In this chapter I provide a glimpse into the ‘lived reality’ of staff and students involved in jo... more In this chapter I provide a glimpse into the ‘lived reality’ of staff and students involved in joint Masters degrees offered in two countries. The programmes I discuss required students studying Business - specifically, Marketing Communications, Tourism and Finance - to study in both the UK (London) and the Poitou region of France. In telling this story, I am drawing on 10 years experience as the International Student Coordinator for a Business Faculty with a responsibility for developing internationalisation. In this role I did not teach but my position afforded me a unique perspective on students’ experiences of this type of internationalised curriculum, that is, the joint Masters. Being involved in programme coordination gave me an insight into the multiple challenges that such programmes present as well as the huge potential they offer students for growth and learning. One observation, which I will develop further in this chapter is that my colleagues and I began with the errone...
This paper offers an empathetic perspective of the cultural dynamic of migrant students' firs... more This paper offers an empathetic perspective of the cultural dynamic of migrant students' first experiences of university, told through the student voice. It focuses on the transition of students into higher education (HE);not always considered as part of the formal curriculum, providing a deeper understanding of students' transition via the cultural context of their HE experience. While this research took place prior to the COVID pandemic, it is clear that the pandemic has led to an increased use of virtual learning platforms across the sector, and this is set to continue as institutions emerge from the pandemic, suggesting that transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first‐, second‐ and third‐generation migrant students have been scantily written about in this context. This paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co‐learner frame, achieved through the students' voices, offering narratives of the cultural experience of university. [ABSTRACT FROM AUTHOR] Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
The basis for the theoretical approach is that the relationality of students and their communicat... more The basis for the theoretical approach is that the relationality of students and their communication both in a learning context and with each other will vary according to values that are culturally steeped. The paper builds on the notion of a ‘cosmopolitan’ academic identity (Sanderson, 2008). This notion we call cosmopolitan learning orientation which we define as “a different perspective on knowing and interacting with others” (Rizvi 2008, p.111) and is driven by both instrumental and humanistic perspectives. As Tran (2013) notes, instrumental issues include: neo-liberal globalisation, commercialisation and the market economy, and humanistic issues such as mutual understanding, ethno-relative outlook, respect, recognition, empathy and openness towards different values, worldviews and practices. This is in line with Rizvi (2011, 2008 p 111) who sees cosmopolitan learning as the development of “a different perspective on knowing and interacting with others, within the changing context of the cultural exchanges produced by global flows and networks in transcultural collaborations”. This learning orientation includes the themes suggested by Sanderson (2008) of openness, plurality, interconnectedness interdependence and reciprocity. The hypothesis is that students who have this orientation in most culturally plural learning contexts will be more engaged and report higher levels of learning satisfaction and performance.
This book focuses on student cultural diversity in HE and assesses how cultural difference affect... more This book focuses on student cultural diversity in HE and assesses how cultural difference affects students' education and social experience. The authors use interviews to look at these issues from both the perspective of international students, and culturally diverse home populations.
International Joint Double Degrees and International Transitions in Higher Education
The interplay between the different cultural backgrounds of the students and their cultural inter... more The interplay between the different cultural backgrounds of the students and their cultural interactions is the focus of this chapter. It explores data in relation to the development of cultural skills as a result of an international higher education experience. It considers the personal development of students in a cultural context resulting from their international experiences. It reflects on the ways in which intercultural awareness may be developed by students undertaking study on international joint double degrees and the impact of the varying levels of cultural experience. The chapter considers the implications of dealing with cultural difference in terms of both the development of intercultural communication skills and the challenges to cultural learning that may arise as a consequence of international higher education.
International Joint Double Degrees and International Transitions in Higher Education
This chapter summarises and reflects on the conclusions drawn in previous chapters. It considers ... more This chapter summarises and reflects on the conclusions drawn in previous chapters. It considers the importance of international joint double degrees to the future of internationalisation, as well as the challenges that have been highlighted throughout the book, that institutions and individuals engaged in international higher education need to give some consideration to. The chapter highlights that the lens of the personal allows insights into the complexity of the issues for students, staff and institutions. It argues that if these courses are to be a success educationally, more work will need to be done to ensure greater integration in the design and on the delivery of the courses in order to develop pedagogies, which will help the students learn from their intercultural experiences.
Aim: This paper examines the cultural values of higher education students in London, where the di... more Aim: This paper examines the cultural values of higher education students in London, where the diversity of the cohort can be seen to be culturally heterogenic and students in Trollhattan, Sweden where the student body might be viewed as having a more mono-cultural background. The research explores and develops the notion of the need for a context of cultural ‘cosmopolitanism’ to be seen as a facet of the learning process and style of communication. Theoretical Approach: The basis for the theoretical approach is that the relationality of students and their communication both in a learning context and with each other will vary according to values that are culturally steeped. The paper draws on Sanderson’s (2008) thesis in relation to the need to develop a ‘cosmopolitan’ identity and mode of communication in relation to others and to their learning. The work expands on Sanderson’s thesis by considering the framework of cosmopolitanism as a learning approach and its relationship with...
International joint degrees offer the possibility of internationalising the curriculum, enhancing... more International joint degrees offer the possibility of internationalising the curriculum, enhancing intercultural skills for both staff and students and enhancing global job opportunities. This paper examines the challenges for staff and institutions engaging in developing a ‘Europe of Knowledge’ by offering a suite of international joint degree programmes in the business area. This case study of staff perspectives and quality assurance assessment of joint degrees offers insights into the challenges and the lessons that can be learned and the lived reality of this type of international curriculum development from the practitioner perspective.
This chapter explores the differences between the learning and teaching approaches in each instit... more This chapter explores the differences between the learning and teaching approaches in each institution as well as the pedagogic experiences of the students of those different approaches. It poses questions with regard to teaching delivery in different education systems and the experience of teaching across international borders. It proposes that academic identity is maintained within definite cognitive frameworks with their own cultural norms and values. These cognitive frameworks are transmitted to students in institutions of higher learning. The cultural basis for the format of delivery at national level is considered here in terms of the identifiable academic cultures of different institutions and the way these academic cultural differences impact on the students enrolled on international programmes of study. The mode of teaching as a culturally steeped activity is considered.
In this chapter I provide a glimpse into the ‘lived reality’ of staff and students involved in jo... more In this chapter I provide a glimpse into the ‘lived reality’ of staff and students involved in joint Masters degrees offered in two countries. The programmes I discuss required students studying Business - specifically, Marketing Communications, Tourism and Finance - to study in both the UK (London) and the Poitou region of France. In telling this story, I am drawing on 10 years experience as the International Student Coordinator for a Business Faculty with a responsibility for developing internationalisation. In this role I did not teach but my position afforded me a unique perspective on students’ experiences of this type of internationalised curriculum, that is, the joint Masters. Being involved in programme coordination gave me an insight into the multiple challenges that such programmes present as well as the huge potential they offer students for growth and learning. One observation, which I will develop further in this chapter is that my colleagues and I began with the errone...
This paper offers an empathetic perspective of the cultural dynamic of migrant students' firs... more This paper offers an empathetic perspective of the cultural dynamic of migrant students' first experiences of university, told through the student voice. It focuses on the transition of students into higher education (HE);not always considered as part of the formal curriculum, providing a deeper understanding of students' transition via the cultural context of their HE experience. While this research took place prior to the COVID pandemic, it is clear that the pandemic has led to an increased use of virtual learning platforms across the sector, and this is set to continue as institutions emerge from the pandemic, suggesting that transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first‐, second‐ and third‐generation migrant students have been scantily written about in this context. This paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co‐learner frame, achieved through the students' voices, offering narratives of the cultural experience of university. [ABSTRACT FROM AUTHOR] Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
The basis for the theoretical approach is that the relationality of students and their communicat... more The basis for the theoretical approach is that the relationality of students and their communication both in a learning context and with each other will vary according to values that are culturally steeped. The paper builds on the notion of a ‘cosmopolitan’ academic identity (Sanderson, 2008). This notion we call cosmopolitan learning orientation which we define as “a different perspective on knowing and interacting with others” (Rizvi 2008, p.111) and is driven by both instrumental and humanistic perspectives. As Tran (2013) notes, instrumental issues include: neo-liberal globalisation, commercialisation and the market economy, and humanistic issues such as mutual understanding, ethno-relative outlook, respect, recognition, empathy and openness towards different values, worldviews and practices. This is in line with Rizvi (2011, 2008 p 111) who sees cosmopolitan learning as the development of “a different perspective on knowing and interacting with others, within the changing context of the cultural exchanges produced by global flows and networks in transcultural collaborations”. This learning orientation includes the themes suggested by Sanderson (2008) of openness, plurality, interconnectedness interdependence and reciprocity. The hypothesis is that students who have this orientation in most culturally plural learning contexts will be more engaged and report higher levels of learning satisfaction and performance.
This book focuses on student cultural diversity in HE and assesses how cultural difference affect... more This book focuses on student cultural diversity in HE and assesses how cultural difference affects students' education and social experience. The authors use interviews to look at these issues from both the perspective of international students, and culturally diverse home populations.
International Joint Double Degrees and International Transitions in Higher Education
The interplay between the different cultural backgrounds of the students and their cultural inter... more The interplay between the different cultural backgrounds of the students and their cultural interactions is the focus of this chapter. It explores data in relation to the development of cultural skills as a result of an international higher education experience. It considers the personal development of students in a cultural context resulting from their international experiences. It reflects on the ways in which intercultural awareness may be developed by students undertaking study on international joint double degrees and the impact of the varying levels of cultural experience. The chapter considers the implications of dealing with cultural difference in terms of both the development of intercultural communication skills and the challenges to cultural learning that may arise as a consequence of international higher education.
International Joint Double Degrees and International Transitions in Higher Education
This chapter summarises and reflects on the conclusions drawn in previous chapters. It considers ... more This chapter summarises and reflects on the conclusions drawn in previous chapters. It considers the importance of international joint double degrees to the future of internationalisation, as well as the challenges that have been highlighted throughout the book, that institutions and individuals engaged in international higher education need to give some consideration to. The chapter highlights that the lens of the personal allows insights into the complexity of the issues for students, staff and institutions. It argues that if these courses are to be a success educationally, more work will need to be done to ensure greater integration in the design and on the delivery of the courses in order to develop pedagogies, which will help the students learn from their intercultural experiences.
Aim: This paper examines the cultural values of higher education students in London, where the di... more Aim: This paper examines the cultural values of higher education students in London, where the diversity of the cohort can be seen to be culturally heterogenic and students in Trollhattan, Sweden where the student body might be viewed as having a more mono-cultural background. The research explores and develops the notion of the need for a context of cultural ‘cosmopolitanism’ to be seen as a facet of the learning process and style of communication. Theoretical Approach: The basis for the theoretical approach is that the relationality of students and their communication both in a learning context and with each other will vary according to values that are culturally steeped. The paper draws on Sanderson’s (2008) thesis in relation to the need to develop a ‘cosmopolitan’ identity and mode of communication in relation to others and to their learning. The work expands on Sanderson’s thesis by considering the framework of cosmopolitanism as a learning approach and its relationship with...
International joint degrees offer the possibility of internationalising the curriculum, enhancing... more International joint degrees offer the possibility of internationalising the curriculum, enhancing intercultural skills for both staff and students and enhancing global job opportunities. This paper examines the challenges for staff and institutions engaging in developing a ‘Europe of Knowledge’ by offering a suite of international joint degree programmes in the business area. This case study of staff perspectives and quality assurance assessment of joint degrees offers insights into the challenges and the lessons that can be learned and the lived reality of this type of international curriculum development from the practitioner perspective.
This chapter explores the differences between the learning and teaching approaches in each instit... more This chapter explores the differences between the learning and teaching approaches in each institution as well as the pedagogic experiences of the students of those different approaches. It poses questions with regard to teaching delivery in different education systems and the experience of teaching across international borders. It proposes that academic identity is maintained within definite cognitive frameworks with their own cultural norms and values. These cognitive frameworks are transmitted to students in institutions of higher learning. The cultural basis for the format of delivery at national level is considered here in terms of the identifiable academic cultures of different institutions and the way these academic cultural differences impact on the students enrolled on international programmes of study. The mode of teaching as a culturally steeped activity is considered.
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