Betty Leask
Boston College, Center for International Higher Education (CIHE), Department Member
- Betty Leask EdD is a professor emerita of the internationalization of higher education at La Trobe University in Melb... moreBetty Leask EdD is a professor emerita of the internationalization of higher education at La Trobe University in Melbourne, Australia, and a visiting professor at the Centre for International Higher Education (CIHE) at Boston College. Betty has written on a range of topics related to internationalisation including the curriculum, faculty development, teaching and learning and academic leadership. She developed the first research-based framework for internationalisation of the curriculum in 2010. The framework is used by universities across the world to inform their approach to internationalisation of the curriculum, campus and community. Betty is also Editor-in Chief of the Journal of Studies in International Education, the leading journal in the field. Her contributions to the field of international higher education have been recognized internationally by EAIE and IEAA.edit
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Education sponsored by the Global Programs and Strategy Alliance at the
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Significant changes have occurred in international education in the last 20 years. Some of these changes have been driven by the need for developing countries to access higher education in excess of their capacity to provide opportunities... more
Significant changes have occurred in international education in the last 20 years. Some of these changes have been driven by the need for developing countries to access higher education in excess of their capacity to provide opportunities to study. A common response to this situation has been student mobility in which international students travel to other countries for their higher education. More recently the trend has been \u27programme mobility\u27 (Knight 2012), in which it is the higher education programmes that move as they are delivered locally in the developing country via partnership arrangements with overseas institutions. A rapid growth in transnational programmes has resulted in many opportunities for nations seeking to build their capacity, for institutions and for staff and student learning. However, a number of challenges for transnational academics and their students, often related to differing cultural expectations, inequalities in power relations and ensuring quali...
Internationalisation in higher education institutions is often focused on the move-ment of students—attracting international students to study on campus and in coun-try and encouraging domestic students to study abroad. Information and... more
Internationalisation in higher education institutions is often focused on the move-ment of students—attracting international students to study on campus and in coun-try and encouraging domestic students to study abroad. Information and communica-tion technologies (ICTs) bring a new dimension to the internationalisation of higher education. They are increasingly being used to enhance the quality of learning of all students. ICTs offer many opportunities to internationalise the curriculum and the learning experiences of students, but they also provide challenges because academ-ics teach a more diverse range of students in a more complex and diverse teaching and learning environment. This article explores the intersections between internationali-sation outcomes, ICTs and the planned curriculum, and the implications of these for professional development and student support.
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Transnational or ‘offshore ’ programs—those taught in countries outside Australia by Australian universities, usually with an ‘offshore ’ partner—are an important area of international activity in which most Australian universities are... more
Transnational or ‘offshore ’ programs—those taught in countries outside Australia by Australian universities, usually with an ‘offshore ’ partner—are an important area of international activity in which most Australian universities are currently engaged. Transnational education has grown rapidly from a ‘cottage industry ’ (a few programs run for a few students by a few universities in a few locations) to ‘core business ’ (an integral and important part of the program profiles of many Australian universities). This paper explores the relationship of transnational education programs to internationalisation and intercultural learning at the University of South Australia—a large provider of such programs around the world. It is based on a case study of staff and students in a business program taught in two locations—Hong Kong and Adelaide—which investigated their constructions of internationalisation. The paper argues that such programs provide a unique opportunity for teachers to becom...
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This paper will describe ways in which both the formal and informal curriculum can be used to improve the student experience of internationalisation - and the importance of focussing on both to encourage and reward intercultural... more
This paper will describe ways in which both the formal and informal curriculum can be used to improve the student experience of internationalisation - and the importance of focussing on both to encourage and reward intercultural engagement. It draws on the results of several research studies to present some strategies for facilitating meaningful interaction between students from different cultural and linguistic backgrounds in and out of the classroom. Principles and guidelines for structuring formal and informal curricular activities and services, teaching and learning activities and a taxonomy of intercultural competence to guide learning and assessment task design are described. The paper concludes that the development of intercultural competence in students is a key outcome of an internationalised curriculum which requires a campus environment and culture which obviously motivates and rewards interaction between international and home students in and out of the classroom. This m...
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It is critical that we actively involve academic staff in internationalisation. They construct, manage and control the content and delivery of the curriculum in their discipline areas. The International Association of University’s 3rd... more
It is critical that we actively involve academic staff in internationalisation. They construct, manage and control the content and delivery of the curriculum in their discipline areas. The International Association of University’s 3rd Global Survey report concluded that ‘institutions need to focus far more on mobilising, training and providing support to faculty members and staff to build up internationalisation knowledge and readiness ’ (Egron-Polak & Hudson 2010, p. 78). In this session the presenters will share their experiences of engaging academic staff with internationalisation of the curriculum drawing on their experience in more than six countries and over 30 universities. The advantages and disadvantages of different models and ways of working will be discussed with an eye to the next 25 years
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Significant changes have occurred in the international education landscape driven by the need for access to higher education in developing countries. One response to this situation has been the provision of higher education in the... more
Significant changes have occurred in the international education landscape driven by the need for access to higher education in developing countries. One response to this situation has been the provision of higher education in the developing country via partnership arrangements with overseas institutions. Rapid growth in transnational programmes has resulted in many opportunities for nations seeking to build their capacity, for institutions and for staff and student learning, as well as significant challenges. This research contributes to addressing some of these challenges by focusing attention on teaching and learning practice development with transnational teaching teams. This paper is grounded empirically in an international collaboration between three Australian, one Malaysian and one Vietnamese university. Employing a practice-based approach using multi-site participatory action research, the researchers investigated the professional development needs of transnational teaching...
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... USEFUL RESOURCES Online glossary in BSL/English: www.artsigns.ac.uk Education and Careers resource for d/Deaf students: www.deafandcreative.ac.uk © 2005 University of Wolverhampton,Stafford Street,Wolverhampton,WV1 1SB,United Kingdom.... more
... USEFUL RESOURCES Online glossary in BSL/English: www.artsigns.ac.uk Education and Careers resource for d/Deaf students: www.deafandcreative.ac.uk © 2005 University of Wolverhampton,Stafford Street,Wolverhampton,WV1 1SB,United Kingdom. ...
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Twenty-five years of research have taught us much about the internationalization of higher education. However, in this article I argue that the boundaries of our knowing have been limited by a number of factors. I suggest a need to... more
Twenty-five years of research have taught us much about the internationalization of higher education. However, in this article I argue that the boundaries of our knowing have been limited by a number of factors. I suggest a need to refocus on creating an alternate social imaginary of the internationalization of higher education through knowing differently
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How has internationalization translated to the sphere of medical education? This article considers that question in the US context, pointing to the distinct, yet overlapping, concepts of global health and internationalization of medical... more
How has internationalization translated to the sphere of medical education? This article considers that question in the US context, pointing to the distinct, yet overlapping, concepts of global health and internationalization of medical curricula, and advocating for an interdisciplinary approach. Failure to incorporate internationalization into medical education will limit medical students’ understanding of the global, social, cultural, and ethical issues associated with medical practice and research, with implications for the current pandemic and beyond
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Transnational or ‘offshore’ programs are an increasingly important area of international activity in which many universities are currently engaged. They have, in the past six years, quickly moved from a ‘cottage industry’ (a few programs... more
Transnational or ‘offshore’ programs are an increasingly important area of international activity in which many universities are currently engaged. They have, in the past six years, quickly moved from a ‘cottage industry’ (a few programs in a few locations) to ‘core business’ (an important component of the academic and business landscape). This paper draws on two small qualitative research projects conducted in Australia, Hong Kong and Singapore in 2003 and 2004-2005 into student perceptions of the ideal teacher for the transnational classroom. The research showed that transnational students have clear expectations that the academic staff who work with them will have certain characteristics and argues that providers have a responsibility to ensure that their staff display these characteristics – that this is an important component of the unwritten ‘contract’ that students have with the Australian provider. The paper also discusses the implications of this argument for academic staff...
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In the last decade, institutions of higher education, national governments, and (inter)national organizations have become more proactive, comprehensive, diverse, and innovative in their approaches to internationalization. Critical... more
In the last decade, institutions of higher education, national governments, and (inter)national organizations have become more proactive, comprehensive, diverse, and innovative in their approaches to internationalization. Critical reflection on their outcomes—in particular their impact on student learning—has resulted in a search for approaches to internationalization that have deeper meaning and greater impact.
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The intersections between assessment, learning, teaching and internationalisation are important sites of engagement for students. Engagement, the extent to which students participate in purposeful learning activities, is frequently linked... more
The intersections between assessment, learning, teaching and internationalisation are important sites of engagement for students. Engagement, the extent to which students participate in purposeful learning activities, is frequently linked to the quality of student learning outcomes (Coates, 2005). It is here that the internationalisation agenda of universities connects with students who, as graduates, will take their place as citizens and professionals in an increasingly connected world. Engaging students with the internationalisation agenda of universities now will have an impact on their future lives and has the potential to have a broader impact on society. Thus it is timely that this special issue of the Assessment, Learning and Teaching Journal focuses on the theme of internationalisation. In this paper I will briefly examine the meaning of the term ‘internationalisation’ in higher education and then move on to discuss issues associated with assessment, learning, teaching and i...
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In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third... more
In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third mission” of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, and third mission strategies are predominantly domestically oriented. We consider how universities might, in today’s fractured and fragile world, amplify their contributions to society and the global common good by strategically enacting their global social responsibility through internationalisation. Related concepts of relevance are discussed, and we conclude with recommendations for leaders, ...
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The article explores Australian and European experiences with regard to the engagement of academic staff for the internationalisation of the curriculum.