activities in teams and individually, related to relevant and challenging business topics. They engage in e0periential learning, working with local businesses to produce detailed, relevant and innovative documents which have been implemented immediately. facilitative approach to learning is used to assist students to become more re/ective learners. s a result of the program, students have been successful in gaining employment to support their studies and standards of work and levels of critical thinking have signifcantly improved. httpBGGotl.curtin.edu.auGtlfGtlf!"":GrefereedGfuller.html 0oddard, T# H /inclair, 4# $()).%# Trans&orming pro&essional education: The lost art o& service and global citi5enship# In 5reparing for the graduate of 789:6 1roceedings o& the :3th 'nnual Teaching Learning =orum, ;)8;: !anuary ()).# 1erth: Curtin University o& Technology This paper contends that the shift towards the 1student as customer focus2 in education signals a potential decline in university community engagement and proposes that preparing graduates for global citi>enship re6uires universities to reconnect with communities. The %urtin .niversity %hina Pccupational Therapy abroad program is restructuring curriculum around a service learning or community+based model to prepare for graduates of !"A?. This paper identifes how the program meets evolving global demands and addresses 5orinHs comple0 lessons for education. =lobal citi>enship is criti6ued within 9ellHs model of re/ective practice, with the P0fam global citi>enship ladder and the internationalised curricula and service learning literature demonstrating the outcomes service learning can deliver. central contention is that rejuvenation of the service or community function should form an integral component of curricula, enhancing the political and social awareness of students to graduate more informed and competent global citi>ens. 15 Furthermore, it is argued engagement with international issues such as human rights through the .nited (ations =lobal %ompact enables students to develop into future community leaders. httpBGGotl.curtin.edu.auGtlfGtlf!""<GrefereedGgoddard.html 0annon, !# $()).% Developing Intercultural S'ills for International Industries: The ole of Industry and Educators, The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study e0plores intercultural awareness and communication skills as part of the essential skills set of managers operating in today2s international hospitality and tourism industry. The movement of labour across the world, encouraged by push and pull factors in di@erent economies provides most managers in the hospitality and tourism industries with specifc challenges of managing diversity within their workforces. However, the e0tent to which employers and educators have recognised these features has yet to be fully analysed. .sing fndings from a recent research thesis on the development of international hotel companies and their human resources, and a research project investigating the teaching of intercultural awareness and intercultural communication skills in international hospitality and tourism programmes, the case study identifes the responses of these key stakeholders. The research suggests that neither the companies nor the education institutions have fully engaged with the importance of intercultural awareness and communication skills. This oversight curtails the opportunities for companies to leverage their knowledge and e0pertise across their international portfolios and limits the long+term competitive nature of hospitality and tourism management education. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGgannon.pdf !ones, "# $()).% ;orld0)ide Hori/ons at !eeds <etropolitan $niversity, The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy 'ince !""L Eeeds 5etropolitan .niversity has increasingly engaged the sta@ and student community in seeking to enrich the learning e0perience both for home and international students and to e0pand sta@ hori>ons. strategic approach was adopted which re/ected institutional values and re+framed the recruitment of international students within a broader ethical conte0t. This case study o@ers Eeeds 5etropolitan2s e0perience as an illustration for considering an institutional commitment to global perspectives across the curriculum and is particularly useful in sharing details of various schemes and initiatives which have been designed to embed world+wide hori>ons in both the curriculum and e0tra+ curricular activities. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGjones.pdf Understanding social and cultural adJustment and integration: 2here internationalisation meets eKuality, diversity and inclusivity 16 The higher education sector has long been pre+occupied with the international student e0perience and issues surrounding social and cultural adjustment to studying in unfamiliar environments. 5uch of the literature in the past engaged e0clusively with international students in this conte0t. However, more recently attention has been focused on integration acknowledging that home students and sta@ are e6ual players with international students determining the degree to which integration takes place. It has also recently been acknowledged that in many respects the issues encountered by international students are mirrored among the home student population originating from non+traditional backgrounds, who are encountering .3 academic culture for the frst time. %urrently, work is also addressing the needs and e0pectations of these groups, including those traditionally under+represented such as refugees. In a more general sense then, the synergy which e0ists between Internationalisation and E6uality and 7iversity is becoming more apparent. 'ources within this theme include works thatB • Involve students in e0ploring study approaches and prior learning e0perience and underlying cultural values to e0plain attitudes, behaviour and general dispositions • Involve students in articulating and evaluating their learning e0periences within the conte0t of diversity • 7iscuss measures to provide support and build relationships between students, sta@ and peer groupings in order to ease the transition, foster integration and thereby enhance the learning e0perience for all • Focus specifcally on the adjustments that teachers need to make in terms of practice and assumptions in order to accommodate and respond pro+actively to diversity • nalyse data in order to e0plore the in/uence of cultural factors on academic performance and degree attainment In this section 1bite+si>ed chunks2 of advice sit alongside more substantial pieces of educational research in the feld. number of pieces are noteworthy for the conte0t in which research is undertaken. For e0ample, library support is an area often neglected, as is the adjustment processes encountered by students studying in .3 campuses overseas. Two sources also address the factors which in/uence international students2 choice of where to study. Beven, !# 1# $())3% Bridging diversity to achieve engagement: LThe /entence is +ight? game sho2 rip oI# In TL =orum Student Engagement, 1roceedings o& the :6th 'nnual Teaching Learning =orum, ;)8;: !anuary ())3, 1erth: The University o& -estern 'ustralia Increased access to higher education for under+represented groups does not, in itself, constitute educational e6uity. In addition to increased access, e@ort needs to be directed toward facilitating the retention and success of these students. .nlike traditional groups of students, e6uity groups are likely to endure additional diTculties in higher education which impact on the probability of these students being engaged in educational activities. This paper outlines the use of the popular 17 television genre of Hgame showsH to engage a diverse group of frst year undergraduates in a sentencing lecture. httpBGGotl.curtin.edu.auGtlfGtlf!"")GrefereedGbeven.html "arnest, !#, <ousen, T# and 0illeatt, /# $())3% ' ne2 cohort o& re&ugee students in 1erth: Challenges &or students and educators# In TL =orum Student Engagement6 1roceedings o& the :6th 'nnual Teaching Learning =orum, ;)8;: !anuary ())3, 1erth: The University o& -estern 'ustralia This paper reports on a project the main aims of which were to investigate and e0plore ways in which refugee adolescent youth perceive their e0perience of transition and resettlement into ustralia and to e0amine the challenges faced by adolescent refugees in ac6uiring an ustralian education. The research approach interwove migration, resettlement and identity formation into an understanding of psychosocial wellbeing and educational e0periences of adolescent refugees in -estern ustralia. This study suggests preliminary recommendations for further research into strategies that will improve educational and mental health outcomes for these young people. httpBGGotl.curtin.edu.auGtlfGtlf!"")GrefereedGearnest.html Tan, !# and 0oh, !# $:***%# 'ssessing cross8cultural variations in student study approaches 8 an ethnographic approach# In 4# Martin, N# /tanley and N# ,avison $"ds%, Teaching in the Disciplines= !earning in Conte(t 1roceedings o& the .th 'nnual Teaching Learning =orum, The University o& -estern 'ustralia, =ebruary :***, 1erth: @)*8@:6 The in/u0 of international students to ustralian universities over the past decade has produced numerous studies on the cross+cultural issues concerning studentsH study and learning approaches. Ignoring the call for more robust research from a cross+cultural conte0t, many studies have continued to conduct research on student study approaches without fully understanding or verifying the underlying cultural values that in/uence attitudes and behaviour. %onse6uently, e0planations for student attitudes and behaviours are usually based on fndings from other studies, stereotypes and assumptions. cknowledging these problems in cross+ cultural educational research, the aim of this paper is to e0plore the interaction of cultural values with student study attitudes and behaviour. In the endeavour to e0plicate multiple and unarticulated layers of interpretations of emergent and precise meaning of study approaches that tertiary students consider important across cultures, the authors propose an interpretive ethnographic approach in a naturalistic environment. Findings from a pilot ethnographic study are presented and brie/y discussed. httpBGGotl.curtin.edu.auGtlfGtlfA:::Gtan.html "therington, /# and /purling, N# $()).% L4no2ledge in 'ction?: International /tudents and their Interaction 2ith Cultural 4no2ledge in >? ,oherty, "# $ed#% Education in a Changing Environment: Conference #oo', volume . In&orming /cience 1ress: @:87. This chapter discusses the ways in which students e0perience new aspects of life and study in the .3. It reports on an action research project working with international students on a summer pre+sessional English for cademic Curposes $EC* programme. The chapter provides useful insights regarding the nature of 18 cultural teaching and learning introducing the reader to the concept of 1transgredience2 or the ability to perceive an interactional event from outside the event itself, focusing on resources and identities of the event. The importance of observation, re/ection and narrative production in border+crossing are highlighted within the conte0t of an educational cultures project which was piloted with the students. httpBGGbooks.google.comGbooksN idOg?0P&6Pi0'Q%RprintsecOfrontcoverRsourceOgbsMsummaryMrRcadO"SCCCA?, 5A Nicola ,andridge et al $()).% >Ethnicity, gender and degree attainment pro?ect@ "Kuality Challenge UnitM<igher "ducation 'cademy This report provides an outline of the research and development outcomes from the Ethnicity and =ender 7egree ttainment project, which was undertaken by the Higher Education cademy and E6uality %hallenge .nit between !"") and !""<. The project, which benefted from substantial input and assistance by higher education institutions and sector agencies e0plores possible causes of and practical responses to degree attainment di@erentials relating to ethnicity and gender. -hilst concerned with data management and monitoring at the institutional level there are implications for practice in for e0ample, student feedback. httpBGGwww.heacademy.ac.ukGassetsGKorkGdocumentsGourworkGresearchGEthnicityM= enderM7egreeMttainmentMreportM8an"<.pdf 0illett, 4# $())3% As the ;orld goes to College: Integration and Ad?ustment of International Students on Campus, Ne2 Gor U/': Institute o& International "ducation short article e0ploring the social and academic adjustments international students have to make when studying in a foreign country. The article suggests some simple and easily actioned measures that can be adopted in the classroom, in the student+tutor relationship and in peer relationships that can ease transition. httpBGGwww.iienetwork.orgGNpO):::Q Leas, B# $())(% Crossing the bridge &rom both sides N strategies to assist international and 'ustralian students to meet each other hal& 2ay, 1aper delivered at the :3th NLC 'nnual Con&erence, LInnovating the NeCt -ave?, Launceston, Tasmania, . !uly ())( This paper describes some strategies to support internationalisation that have been developed both within the curriculum framework and in support of the curriculum framework at the .niversity of 'outh ustralia. The strategies are all designed to achieve the same goal + developing the ability of all groups involved in higher education to work more e@ectively with each other in a variety of di@erent teaching and learning environments. They are attempts at 1ground+level2 to put policy into practice , small steps towards making a bold, shared vision into a reality + small steps across the bridge. This paper describes both the policy and curriculum framework of internationalisation at the .niversity of 'outh ustralia as well as some of the strategies and 1work in progress2 focused on processes of integration to assist international and ustralian students in working more closely together. 19 httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGcrossthe bridge.pdf Liu, !# $()).% =rom learner passive to learner active9 The case o& Chinese postgraduate students studying mareting in the U4 International 1ournal of <anagement Education 3$(%: ;;8@) This study investigates how one major group of international students, namely the %hinese students undertaking marketing courses, learn in the 9ritish environment. The fndings indicate that while these students do respond well to more structured learning, they have started to appreciate and, in many cases, are keen to adapt to the more student+centred and process+based approach to learning. However, their transition is not obstacle+free as many are still held back by their cultural background and more notably a lack of confdence with their English language abilities. The fndings o@er a di@erent perspective on how %hinese students learn and tend to challenge the predominant, deeply+held assumption of %hinese students as passive learners. httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EG&ol)no!GI8 5E)no!CaperQ.pdf 4alosi8Naylor# '# $())3% ' delight, a resource and a challenge 3orum maga/ine University o& Gor, :@: * This short piece describes some of the teaching methods adopted by the %entre for -omenHs 'tudies at the .niversity of Kork for cross+cultural groups some of which do not depend as heavily as traditional methods on studentsH oral /uency in English. cademics in the %entre are careful to make e0plicit the techni6ues and e0pectations characteristic of a more liberal student+centred teaching environment, which may be unfamiliar to international students. In addition, the content of the curriculum is constantly updated to re/ect the background and prior e0perience of the students. httpBGGwww.york.ac.ukGfeltGresourcesGinternationalisationGcws.pdf /mailes, !# and 0annon8Leary, 1# $()).% <ave 2e got it right9 ' case study on international student vie2s o& inclusive teaching and learning at Northumbria# In International 1ournal of <anagement Education 3$:%: 7:86) t (orthumbria .niversity, a number of primary data based studies addressing learning and teaching e0periences of international business students have been undertaken. The frst $!""L* e0amined the pre+sessional English Eanguage course e0perience; the second followed up the same issues with all students once the subject courses were underway $!""Q*. In !""?, a good practice guide was produced and distributed to academic sta@ based on the survey fndings and relevant literature. third student survey $!"")* was then conducted to ascertain whether students supported the recommendations made and the e0tent to which they felt lecturers had employed these. Findings demonstrate that there was a positive corroboration on the guide2s recommendations and, in a majority of environments, sta@ practice supports international students2 adjustment to .3 study. However, some room for improvement was identifed, namely in the areas of seminar practice and the management of assessment. 4ecommendations to overcome these issues are proposed and further research into seminar practice is suggested. 20 httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EG&ol)noAGI8 5E)A'mailes=annon+leary.pdf -ar2ic, 1 $())6% ;ell meaning #ut misguided: An Initiative to 5rovide Targeted !anguage Support to <anagement Studies Students <igher "ducation 'cademy, case study This is a candid criti6ue of an initially unsuccessful attempt to support international students studying for an undergraduate 5anagement degree at the .niversity of Kork. number of valuable lessons were learned from the e0perience and -arwick recommends, where possible, the embedding of academic skills teaching into credit bearing modules, to encourage the development of H-esternH academic skills in all students. He advises that departments admitting large numbers of international students are operating in a global conte0t and so should e0pect and plan for a diversity of prior learning e0periences. httpBGGwww.heacademy.ac.ukGresourcesGdetailGid#ALMwellMmeaningMbutMmisguided Lo2e, M# $()).% <ore ThANBBB66Study E(ploring elationship 4uilding )ith Cverseas Students The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study provides an illustration of how 1relationship marketing2 can in/uence programme development and delivery. 4elationship marketing is an ongoing process that is created by an organisation to develop and maintain enhancement of value over time $3otler, rmstrong, 'aunders, and -ong A::#*. Here relationship marketing is used to illustrate developments in the relationship between academics and cohorts of Hong 3ong students studying on 5anchester 5etropolitan .niversity2s 9 $Hons.* Eeisure 5anagement E0tension 7egree programme. %hanges within this relationship over time have led to a greater understanding of the needs, both academic and non+academic, of Hong 3ong students which the programme team have sought to address. 4elationship marketing is enhanced through trust+based long term relationships $Trim !""L* and in this conte0t the case study ends with an illustration of future curriculum developments arising from the maturing relationship. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGiowe.pdf Carroll, !# $())(% /uggestions &or teaching international students more eIectively, !earning and Teaching 4rie&ng 5apers Series >C&ord Centre &or /taI and Learning ,evelopment, >C&ord Brooes University 9ite+si>ed chunks of advice on being e0plicit in the e0planation of e0pectations of assessment; planning and interpersonal relationships; speaking in class; increasing your own cross+cultural sensitivity; teaching 1-estern2 academic skills; Hstay homeH students and group work. httpBGGwww.brookes.ac.ukGservicesGocsdG!MlearntchGbriefngMpapersGinternationalMs tudents.pdf 1esch, M#!# and 4emp, 1# $()).% <anaging Diversity0An American 5erspective The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy 7emographic shift, access to technology and rising immigrant populations mean that lecturers need to keep pace with and be aware of multiple variations in 21 cultural identity and how this impacts on the student learning e0perience $Heistad, !""?*. In this case study an merican perspective on managing diversity in educational groupings is e0amined with a look at 5arian .niversity, -isconsin, and more particularly at their 'port and 4ecreation 5anagement Crogramme $'45C* run by the 'chool of 9usiness. 4ecognising the importance of globalisation and the need to keep pace with the diversifcation of higher education, in !""< the university made a decision to adopt a global perspective, supporting core values to promote a culture that fosters intellectual, social and cultural growth in the community and globally. 5arian educators identifed the need to develop a global perspective, become literate about diverse cultures and learn how to manage the implications of having more than one culture present in an academic programme. The case study shows that Ydiversity literacyZ not only has an in/uence on the way lecturers approach teaching and programme development; rather, it is a level of awareness, a broader way of seeing themselves and the students who participate in their programmes, that shapes everything they do as educators, from planning and preparation to programme delivery. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGpesch.pdf "ade, 4# and 1eacoc, N# $())*% Internationalising eDuality, eDualising internationalisation, the intersection #et)een internationalisation and eDuality and diversity in higher education: scoping report, London: "Kuality Challenge Unit $"CU% This study investigates e0isting or potential areas of overlap between internationalisation and e6uality and diversity $ER7* agendas in higher education in the .3. It was commissioned by E6uality %hallenge .nit and undertaken by the consultants thinkingpeople $222#thining8people#co#u* and (icola Ceacock during !""<. Its aims were toB investigate areas of actual and potential synergy between the two agendas in .3 higher education; form an understanding of the actual and perceived barriers inhibiting integration of the two agendas; identify gaps in provision and research and outline recommendations for future work, promoting dialogue across the sector and opportunities for sharing and developing e@ective practice. The research took a small+scale, broad+scope, desk+ based approach, involving 6ualitative interviews and long and short 6uestionnaires, which were collected via email, face+to+face and at the !""< nnual %onference of the .3 %ouncil for International 'tudent @airs $.3%I', 222#ucisa#org#u*. httpBGGwww.ecu.ac.ukGpublicationsGflesGInternationalising+e6uality+e6ualising+ internationalisation+":.pdfGview >?Brien, '#, -ebb, 1#, 1age, /# and 1roctor, T# $())3% ' study into the &actors inAuencing the choice8maing process o& Indian students 2hen selecting an international university &or graduate studies using 0rounded Theory, presented to the seventh international con&erence on Diversity in Crganisations, Communities and Nations, 'msterdam, ;86 !uly For many universities international student recruitment is desirable and necessary for survival. .niversities2 knowledge in this area is often an imperfect tool since the changing environment and diversity of cultures with which it must interact challenge previous assumptions and common wisdom. The overall goal of this study is to identify those factors responsible for in/uencing Indian students2 choice of international university for graduate 22 studies. The results are based on a longitudinal study that was carried out using the =rounded Theory research method. narrative style and thick description are used to report the research fndings. Four major in/uencers emerge from the analysisB programme content; international reputation; funding and job prospects and 6uality. 7rawing together these fndings the study e0amines the implications for recruiting graduate students from India and reveals that there are a number of ways in which the university can in/uence the choice+making process. httpBGGchesterrep.openrepository.comGcdrGbitstreamGA""LQGL)))!GAGoHbrien, W!"webb,W!"page,W!"proctorW!"+conferenceW!"paperW!"julyW!"!"").pdf Trahar, /# $())*% Teaching and !earning: the International Higher Education !andscape0some theories and )or'ing practices This short discussion paper encourages academic sta@ to re/ect on working with cultural diversity. It is presented in two parts, the frst e0ploring theoretical frameworks of learning and teaching in a range of cultures and the second o@ering practical suggestions on how to facilitate intercultural learning. The most striking 6ualities of the work are its re/ective and narrative style with ideas drawn very much from individual e0perience and its engagement with 1voices2 both student and lecturer. httpBGGescalate.ac.ukGL??: Bamford, J.K. (2008) Improving International Students’ experience of studying in the UK This summary case study explores some of the key issues that arose from a qualitative research project focused on an analysis of the international student's experience in a post-92 London university. Findins focus on the international student experiences in the classroom and ho! international students adapt to a different educational system" academically" culturally and socially. http#$$!!!.economicsnet!ork.ac.uk$sho!case$%amford&international 'n expanded version of this case study may %e found at#http#$$!!!.heacademy.ac.uk$assets$hlst$documents$case&studies$%amford.pdf /enior, 4#, Bent, M#, /copes, M#, /unuodula, M#, =inney, !# and -right, M# $())*% !i#rary Services for International Students This report is produced by the 'ociety of %ollege, (ational and .niversity Eibraries $'%P(.E*. n interesting piece given the unfamiliar focus on the ways in which HE libraries support international students. The report is also signifcant in identifying a number of key concepts within this area. httpBGGescalate.ac.ukG?!<# Carroll, !# $()).% Assessment Issues for International Students and for Teachers of International Students, The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study addresses some of the issues specifc to assessment which arise when teachers and students hold di@erent academic assumptions, e0pectations and re6uirements. 'tudents who travel to a di@erent country in order to study do so with a mi0 of e0pectations. 5ost anticipate the new cultural conte0t will challenge their ability to adapt and have thought ahead about how they will cope with di@erent customs, weather, food and so on. Those who do plan ahead say it helps, even if in the end, things turn out di@erently from the way they imagined. 23 It is often a di@erent story for academic cultural di@erences. Pver several decades, %orta>>i and 8in $A::)* have published and investigated di@erences in how teaching and learning is organised around the world. They describe how all people remain 1blind2 to their own academic culture as long as they remain within it. They assume the familiar is universal until they encounter surprising and perhaps unacceptable behaviours which the perpetrator themselves regards as unproblematic. For teachers, unwelcome surprises might include students memorising and reproducing lecture notes in e0ams; or postgraduate students waiting to be told what to do ne0t when pursuing a research degree; or students submitting essays constructed by cutting and pasting large chunks of others2 words without attribution. For students, the unwelcome surprise might be failing an e0am which they tackled in the same way they always did before coming to the .3. The focus here is on helping students adapt to .3 assessment conte0ts although in reality teachers need to adapt too. 'uggestions on how teachers might do this are drawn from a large body of literature which seeks to make assessment more inclusive for students arriving from a range of academic cultural backgrounds and all of whom are seeking to succeed in .3 higher education. $'ee, for e0ample, %arroll and 4yan, !""?; 8ones and 9rown, !""); 'letaugh, !"")*. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGcarroll.pdf +andall, /# $()).% Strategies for Internationalisation0Supporting Students through Cverseas Collective 5artnerships The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study discusses and re/ects on Jueen 5argaret .niversity2s $J5.* approach to internationalisation and the 'chool of 9usiness, Enterprise and 5anagement2s $9E5* e0perience of overseas collaboration. In particular, the case study considers the issues involved in managing and supporting the international student e0perience abroad and at J5. within these collaborations, and evaluates the lessons learned for the enhancement of practice within the school that may o@er some insights to those who are embarking on similar projects. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGrandall.pdf -ar2ic, 1# $()).% !istening to International Students, The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy n annual student survey focused on teaching and learning can help programme leaders make incremental changes to their programme. This type of approach is particularly suited to a one year taught masters programme. 9y repeating the survey, it is relatively easy to judge how e@ective changes have been and this approach can 6uickly build into a longitudinal survey, illustrating how student perceptions vary over the years. The Kork 5anagement 'chool $TK5'* became aware of the needs of a diverse, largely international, student population as a result of conducting an annual istening to !asters Students Sur"ey. It is anticipated that the annual round of survey, review and incremental change is likely to continue for some time to come. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGwarwick.pdf 1impa, N# $());% The inAuence o& peers and student recruitment agencies on Thai studentsD choices o& international education 1ournal of Studies in International Education 3 $(%: :3.8:*( 24 This article e0plores various in/uences from peers and agents on Thai students2 choices of international education. The study classifes choice of international education into decision to study abroad, choice of country, city, academic programme and university. In/uences are classifed as information, persuasion and competition. ustralian conte0t but may be of use to .3+based individuals working in international student recruitment. Trice, '# 0# $());% =aculty perceptions o& graduate international students: the beneBts and the challenges, 1ournal of Studies in International Education 3 $@%: ;3*8@); This study is based on interviews with individuals from four academic departments at a top mid+western research university. It identifes the challenges international students face asB functioning in English; achieving uni6ue academic goals; adjusting culturally and integrating with merican students. The benefts of having international students on campus includeB flling research assistant vacancies; assisting in establishing international ties and providing merican students with a more accurate perception of their life circumstances. The main challenges for faculty range from integrating with domestic students to managing their own preferences for having merican students in the research group. >tten, M# $());% Intercultural Learning and ,iversity in <igher "ducation, 1ournal of Studies in International Education 3 $:%: :(8(6 The article provides an orientation for setting up diversity activities and diversity plans aimed at intercultural learning and presents the theoretical and conceptual framework of an understanding of intercultural learning. The frst part outlines some assumptions about intercultural encounters and their meaning for intercultural learning. The second part describes approaches of diversity activities with an institution+wide focus. 7rawn from regions with an e0plicit diversity policy tradition in higher educationVnamely, the .nited 'tates, %anada, and ustraliaV ways and problems of its adaptation to the European conte0t are discussed. 'smar, C# $())7% Internationalising students: reassessing diasporic and local student diIerence, Studies in Higher Education ;) $;%: (*:8;)* .niversitiesH responses to globalisation include recruiting more students from around the world. This student diaspora has diversifed student demographics and has necessitated change. .niversities, considering their responses to di@erence, often see international students as re6uiring e0tra attention, if not remediation, of supposed Ddefcits.D 'tereotypes of them as DproblemsD persist. t the same time, more students from culturally diverse local communities are enrolling. In this conte0t, fndings are presented here from an ustralian study of the course e0periences of international and local 5uslim students. 'ignifcant interXgroup di@erences suggest that students from local communities may re6uire more attention than western universities, preoccupied with diasporic studentsH characteristics and needs, have been prepared to give them. Findings also support the argument that, rather than treating di@erence as a defcit, universities could do more to DinternationaliseD all their students in educating them for a globally connected and culturally diverse world. Morrison, !#>#, Merric, B#, <iggs, /# and Le Metais, !# $())7% +esearching the per&ormance o& international students in the U4, Studies in Higher Education ;) $;%: ;(38;;3 This article considers how well international students in the .3 perform academically, seeking to identify factors which a@ect their ability to fulfl their potential. It provides a short survey of the literature and summarises the fndings 25 of a research project commissioned by .3%P'B The %ouncil for International Education. The research analyses data collected centrally by the Higher Education 'tatistics gency $HE'* on the class of degree obtained by undergraduate students from di@erent countries. lthough there is some variation, the HE' data on which the analysis was based do not allow the causes of the di@erences to be identifed confdently. +idley, ,# $())@% 1u55ling eCperiences in higher education: critical moments &or conversation, Studies in Higher Education (* $:%: *:8:)3 7iscourses of academic disciplines in HE can be confusing and mysterious for those new to university study + especially for students coming from cultural and language backgrounds di@erent to those underpinning dominant ideologies of HEIs. This article e0plores e0periences of international students at a .3 university who were on one year 5asters courses in areas related to business, fnance and management. The focus on literary and learning e0periences related to written assignments. Eistening to studentsH and tutorsH voices, potential gaps in e0pectations are identifed and important moments for conversation highlighted. The use o& ICT to &acilitate the internationalised curriculum and Lborder8crossing? In contrast to the traditional view of internationalisation that focuses on international mobility and e0perience abroad, in recent years attention has turned to the e0perience of those students who, for one reason or another cannot avail themselves of opportunities for international mobility. In e0ploring the possibilities for providing these students with intercultural encounters that will develop cross+cultural capabilities, I%T is increasingly seen as o@ering the potential to open doors via virtual interaction. This theme includes a selection of the burgeoning literature in this area. In all a common 6uestion emerges , how can I%T be deployed to internationalise learning, teaching and assessment practiceN This 6uestion is encountered in a number of di@erent conte0ts including feldwork, design of web+based courses and more general engagement with the ---, designing transnational online student collaborations, supporting simulated multicultural work environments and supporting and designing the distance+learning curriculum. s well as success stories the reader is introduced to some of the tensions, con/icts and diTculties that can arise in these conte0ts as a result of, for e0ample, cultural in/uences in cyberspace, distributed 6uality management and teaching a more diverse range of students within a comple0 environment. Caruana, V# $())@% International Mission Impossible: ICT and 'lternative 'pproaches to Internationalising the Curriculum Net)or'ed !earning Conference, Lancaster University, 783 'pril con&erence proceedings Crimarily this paper e0plores the potential of information and communication technology $I%T* for supporting di@erent conceptions of, and strategies for internationali>ation. The .niversity of 'alford2s $.o'* international mission provides a starting point for considering the rationales underpinning internationali>ation and the range of approaches which may be deployed in embedding an international dimension in the curriculum. The paper goes on to gauge the ways in which institutions are aware of and act upon 26 internationali>ation in a strategic way; to investigate the dominant approaches to internationali>ation and suggest how IT% may be deployed as part of an internationali>ed learning, teaching and assessment strategy. httpBGGwww.networkedlearningconference.org.ukGpastGnlc!""QGproceedingsGsympo siaGsymposiumLGcaruana.htm -ittel, '# $()))% "thnography on the Move: =rom =ield to Net to Internet# In 3orum: 2ualitative esearch : $:% 'rt# (: Traditional ethnographies have been based on the ideas of locality. 9ut with the rise of globalisation processes this concept has been increasingly 6uestioned on a theoretical level. In the last decade, .'+merican anthropologists called for multi+ sited ethnographies. However, the practical implications for research with such a shift have not been broadly discussed yet. (ow, with the Internet and di@erent kinds of virtual interaction patterns, ethnographic work faces a new challenge. This paper argues that it is necessary to focus on the implications of feldwork in virtual settings for ethnographic practice. httpBGGwww.6ualitative+research.netGinde0.phpGf6sGarticleGviewGAALAG!?A< McLoughlin, C# $:***% Culturally inclusive learning on the 2eb# In 4# Martin, N# /tanley and N# ,avison $"ds%, Teaching in the Disciplines= !earning in Conte(t, 1roceedings o& the .th 'nnual Teaching Learning =orum, The University o& -estern 'ustralia, =ebruary :***, 1erth: (3(8 (33 The internationalisation of education has led to the development of two distinct types of --- sites + those made for one particular conte0t and culture, but visited by a global audience, and $ii* those made specifcally for cross+cultural participation. n investigation of these sites reveals many di@erent learning features and instructional design paradigms. 'ites aiming for cross cultural participation and seeking a bridge to multiculturalism need to take certain design features into consideration, and utilise culturally appropriate forms of instructional design $I7*. criti6ue of current I7 approaches shows that many lack the depth and scope to enable them to provide culturally inclusive learning, and it is proposed that cultural conte0tualisation is important in the design of learning. t the same time, --- sites that aim for cultural portability of courseware need to adopt cross+cultural design features that ensure access by culturally diverse learners. The contrasting orientations and pedagogic features of culture+specifc as opposed to cross+cultural sites are discussed and the implications for design are considered. httpBGGotl.curtin.edu.auGtlfGtlfA:::Gmcloughlin.html Bell, =#, 4eegan, <# and Faitseva, "# $()).% ,esigning Virtual /tudent Mobility in >? ,oherty, "# $ed#% Education in a Changing Environment: Conference #oo', volume ., In&orming /cience 1ress: **8::7 This chapter e0plores the uses of I%T to enable students to collaborate over time and space. It describes two European projects where I%T was used to support real mobility students and to enable other students to e0perience virtual mobility. description of the projects is complemented by a discussion of the organisational and socio+educational issues encountered and the conse6uent importance assigned to technological choice and confguration in di@erent learning conte0ts. 27 httpBGGbooks.google.comGbooksN idOg?0P&6Pi0'Q%RprintsecOfrontcoverRsourceOgbsMsummaryMrRcadO"SCCCA?, 5A Bell, =#, -hatley, !# and Far5e2sa, ,# $())@% Trans8National >nline 'ctivities =or /tudents 8 ' 1ragmatic 'pproach, Net)or'ed !earning Conference, Lancaster University, 783 'pril con&erence proceedings This paper e0amines the drivers for internationalising the curriculum within the conte0t of the growth of the Internet and the increasingly global market for Higher Education. pedagogical model and a set of guidelines that can be used to design trans+national online student collaboration are presented. discussion of how these can be operationalised in a selection of scenarios for internationalisation of the curriculum follows. httpBGGwww.networkedlearningconference.org.ukGpastGnlc!""QGproceedingsGsympo siaGsymposiumLGbellMetMal.htm MOnch, C# $())3% Mannheim8Basel International /eminar N 'n Innovative 1rogramme in International "ducation, 2orshop presented at the :* th 'nnual "'I" Con&erence eaching for ne) shores, Trondheim, Nor2ay, :(8:7 /eptember The 5annheim International 'eminar prepares students for performing not only professionally and socially but also emotionally in an international and multicultural conte0t. %ombining traditional academic methods with I%T, I'E5 simulates a real+life business project in a multicultural working environment. Thereby, both cognitive and attitude+related objectives are addressed. The frst, by increasing international competences through training of a foreign language and regional studies in an international business setting, the latter, by training of intercultural competences like broad+mindedness and cultural empathy. This overview e0plores the virtual, e+Eearning and intercultural aspects of the seminar demonstrating how I'E5 is a sustainable approach to Internationali>ation at Home. httpBGGwww.eaie.orgGtrondheimGpdfG#"!.pdf Moisseva, M#, /teinbec, +# and /eu&ert, /# $())3% Cn0line communities and colla#orative learning Ne2 Gor U/': Institute o& International "ducation This short article is based on the premise that globalisation re6uires that individuals and groups of learners and coaches who are separated in time andGor space, and may come from di@erent cultural backgrounds should have the opportunity to engage with each other. The central focus of the piece is distributed collaborative learning based on the notions of learning community, self+evaluation, and small group learning. The authors suggest some e0ercises that may support distributed collective group work. httpBGGwww.iienetwork.orgGNpOQA?QL Bell, M# $()).% Internationalising the 'ustralian <igher "ducation Engaging Communities ;: st <"+,/' 'nnual Con&erence, :8@ !uly, +otorua, NF 28 This paper discusses a case study of an innovative higher education course that involved students from universities in ustralia, Ireland and merica using a 1global learning2 approach. The key pedagogy discussed is cross+institutional international discussion using videoconference. 'tudent responses to the learning environment are e0plored. The issues covered includeB the strengths and disadvantages of videoconference as a medium for international student discussion; the importance of facilitation in developing the dynamics and outcomes of discussion; perceived cultural di@erences in communication styles and the dangers of superfciality stemming from the relatively mono+cultural nature of the universities involved. httpBGGwww.herdsa.org.auGwp+contentGuploadsGconferenceG!""<GmediaG9ell.pdf -iser, 0, -aller, /#, +ichter, U#, +obinson, 0#, TraIord, V#, -ics, 4# and -arnes, M# $());% Cn nurturing hedgehogs: Developments online for distance and o*shore supervision <"+,/' ()); con&erence, Canterbury, Ne2 Fealand The supervision of international postgraduates studying at a distance or o@shore presents particular challenges concerning negotiating issues and practices related to demands of studying and undertaking research at a distance, balancing research, work and domestic responsibilities in addition to negotiating cultural di@erence, di@erences in preconceptions and e0pectations of Ch7 processes and culturally in/ected learning styles. t nglia Colytechnic .niversity $C.*, a successful, o@shore, international cohort based Ch7 programme has run for ? years involving A<" students, with a high success rate $Q? Ch7s to date*. This article focuses on how an online development and support programme was introduced to address supervisorsH needs so they might best support, enable and empower studentsH research and Ch7 achievement. The programme involved negotiating di@ering demands of new and well established supervisors, supervisors contributing to development and discussion, focusing on issues of cultural di@erence and distance supervision, encouraging supervisors to empower and enable students to take critical approaches in research and maintain momentum through to successful completion. Temporary usernames for online supervisors were HhedgehogsH. The idea of inviting in, nurturing often invisible visitors to a space, hoping that support aids survival, not s6uashing was an appealing analogy. httpBGGsurveys.canterbury.ac.n>Gherdsa"LGpdfsrefGKAA::.pdf Mohr, C# and Milligan, '# $())*% Internationalising the Curriculum: E(ploring 5ro(y Designer and 5seudo Client elationships through Eirtual, 5hysical and Te(tual Design This case study describes a student learning e0perience set up to simulate and navigate the diTcult terrain of client and designer e0changes in a collaborative project that re6uired students from two di@erent institutions to work together remotely $7undee, 'cotland and Te0as, ..'.*. In this it e0plores some of the inevitable con/icts, tensions and misinterpretations which may emerge from the e0change of ideas and values on a virtual design project in which language, rather than visual process, is central to design thinking. Pf particular interest is the e0posure underlying educational and cultural di@erences as a result of collaboration. http://www.cebe.heacademy.ac.uk/learnn!/ca"e"tude"/ca"e#pdf/$ndy%ll!an.pdf 29 /elinger, M# $())@% Cultural and 1edagogical Implications o& a 0lobal "PLearning 1rogramme Cam#ridge 1ournal of Education ;@ $(%: ((;8(;* n eleven country internal evaluation of the %isco (etworking cademy program across Europe, the 5iddle East and frica, revealed a number of issues related to the globali>ation of eXlearning. The cademy program is a !<"Xhour webXbased course that teaches students to install, maintain and troubleshoot computer networks. It was developed in the .' by educators and %isco network specialists and is taught in educational institutions in over A?" countries worldwide. Hitherto research on cultural in/uences on teaching and learning have been limited to overseas students being taught in an unfamiliar culture or online by teachers with unfamiliar pedagogical strategies. Through interviews with both students and teachers and observation in classrooms, this study reveals how important local tutors are in helping students adapt to the style of the material and to make a course developed in another country both culturally and pedagogically relevant. 4ooiJman, !#, ,avies, !#, Berg8Cross, L#, Copier, L# and 'sby, '# $())@% International education, the Internet and the Three 4ings eCperiment 1ournal of Studies in International Education . $(%: ()38((; This article concerns the e0perience of linking students in three universities in a guided discussion of the movie HThree 3ingsH. The Internet was used for intellectual discussions and conversational threads were organised and subjected to content analysis. !oris, M#, van der Berg, L# and von +yssen, /# $());% <ome, but not alone: In&ormation and Communication Technology and Internationalisation at <ome 1ournal of Studies in International Education 3 $:%: *@8:)3 In this article, the various aspects of the e@ect of information and communication technology $I%T* are discussed against the backdrop of the introduction of Internationalisation at Home $IaH* in universities. The article e0amines a number of issues involved in introducing I%T as a tool in educational development, the relationship between form and content, and the various development felds in which I%T is used, such as curriculum and student management, research, and the virtual university. This discussion leads to 6uestions regarding benchmarking and 6uality management. Pther concerns addressed are the cultural di@erences of the users in cyberspace and the dichotomy involved, and the bottlenecks and constraints that have to be addressed for I%T to be all it can be as a tool for true internationalisation of higher education. Leas, B# $())@% Internationalisation >utcomes &or 'll /tudents Using In&ormation Communication Technologies $ICTs% 1ournal of Studies in International Education . $@%: ;;68;7: Internationalisation in higher education institutions is often focused on the movement of studentsVattracting international students to study on campus and in country and encouraging domestic students to study abroad. Information and communication technologies $I%Ts* bring a new dimension to the internationalisation of higher education. They are increasingly being used to enhance the 6uality of learning of all students. I%Ts o@er many opportunities to internationalise the curriculum and the learning e0periences of students, but they also provide challenges because academics teach a more diverse range of students in a more comple0 and diverse teaching and learning environment. This article e0plores the intersections between internationalisation outcomes, I%Ts and the planned curriculum, and the implications of these for professional development and student support. 30 Ngai, 1# Bo8Guen $());% Lining ,istance and International "ducation: ' /trategy &or ,eveloping Multicultural Competence among ,istance Learners 1ournal of Studies in International Education 3 $(%: :738:33 How can educators help distance learners develop knowledge and skills re6uired for e0panding globali>ationN %ampus+based+education providers rely mainly on two educational strategies to help students develop competencies that allow for e@ective participation in diverse workplace settingsB $a* multicultural or international curricula and $b* encouraging interaction with students and faculty of diverse backgrounds on campus. lthough the former can be adoptedGadapted online, the latter e0erts no a@ect on the e0ploding number of distance learners. lthough distance education curricula and virtual interactions can lay a valuable knowledge foundation, practice through face+to+face e0perience is vital for learning essential multicultural skills. Carticipation in international educational programs provides opportunities to test out, adjust, consolidate, and fully develop most aspects of multicultural competence that are encountered virtually. The challenge arising from the contradiction between the increasing commitment to campus diversity and the increasing demand for distance education can be resolved by enhancing international education. Thune, T# and -elle8/trand, '# $())7% ICT &or and in internationali5ation processes: a business school case study Higher Education 7) $@%: 7*;8 6:: This article ssumes that I%Ts are pivotal for globalisation of HE and in internationalisation processes and focuses on the problem statementB To what e0tent is I%T seen as a means to internationalise HE and how are I%Ts employed in internationalisation processesN Findings from a case study of the (orwegian 'chool of 5anagement indicate that although I%Ts are seen as central in internationalisation processes, and for supporting and co+ordinating international activities, they are not seen as driving forces for internationalisation of HE. The data indicates fve main ways through which I%Ts are used as support tools in internationalisation processes. 'cademic good conduct: &rom plagiarism to critical thining In a sense the themes of I%T and academic good conduct in the internationalised curriculum merge in the current trend towards the deployment of electronic plagiarism detection tools within higher education. However, it has long since been recognised that plagiarism itself is a concept in/uenced by cultural norms and that detection and the procedures that follow on from this process, are often the outward manifestation of a learning e0perience which for one reason or another has been lacking in 6uality. In the literature concerning the internationalised curriculum there is a discernible shift away from the negative position of plagiarism avoidance towards the more positive orientation of encouraging critical thinking and creative e0pression among a diverse student population which is re/ected in this selection. 'ources here discuss a variety of topics related to academic good conduct in the international conte0t. These includeB • understanding students2 dispositions towards critical thinking and how teachers in higher education may encourage engagement with the concept • how electronic detection tools may be used in formative assessment 31 • the importance of awareness of procedure /iappenbelt, C#, +o2les, C# and May, "# $())*% Cultural inAuences on attitudes to plagiarism In Teaching and learning for glo#al graduates 1roceedings o& the :. th 'nnual Teaching Learning =orum, (*8;) !anuary 1erth: Curtin University o& Technology This paper discusses the issue of plagiarism in higher education. In particular, the cultural in/uences that contribute to student attitudes and abilities to avoid plagiarism are e0amined through a case study involving a number of postgraduate engineering students at the .niversity of -estern ustralia. These individuals were amongst a group of students who were caught plagiarising in an assignment and were permitted to resubmit their assignments following compulsory attendance at a writing skills workshop. The students mounted a defence of their actions based on educational cultural ignorance of the universityHs e0pectations regarding plagiarism. They claimed they did not grasp the universityHs e0pectations and had never learnt the skills re6uired to avoid plagiarising. ll students were from non+English speaking backgrounds and had ac6uired English as a second language. 'tudent attitudes to plagiarism before and after the incident were determined, as was their ability to recognise and rate the level of plagiarism in a series of writing samples. The results reveal that the students did appear to possess the necessary skills to successfully avoid plagiarising. There was however poor alignment of studentsH understanding of plagiarism and their perception of its impact compared to that stated in university academic conduct policy. httpBGGotl.curtin.edu.auGtlfGtlf!"":GrefereedGstappenbelt.html Barrett, +# and Malcolm, !# $())6% "mbedding plagiarism education in the assessment process International 1ournal for Educational Integrity ($:%: ;.8@7 Eessons on paraphrasing and citing sources can only be partially e@ective if they are not perceived as immediately relevant to the individual student. This article describes how electronic plagiarism detection tools helped students to understand correct academic practice in using source material. In order to produce an essay on a specifed topic, students were re6uired to summarise a number of research papers. The studentsH essays were submitted to Turnitin and Ferret and the resulting reports were used to give individual feedback to students on how original their words appeared to be. This was e@ective in helping the students to understand plagiarism, because the reports identifed plagiarised passages in their own work and after a second submission the incidence of plagiarism dropped dramatically. httpBGGwww.ojs.unisa.edu.auGinde0.phpGI8EIGarticleGviewFileG!LGA< Turner, G# $())6% /tudents &rom mainland China and critical thining in 1ostgraduate Business and Management ,egrees: teasing out tensions o& culture, style and substance International 1ournal of <anagement Education 7$:%: ;8:: This paper e0plores the discourse of critical thinking within Higher Education $HE* practice and evaluates the e0periences and achievements of mainland %hinese students within that conte0t. It sets out to discuss teaching and learning as it was e0perienced by a small group of students who came to the .3 for postgraduate study. The paper e0plores underlying assumptions behind criticality within HE classrooms and discusses this aspect of pedagogy 32 from a cultural perspective. %hinese students, facing an acute need to bridge di@erent ways of knowing and e0pressing what they know, are often characteri>ed as unable to work in a critical conte0t. The research accounts document students2 responses to the academic and critical conte0t inherent in their programmes of study and make an account of the learning challenges they faced. The key conclusions includeB defnitions of critical thinking are often unclear, and emerge from cultural knowledge traditions rather than universal measures of higher learning; %hinese students are often stereotyped as cognitively limited because of their diTculties with critical e0pression; classroom strategies do not e0plicitly facilitate development or assess critical thinking but focus on stylistic and locally+valid academic conventions; international students may 1under+perform2 because of a lack of initiation into cultural practices rather than inability to engage with critical thinking. httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EG&ol?noAGTu rnerM%hinaMcriticalMthinking.pdf /mith, 4# $())6% =acilitating dialogue &or a more inclusive curriculum eFecting Education ($:%: :);8:() This study e0plores whether postgraduate students and their teachers value curricular adjustments to e6uip all students to engage with academic culture. The dialogue with learners and their teachers o@ers suggestions for increasing inclusivity of HE curricula. These include recognising that academic writing is a socially+determined practice which suggests mainstreaming the development of these skills by encouraging creative e0pression and establishing a supportive environment in which to ac6uire linguistic and cultural capital. Carticipants also recognised the need to deconstruct what the practice of critical thinking involves, 6uestion assumptions and increase opportunities to develop and practice analytical skills. httpBGGre/ectingeducation.netGinde0.phpN journalOre/ectingRpageOarticleRopOviewRpath[\O!:Rpath[\OL" >pen /paces &or ,ialogue and "nKuiry $>/,"% methodology, Centre &or the /tudy o& /ocial and 0lobal !ustice, University o& Nottingham n absolutely invaluable tool which can be used to invite students2 multiple perspectives when engaging with te0t in groups. 'tudents can be guided through stages of traditional reading, critical reading and critical literacy. httpBGGwww.osdemethodology.org.ukGcriticalliteracy.html <uang, +# $()).% Critical Thin'ing: Discussion from Chinese 5ostgraduate International Students and their !ecturers The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This project seeks to understand %hinese postgraduate international students2 e0perience of critical thinking while they are studying for their 5asters degree in Tourism and Hospitality 5anagement at the .niversity of Clymouth. It investigates the students2 perceptions of critical thinking and the problems they might have in applying critical thinking skills; meanwhile it evaluates educators2 suggestions on applying critical thinking in tourism and hospitality subjects. Eventually it is intended to develop a strategy to facilitate the students2 e0perience. 'everal general conclusions are drawn from this study. Firstly, due to the students2 di@ering backgrounds, they have a di@erent understanding of critical thinking and corresponding diTculties in applying it to their studies. 'econdly, lecturers who 33 are teaching the students have di@erent views on critical thinking therefore they produce di@erent procedures for the students to apply critical thinking in their work. However common procedures can be drawn from lecturers2 suggestions. 9ased on those common procedures, a strategy is developed to facilitate the students2 use of critical thinking skills in their study. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGhuang.pdf <uang, +# and Busby, 0# $())*% ' Mini 0uide to Critical Thining &or International /tudents useful resource which could be used in class as the basis for opening up a dialogue regarding what is meant by critical thinking. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGresourcesGr:MhuangMguideMasi anMstudents.pdf <uang, +# and Busby, 0# $())*% ' Mini 0uide &or 'cademics in <L/T 2ho teach Chinese H Indian International /tudents on LCritical Thining? This guide provides an introduction to academics in Hospitality, Eeisure, 'ports R Tourism $HE'T* subjects who teach %hinese and Indian international students. It lists what %hinese and Indian students perceive as critical thinking and their diTculties in applying such a skill, based on research carried out in !""< in a small project funded by the HE cademy HE'T (etwork. possible solution which adopts neither a defcit nor an assimilationist approach is proposed to facilitate such groups of international students in understanding and improving their critical thinking. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGresourcesGr:MhuangMguideMac ademics.pdf Leas, B# $())6% 1lagiarism, cultural diversity and metaphor 8 implications &or academic staI development Assessment and Evaluation in Higher Education ;:$;%: :;.8:** Clagiarism is a comple0, culturally loaded concept which causes much an0iety for both academics and students. E0actly what constitutes plagiarism is dependent on a number of conte0tual factors. 7espite the diTculties associated with defning and detecting plagiarism, it is said to be on the increase, and students from 1other cultures2 are fre6uently highlighted as being perpetrators of this crime against the academic community of enlightened -estern scholars. 5etaphors of war and battle are common in the discourse of plagiarism which also has clear links to the discourse of Prientalism as described by Edward 'aid. The paper argues that it is time to change the metaphor and to see teaching to avoid plagiarism as an intercultural encounter rather than a battle that needs to be won. It discusses the implications of viewing plagiarism as a culturally constructed concept and describes four focus areas for academic sta@ development designed to create an academic culture that deters plagiarism by encouraging recognition of and engagement with cultural diversity. !ones, ' $())7% Culture and ConteCt: Critical Thining and /tudent Learning in Introductory Macroeconomics Studies in Higher Education ;) $;%: ;;*8;7@ This article reports the fndings of an inXdepth 6ualitative case study that e0plored the ways in which %hineseXspeaking international students adapt to a western learning environment, and the e@ect that the teaching conte0t has upon student learning. This e@ect was e0plored by investigating a critical thinking task 34 from the perspectives of %hineseXspeaking international and EnglishXspeaking local students. The study found that despite cultural and linguistic di@erences, international studentsH conceptualisation of critical thinking was very similar to their local counterparts. This confrms that, although cultural and linguistic di@erences are important, the way in which a subject and assessment task is presented to students has a profound impact on learning. The study highlights the adaptability of international students to di@erent educational conte0ts and raises 6uestions regarding the nature of critical thinking. Teaching, learning and assessment in the multicultural classroom N group 2or, inclusivity and integration =roup work is challenging for most students and the burden of e@ort added by the cross+cultural dimension may result in a neutral or negative perception of e0perience which, for the participant, has little to do with enhancing cultural understanding and employability. Pf course, individuals irrespective of cultural background bring their own uni6ue and personal characteristics, e0periences and behaviours to group work but all too often assessed group learning is driven by the frantic pursuit of product without due consideration of process which, in itself, undermines the 6uality of the product in the fnal analysis. signifcant part of the challenge for teachers in curriculum design is to develop strategies which provide suTcient time to build communicative skills and relationships within groups. This point + regarding time to develop group processes across cultural boundaries + assumes tremendous signifcance when considering that much group work carries with it the added dimension of 1high stakes2 group assessment. =enerally, students claim to value 1international perspectives2 in their learning, they are eager to 1come out of their comfort >one2 and welcome the breadth of opinion and variation encountered in the multicultural classroom. Ket multicultural group work does not generally facilitate lasting friendships and this is an issue not only for international students but for home students too particularly where they live at home, maintain their local friendship networks and may, indeed themselves, be fnding .3 academic culture a challenge. 'ources within this theme address a wide range of issues o@ering advice based on practical e0perience and engagement with students in research processes. These includeB • 'tudents2 e0pectations and e0periences of multicultural group work in the conte0t of the whole learning e0perience at university • 7esign of the inclusive curriculum and teaching and learning strategies to foster cultural awareness and promote the integration of home and international students working in groups • Inclusive assessment strategies and practices • 9ehavioural and attitudinal factors in/uencing the outcomes of group work • Home students2 perceptions of the impact on academic performance of working with international peers • How teacher engagement o@+shore may enhance 1Internationalisation at Home2 35 Caspers5, ,#, /ene, !#, -u, M# and Boland, M# $())@% 'n approach to managing diversity in student team proJects# In See'ing Educational E(cellence6 1roceedings o& the :;th 'nnual Teaching Learning =orum, *8 :) =ebruary ())@, 1erth: Murdoch University The increasing internationalisation of ustralian university student populations ju0taposed against what current research highlights as issues in handling multicultural teams, stimulates a challenge in managing cultural diversity in student team projects. ddressing this re6uires attendance not only to the development of generic team work skills in students; but also to issues of inclusive curriculum and matters of learning styles. The aim of this paper is to describe an approach which is under trial at the .niversity of -estern ustralia 9usiness 'chool, and some tentative conclusions emanating from evaluations. httpBGGotl.curtin.edu.auGtlfGtlf!""QGcaspers>.html <enderson, /# $())@% /trengthening cultural a2areness in the classroom: ' case in point# In See'ing Educational E(cellence6 1roceedings o& the :;th 'nnual Teaching Learning =orum, *8:) =ebruary ())@, 1erth: Murdoch University This paper describes how racial tensions escalated in a classroom discussion on community building. 'ensing that cultural di@erences and values were underpinning the studentsH negative discourse the facilitator became aware that what was occurring had the potential to turn into something far worse. 4ather than stop the session and re+direct the students to work on another topic the facilitator led and guided the debate towards a positive outcome which promoted cultural awareness. The e0perience is used as a case in point to discuss how cultural awareness can be strengthened in the classroom. httpBGGotl.curtin.edu.auGtlfGtlf!""QGhenderson.html ,e Vita, 0# $()):% The Use o& 0roup -or in Large and ,iverse Business Management Classes: /ome Critical Issues, The International 1ournal of <anagement Education :$;%: (38;7 lthough group work has a long and distinguished history, changes that have taken place in 9ritish higher education have led to its widespread application as a 16uick+and+easy2 assessment tool. This trend has resulted in many dysfunctional group work e0periences, and growing frustration among students and tutors alike. This paper e0plores some of the critical issues in the design, organisation and administration of group work projects in the conte0t of a large and diverse undergraduate class of international management. It also highlights a set of conceptual tools that have proved to be useful in guiding practice and which may be of value to other teaching practitioners committed to overcoming the diTculties and ma0imise the opportunities that lie at the heart of co+operative learning. httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EG&olAnoLG7 e&itaM=roupworkMlargeMclasses.pdf Caruana, V# $())6% 'ssessment strategies in the multicultural classroom Innovative !earning in Action +I!IA, Issue 6, Innovative 5ractice in Assessment : @83 short article based on the HE cademy review of the Internationalisation literature $%aruana and 'purling, !"")* which highlights e@ective practice in assessment within multicultural groups. Themes includeB assuming prior 36 e0perience; the importance of dialogue; avoiding cultural bias; countering plagiarism and fostering the 1level playing feld2. vailable via the Eeeds 5etropolitan .niversity, ssessment, Eearning and Teaching web pagesB httpBGGalt+resource.teams.leedsmet.ac.ukGinternationalising+ the+curriculum %lick on the link. Cathcart, '#, ,iCon8,a2son, !# and <all, +# $())6% +eluctant hosts and disappointed guests9 "Camining "Cpectations and "nhancing eCperiences o& cross8cultural group 2or in 1ostgraduate Business 1rogrammes International 1ournal of <anagement Education 7$:%: :;8(( The paper e0amines some of the fndings of a 9usiness Education 'upport Team+ funded project which enabled the authors to carry out a detailed investigation into the e0periences of students participating in cross+cultural group work on postgraduate business programmes. There is evidence of a clear di@erence in attitude towards group work between students with di@erent ethnic backgrounds and these di@erences can lead to con/ict and frustration. 'ignifcant numbers of 9ritish students have negative e0periences of group work as undergraduate students, particularly when placed in groups with international students with low levels of English language ability. These e0periences have led to cynical attitudes to cross+cultural group work at postgraduate level. International students have clear e0pectations of the role that 9ritish students should take in group activities and e0press disappointment and disillusionment when this role fails to be fulflled. The authors argue that more needs to be done to understand the e0periences and e0pectations of both home and international students engaging in cross+cultural group work. In practical terms, this knowledge should help academics design activities and assessments which will promote cross+cultural learning and beneft all parties. httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EG&ol?noAG% athcartMHostsMandMguests.pdf +obinson, /# $())6% +eAecting on the international group 2oring eCperience: a study o& t2o MB' programmes International 1ournal of <anagement Education 7$(%: ;8:@ This study e0plores students2 e0periences of group working in an internationalising 59 conte0t using the research perspectives of postcolonialism $'pivak A::L; Crasad !""L* and critical management education $4eynolds A::), A:::; %urrie R 3nights !""L*. 'tudents2 perceived gains from the international group working e0perience are identifed, as are areas of concern, such as practices of e0clusion and domination that occur in the group working process and a reluctance to talk about and re/ect on group work e0periences. 9y comparing international group working e0periences at the two case+study institutions helpful practices concerning organisation of group work and induction are identifed. httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EG&ol?no!G4 obinsonMInternatMgroupMwork.pdf <iggins, 1# and Li, L# $()).% =ostering the appropriate learning environment9 British and Chinese students? eCperiences o& undertaing an organisational8based cross8cultural group 2or proJect in a London university International 1ournal of <anagement Education 3$;%: 73863 37 This paper e0amines the impact of a A! week organisational+based, cross+cultural group work project on the learning e0periences of a sample of 9ritish and overseas %hinese students. .sing the participants2 individual re/ective learning reviews as the tool of research investigation, the paper ascertains the e0tent to which the peer consultancy e0ercise a@ected the group work e0perience and e0amines how the two distinct groups of students , in terms of home and overseas status and native language ac6uisition , interacted with each other. The fndings suggest that whilst the project largely succeeded in its aim of e0posing the students to a real+life organisational problem+solving conte0t, as an e0ercise in cross+cultural collaborative working it had a number of decipherable shortcomings. The implications of these fndings for the preparation, practice and assessment of cross+cultural group work are considered. httpBGGwww.heacademy.ac.ukGassetsGbmafGdocumentsGpublicationsGI85EGvol)noLGI8 5E)noLCaper#.pdf Trahar, /# The Internationalisation of higher educationG This short article o@ers practical advice on how to facilitate international and home students working together in groups. central focus is how students are prepared to engage with te0t. The conte0t is a postgraduate programme. httpBGGescalate.ac.ukG!"<! Carroll, !# $())*% Teaching Culturally Diverse "roups: managing assessed course )or' 6uick reference guide providing suggestions designed to make group work more e@ective where students are working in culturally diverse groups and where the result is assessed. E0tract from %arroll and 4yan $!""?* httpBGGwww.economicsnetwork.ac.ukGshowcaseGcarrollMdiversity ,arricote, '# and McColl, +# $()).% Teaching and !earning in an Environment Challenged #y Cultural Diversity, The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study is concerned with teaching, learning and assessment in an environment which is culturally very diverse not only in terms of its student body but also in terms of its faculty members. The institution concerned is a small business school in France that uses cultural diversity as a selling point. It is interesting to note how the authors characterise the .3 HE e0perience in an e0ercise which alerts students to di@erent approaches to teaching and learning in di@erent countries. This case study could itself be used as a resource in class to engage multiple perspectives on teaching and learning. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGdarricotte.pdf -icasono, +# $()).% Assessed <i(ed Nationality "roup ;or' at a $- $niversity: Does it get esultsG The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This study e0plores the benefts and drawbacks of mi0ed nationality group work for students at Kork 't 8ohn .niversity $K'8.* in two phases. The frst phase surveys 9usiness 5anagement students on their e0perience of group work. The research fnds that certain di@erences within groups are considered negative, includingB culture $nationality*, $lower* 1profciency2 in English, $lower* ability and $lower* motivation. (one of these four di@erences are categorical variables, rather 38 they are scales of belief, behaviour and achievement leading to the conclusion that intra+group di@erence per se may not e0plain a group work e@ect. Instead, it is suggested that group outcomes are a result of members2 understanding and use of intra+group di@erence; their conte0t, task and time+dependent perception of diversity. In the second phase individual and mi0ed nationality group marks from the same cohort of students are analysed. 4egression of individual marks against group marks fnds that the highest+achieving student contributes most to the performance of the group. Further tests show that low and average+achieving students are dragged up by mi0ed nationality group work, while the highest achieving student in the group is dragged down. Thus there is some evidence for an information+processing or 1pooling2 beneft for most of the group, but not a suTciently strong 1synergy2 or 1teaching e@ect2 to a@ect the marks of the best students. The paper concludes with some suggestions for changes to the organisation and assessment of group work. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGwicaksono.pdf ,e Vita, 0# $())(% ,oes multicultural group 2or really pull U4 studentsD average do2n9, Assessment and Evaluation in Higher Education (3 $(%: :7;8:6: Evidence suggests that home and international students do not spontaneously mi0 and would rather be involved in monocultural work groups. Pne of the major causes for this lies in the home studentsH belief that assessed multicultural group work has a detrimental e@ect on their individual average mark. This study employs regression analysis to empirically investigate the e0tent to which this belief is supported by the data. The results suggest that the performance of culturally mi0ed groups is neither a function of the individual ability of the least able group member, nor of the average ability of the members of the group. Instead, the group work mark is more likely to re/ect the ability of the most able group member. The data also indicate that assessed multicultural group work has, on average, a positive rather than negative e@ect on the individual average mark of all students, evidence consistent with the synergistic e@ects e0pected to emerge in multicultural groups. Teeens, <# $());% The +eKuirement to ,evelop /peciBc /ills &or Teaching in an Intercultural /etting, 1ournal of Studies in International Education 3 $:%: :).8::* The growing mobility of students worldwide increases the number of classes in international education. 5ore and more teaching sta@ are confronted with new challenges, because the competency for teaching in the international classroom is not something that comes easily. It re6uires practice and learning of special skills. 9ut what precisely are these skillsN This article describes an ideal profle of the lecturer in the international classroom in the hope that it will give insight into the kind of professional development re6uired of this demanding role involving standing before a culturally mi0ed group and, often, teaching in a language other than your own. ,e Vita, 0# $())(% Cultural eKuivalence in the assessment o& home and international business management students: ' U4 eCploratory study, Studies in Higher Education (3 $(%: ((:8(;: This article e0plores the cultural e6uivalence properties of commonly adopted assessment methods by frst subjecting multiple+choice tests, coursework assignments and essay response e0aminations to critical scrutiny for evidence of bias. Then, using data from a large cohort enrolled on a frst+year business studies 39 programme in a .3 university, a comparative analysis of the academic performance of home and international students reveals considerable di@erences, with the marks of the latter being substantially lower than those of the former. In order to establish whether a particular assessment method is culturally biased compared to others, following ordinary least s6uares estimation of regressions on each assessment method for the home and international student sub+samples of the cohort, a %how test is employed. The main fnding indicates that assessment by e0amination penalises international students beyond di@erences in ability levels, as measured by multiple+choice test and coursework assignment scores. Pn the basis of this evidence, it is suggested that, in culturally mi0ed classes, the e0clusive adoption of the end+of+course e0amination be avoided. Leas, B# $())@% Transnational "ducation and Intercultural Learning: +econstructing the >Ishore Teaching Team to "nhance Internationalisation 5roceedings of the Australian $niversities 2uality 3orum, 'UE' >ccasional 1aper This paper is included under the theme of the multicultural classroom since it e0plores how transnational education programs provide a uni6ue opportunity for professional development allowing teachers to become intercultural learners themselves a@ording the potential to enhance onshore teaching and, in turn, improve the 6uality of 1internationalisation at home2. It is based on a case study of sta@ and students in a business program taught in two locationsVHong 3ong and delaideVwhich investigated their constructions of internationalisation. httpBGGwww.au6a.edu.auGau6fGpastforaG!""QGprogramGpapersGEeask.pdf ,esigning the internationalised curriculum that develops intercultural competence and cross8cultural capability: practical eCamples and design tools Those engaged in an academic or education development role in .3 higher education who have delivered sta@ development sessions on the internationalised curriculum are likely to have encountered at some point, the response from colleagues 1%an2t you just give us a learning outcomeN2 In some ways this theme is the answer to such pleasI 'ources cited here generally fall into one of two categoriesB • E0amples of programmes and modules from a number of disciplines dedicated to the internationalGintercultural perspective, global citi>enship and global perspectives more generally • Juick reference $and some not so 6uick referenceI* tools and resources designed to provide support and guidance in, for e0ample, writing learning outcomes, devising grade descriptors, designing learning, teaching and assessment strategies and designing whole programmes and modules for international perspectives and intercultural learning In engaging with this theme the reader is alerted to t2o ey caveatsB frstly the internationalised curriculum does not necessarily imply the wholesale review and re+design of programmes and modules of study. The whole programmeGmodule perspective may be appropriate for review processes at an institutional level but at the 1chalk+face2 the internationalised curriculum often re6uires only small, incremental 40 changes to e0isting practices to register signifcant improvement. 'econdly, tools and resources are generally only e@ective when the individual using them has a clear grasp of concepts, principles, processes etc. involved and can readily apply them in their own practice conte0t. This section is not the place to start &or beginnersQ 'merican 'ssociation o& Colleges and Universities $())*% Spring 788H Draft for 5u#lic elease of Intercultural -no)ledge and Communication EA!$E u#ric6 This 6uick reference rubric was created by a team of faculty from .niversities across the .'. rticulating learning outcomes related to intercultural learning can be a real challenge and the rubric provides grade descriptors for aspects of knowledge, skills and attitudes which can be readily applied in practice. httpBGGwww.aacu.orgGvalueGrubricslongGintercultural.cfm >pen /paces &or ,ialogue and "nKuiry $>/,"% methodology, Centre &or the /tudy o& /ocial and 0lobal !ustice, University o& Nottingham visit to this website is an absolute mustI The P'7E methodology supports the creation of open spaces for dialogue and en6uiry about global issues and perspectives focusing on interdependence. In these spaces, people are invited to engage critically with their own and with di@erent perspectives, think independently and make informed and responsible decisions about how they want to think and what they want to do. The P'7E methodology o@ers a set of procedures and suggested ground rules that can be adapted to di@erent groups and conte0ts. The key is to create spaces where people gather together to listen and transform themselves 8 learning and unlearning together, re+inventing ways of relating to one another and imagining other possible futures. The website is easily navigable being divided into specifc sections coveringB P'7E procedures; P'7E ground rulesB facilitation; material design; critical literacy etc. httpBGGwww.osdemethodology.org.ukGosdemethodology.html /ola, N# and -ilinson, !# $()).% ,eveloping Intercultural Competence in >? ,oherty, "# $ed#% Education in a Changing Environment: Conference #oo', volume . In&orming /cience 1ress: 7*83. This chapter details an ErasmusG'ocrates funded II%EE $Interpersonal and Intercultural %ompetence for the Enlarged Europe* project which has developed a module to prepare people for work and leadership in a globalised world. The project involved collaboration between A! di@erent European countries and the module developed acknowledges the importance of both conceptual awareness and practical skills. The chapter also discusses the I%9E $Intercultural %ommunication for the 9usiness Environment* which is a 5asters level course essentially the same as the II%EE module but without the European focus, therefore allowing for a more global application. httpBGGbooks.google.comGbooksN idOg?0P&6Pi0'Q%RprintsecOfrontcoverRsourceOgbsMsummaryMrRcadO"SCCCA?, 5A httpBGGbooks.google.comGbooksN idOg?0P&6Pi0'Q%RprintsecOfrontcoverRsourceOgbsMsummaryMrRcadO"SCCCA?, 5A 41 University o& /outh 'ustralia, Internationalisation Information -it This comprehensive web+based information kit is designed to assist in identifying program and course characteristics and those aspects of teaching practice which contribute to internationalisation. It includes a number of 6uestionnaires which may be self or peer administered, by Crogram 7irectors, %ourse %oordinators or individual academics. It addresses internationalisation of the curriculum at L levelsB Crogram level, %ourse level and Teacher level. It has been designed to enable practitioners to e0plore what internationalisation of the curriculum means individual discipline areas; to encourage re/ection on own teaching; to invite constructive feedback and comments from peers and to use all of this data to inform the development of teaching practice. httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGinfo+kit.asp University o& /outh 'ustralia $Uni/'% $())@% <odels of intercultural learning and development %omprises two complementary papers , Eiddicoat, . 8. $!""Q* Internationalisation as education and 4.5. Caige $!""Q* The Intercultural in Teaching and EearningB 7evelopmental Cerspective. 9oth papers were presented at a university+wide seminar at .niversity of 'outh ustralia $.ni'* on !A 8une !""Q. Eiddicoat $!""Q* e0plores the three main themes of internationalisation in the ustralian conte0t , recruitment of overseas students, internationalisation of the curriculum and internationalising students2 educational e0periences through overseas e0changes , in order to understand how international education is being constructed. In this conte0t two contrasting metaphors for learning are elaborated, the ac6uisition metaphor and the participation metaphor. It is argued that the latter e0plains the cultural nature of learning as a process of personal knowledge construction and meaning+making. 7isciplines are similarly regarded as knowledge communities with their own language, norms etc. and it is suggested that to begin thinking about approaches to teaching a discipline conceived as a cultural construct culture itself needs to be viewed as a dynamic process involving a set of practices in which people engage in order to live their lives, understand their world and derive meaning. %ultural learning therefore involves a process of decentring from one2s own e0isting cultural mindset to engage in positive and creative ways with new cultural possibilities. Caige $!""Q* complements Eiddicoat $!""Q* in e0amining intercultural teaching and learning as a developmental process. Caige uses 9ennett2s $A::L* 7evelopmental 5odel of Intercultural 'ensitivity $75I'* which describes a learner2s subjective e0perience of cultural di@erence as a framework for analysis. ddressing each of the alternative ways in which a person perceives and makes sense of cultural di@erence $ethnocentric + involving stages of denial, defense and minimisation and ethnorelative , involving stages of acceptance, adaptation and integration* Caige identifes the key developmental task for teaching and learning, teaching goals and specifc learning outcomes. httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGmodels. pdf University o& /outh 'ustralia $Uni/'%, Educational strategies for improving inclusivity in curricula, teaching, learning and assessment 42 comprehensive tool which presents an array of strategies to support inclusivity. The starting point is .ni'2s seven graduate attributes with =J) relating specifcally to international perspectives. This resource is a very useful 6uick reference tool for writing learning outcomes and designing teaching, learning and assessment strategies for the inclusive and internationalised curriculum httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGinclusivit y+strategies.pdf University o& /outh 'ustralia $Uni/'%, Teaching and learning strategies appropriate to the achievement of the graduate Duality on international perspectives This resource adopts the #ode of good practice$ teaching and learning at the %ni"ersity of South Australia as a framework for describing teaching and learning strategies to achieve the graduate 6uality on international perspectives. The resource provides some useful pointers with regard to the small changes that can be made to teaching, learning and assessment strategies to embed the international perspective in learning across the disciplines. httpBGGwww.unisa.edu.auGltuGsta@GpracticeGinternationalisationGdocumentsGachieve ment.pdf University o& -ales, Bangor, "lo#al Citi/enship % !iving )ith the 4ig 5icture: <odule outline This resource provides a 6uick reference outline of a !" credit interdisciplinary module o@ered to all undergraduates at level A. %lick on the link atB httpBGGaddysgbyd.bangor.ac.ukGhighereducation.php.enN menuO?RcatidO#A!QRsubidO" Bourn, ,#, Mc4en5ie, '# and /hiel, C# $())6% The "lo#al $niversity: the role of curriculum, London: ,evelopment "ducation 'ssociation This collection of essays is particularly concerned with how universities conceive and shape their curricula to include the global and international dimension. The authors, therefore, in an institutional conte0t, point the reader towards curriculum principles and practices. These essays contain some very helpful e0amples of how the curriculum can locate the international in the local. It does not pretend to be a comprehensive collection of good practice, but it contains enough to stir the imagination. %ase studies are presented in the conte0t of three key drivers for the integration of global perspectives. The work is therefore organised in three main sectionsB %urriculum development + in/uenced by students or faculty initiatives motivated academics working together, sometimes with their students, to develop global perspectives programmes, courses and modules; %urriculum development + in/uenced by university+wide initiatives university+wide programmes, corporate plans, Teaching and Eearning 'trategies, multi+disciplinary approaches, student programmes; %urriculum development + in/uenced by networks and e0ternal initiatives, support networks, communities of practice in the .3, strategic work with other organisations and institutions and collaboration with colleagues around the world. httpBGGwww.international.ac.ukGresourcesGdeaMglobalMuniversityMcurriculum.pdf 43 4illic, ,# $());% Cross0Cultural Capa#ility and "lo#al 5erspectives: "uidelines for Curriculum evie) Leeds Metropolitan University This resource is presented in three sections. Firstly, the reader is introduced to cross+cultural capability and global perspectives and their relevance as graduate attributes in a university seeking to achieve an ethos which is both international and multicultural. In the second section key 6uestions for course review are posed and these are supported by e0ample responses. The review tool o@ers a lot of practical help to course review teams in this, and the fnal section, which includes a proforma for review and tips provided by teaching fellows. vailable via the Eeeds 5etropolitan .niversity, ssessment, Eearning and Teaching web pagesB httpBGGwww.leedsmet.ac.ukGinternationalG%rossM%ulturalM%apabilityM=uidelines.pdf Goung, '# /# $())3% Internationali/ing the Campus at Centenary College: An Innovative Approach to International Cultural E(change, Ne2 Gor U/': Institute o& International "ducation short article describing the International %ultural E0change $I%E* Crogram that enlists the leadership of international students in sharing their cultures with merican students in an e0ploration of the diverse cultural communities within the (ew Kork metropolitan area. httpBGGwww.iienetwork.orgGNpO):::: Chapman, 4# <astering European Co0operation in Construction This case study describes a 5asters 7egree programme that re/ects the need for construction personnel to be versatile in European operations and to understand national operating characteristics. The programme involves periods of residence and study abroad in more than one European country and is designed to e6uip graduates or mature professionals with the knowledge re6uired to operate in countries other than their own. They also enhance their knowledge of advanced European %onstruction. httpBGGwww.cebe.heacademy.ac.ukGresourcesGrecord.phpN processOfullMviewRidentiferOcebe.ltsn.ac.ukB)QReditionORavabilityO(oRprocess OfullMview -eaver, M#, VicerstaI, '# and /ullivan, M# $()).% Designing a 3ull0time <asters 5rogramme for a Culturally Diverse Student 5opulation The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study is based upon the process of developing a masters level programme, aimed at the international student, and the evaluation of its frst delivery. 4esearch and academic e0perience into international student learning supported the decision to move away from the traditional design towards a more innovative, themed curriculum structure, the better to meet the needs of a culturally diverse group. Evaluation at completion of the inaugural programme indicates successful results from both students2 and the course team2s point of view. Pnly minor adjustments to the programme were indicated. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGweaver.pdf 44 Leas, B# $()):% Bridging the 0ap: Internationalising University Curricula, 1ournal of Studies in International Education 7 $(%: :))8::7 This article is a case study of how one university is internationali>ing all its courses so that all graduates will demonstrate an international perspective as professionals and citi>ens. This focus on courses and their teaching, learning, and assessment promotes international education, multiculturalism, and the recognition of intercultural issues relevant to professional practice. The frst section deals with structural options and pathways for course design when internationali>ing curricula and the defning characteristics of such options. The second and fnal section of the article outlines ways in which an internationali>ed curriculum broadens the scope of the subject to include international content andGor contact and sets up teaching and learning to assist in the development of cross+cultural communication skills. Internationali>ing university curricula is a powerful and practical way of bridging the gap between rhetoric and practice to including and valuing the contribution of international students. <ills, /# and Thom, V# $())7% Crossing a Multicultural ,ivide: Teaching Business /trategy to /tudents &rom Culturally MiCed Bacgrounds 1ournal of Studies in International Education R $R%: :8(: This narrative describes how in response to poor results, a teaching team revamped a postgraduate business strategy module in a ..3. university. The changes mainly involved clarifcation of some of the sta@ 2s key e0pectations and teaching and learning methods, taking account of the powerful pressures on international students in the .nited 3ingdom and the diverse cultural and educational background of the student group. It argues that the changes were largely responsible for the improvement in the subse6uent results, but also discusses a range of alternative e0planations. The comments of student focus groups on the new approach are given and discussed. Finally, the team re/ects brie/y on the process as an e0ample of practitioner action research and on the risks that may be involved in taking it for granted that the .nited 3ingdom2s present academic approach is YbetterZ than others. Internationalisation abroad: ,esigning and embedding trans&ormative overseas eCperiences in the curriculum In this section we return to the traditional view of internationalisation as focused on e0perience abroad, but with a fundamental di@erence. 4ecent research in the feld acknowledges that e0perience is not necessarily synonymous with learning and understanding, particularly in the cultural conte0t. 'ources cited here engage the reader with recent thinking regarding how international e0perience may be embedded within the curriculum for transformative learning. uthors consider interventions at pre+departure, on+visit and post re+entry designed to enhance e0perience. The issue of take+up of opportunities is also in evidence, with authors addressing the personal characteristics that may in/uence participation rates and considering measures that may promote participation of under+ represented groups. Bolton Tsantir, /# $())3% Heritage see'ing and study a#road: A case study, Ne2 Gor U/': Institute o& International "ducation This short article is included because it introduces a new dimension to the way we think about internationalisation abroad and internationalisation at home and how they relate to each other. It discusses the motivations and e0periences of 45 1heritage seekers2. 1Heritage seekers2 are home students of diverse origins whose motivation for going abroad is not primarily related to their programme of study but is driven more by seeking out their own heritage. httpBGGwww.iienetwork.orgGpageG:)L::G +odrigue5, 4# $())3% Imagining Di*erence: Arts04ased <ethods and Study A#road, Ne2 Gor U/': Institute o& International "ducation This short article is useful in suggesting how students2 use of artistic and creative methods of in6uiry whilst abroad may enhance more traditional methods to provide new understandings of encounters with di@erence. httpBGGwww.iienetwork.orgGpageG:""Q:G +hodes, 0# and <ong, <# $())3% The 5ro?ect for !earning A#road, Training and Cutreach +5!ATC,, Ne2 Gor U/': Institute o& International "ducation This short article suggests that too many students who study abroad participate in programs with limited orientation prior to the e0perience and fnd the e0perience is not integrated with their home campus degree programs. 5oreover, recognition of the added value of the study abroad e0perience by the institution, employers, and participants upon the student2s return to the home campus is also lacking. Finally there is an E6uality and 7iversity issue in that students from under+ represented populations are left out of study abroad recruitment and outreach largely because of a lack the information, resources, and support that can motivate participation. The article goes on to outline CETP $Crogram for Eearning broad, Training and Putreach which assists in outreach to underrepresented students, orientation, and training before study abroad, on+site $while abroad*, and post+study abroad. httpBGGwww.iienetwork.orgGNpO)A?!: /tecer, "# $())3% Study A#road as a Catalyst for Student Development: The case of Engineering Students, Ne2 Gor U/': Institute o& International "ducation This short article notes how certain student populations are under+represented in study abroad programs and cites Engineering as a 1glaring e0ample2. In frst e0amining the barriers that prevent engineering students from studying abroad in large numbers, then in e0amining the uni6ue cognitive developmental benefts the e0perience can a@ord them, important 6uestions about how study abroad can be employed as a catalyst for student development come into focus. The article goes on to cite e0amples of projects which have been developed involving real+ life, critical research conducted in cooperation with local non+proft, government and business organisations. httpBGGwww.iienetwork.orgGpageG<?"))G ,?'gostini, T#, /enders, /# and +eilly, ,# $())3% The 5romise of Integrated Design, Ne2 Gor U/': Institute o& International "ducation This short article re+conceptuali>es our understanding of the study abroad process, drawing on the insights provided by cultural anthropology. 'tudy abroad is viewed as a right of passage which suggests how truly transformative e0periences for students, are developed at each phase and through linkages 46 between the phases involved in the whole e0perience. The Cartnership for =lobal Education $C=E* has developed an approach to study abroad programming called Integrated Crogram 7esign. The article describes this approach which frames students2 time abroad with rigorous pre+departure and re+entry work, providing a more continuous and intentional international e0perience. Integrated Crogram 7esign better prepares students to have a deeper, more engaged cross+cultural encounter and it encourages them upon their return to campus to continue to process their e0periences and share them with the wider community. httpBGGwww.iienetwork.orgGpageG<Q#Q<G 4ing, /# $()).% The Chinese Cultural E(perience: A Case Study )ith Iear J 4ritish Students Travelling to Khe?iang "ongshang $niversity, China The "nhancing /eries Case /tudies: International Learning "Cperience, Gor: <igher "ducation 'cademy This case study describes the e0periences of a group of 9ritish students and sta@ on a visit to a university in %hina. The study visit re/ects on the learning undertaken when teaching English to %hinese students and the cultural e0perience of study abroad in %hina. httpBGGwww.heacademy.ac.ukGassetsGhlstGdocumentsGcaseMstudiesGking.pdf ,aly, '#!# and Barer, M#C# $())7% 'ustralian and Ne2 Fealand university studentsD participation in international eCchange programmes 1ournal of Studies in International Education * $:%: (68@: International educational e0change is a growing phenomenon which re6uires more research but much of the current work originates in the .' and Europe. This article focuses attention on ustralia and (ew ]ealand in considering personal characteristics of students that may in/uence rates of participation. It is noted that despite government focus and more opportunities very few students participate therefore research needs to address personality and social factors in/uencing the decision making process and the impact of e0change e0perience.