Internationalization of Curriculum

Newspapers frequently report employer complaints that university graduates are not equipped with the ‘soft’, employability skills required for today’s global workforce. Yet increasing evidence suggests that education abroad can develop these skills and that students are increasingly making the connection between mobility and employability skills development (European Commission, 2014; Mellors-Bourne et al., 2015). However, this seems to be little understood by institutions or employers (Jones, 2013). Even less understood is the extent to which similar outcomes can be replicated domestically. This chapter seeks to explore whether the benefits of education abroad can be extended to all students through ‘local internationalisation’ of the curriculum, and calls for more evidence that such an approach can be effective.

En nuestro ensayo, avanzamos un bosquejo preliminar del currículo decolonial-hispanófono y extendemos una invitación al diálogo Sur-Sur entre alumnos, docentes, o activistas-educadores de distintas tradiciones intelectuales de las geo-regiones denominadas «las Américas». Después de compartir unas definiciones, planteamos la problemática del trabajo curricular-pedagógico dentro de las colonias históricas y la colonialidad presente. Planteado de esta manera, proporcionamos un bosquejo preliminar del currículo decolonial-hispanófono como una dimensión de un proyecto decolonial transnacional, contextual, y relacional. A base del bosquejo, teorizamos tres conceptos historizados emergentes: (a) la historicidad del pensamiento decolonial, (b) la conceptualización mestiza, y (c) la comunalidad/pluriversalidad. Concluimos el ensayo con una invitación al diálogo transnacional Sur-Sur. Términos claves: colonialidad, currículo decolonial, pedagogía decolonial, teoría curricular itinerante.

The term “Internationalization at Home” and its definition were first introduced in 2001 (Crowther et al 2001). Since then, strongly related and overlapping concepts and definitions have emerged, notably Internationalization of the Curriculum and Campus Internationalization, which have led to confusion over terminology and risk distracting attention from the main job of implementing internationalized curricula. This chapter focuses on the concept and definition of Internationalization at Home. It first critically explores three accepted definitions: 1. Internationalization; 2. Comprehensive Internationalization; and 3. Internationalization of the Curriculum. This is followed by a discussion of three notions which are more contested: the distinction between internationalization at home and abroad; the OECD definition of an internationalized curriculum; and Campus Internationalization. Their similarities to and differences from Internationalization at Home (IaH) are discussed. Next, recent developments in conceptualizing Internationalization at Home and in its implementation are presented. It will be argued that, while Internationalization of the Curriculum is the overarching term, the concept of IaH within that is still valuable in certain contexts and for certain purposes. On the basis of these arguments, it is maintained that the current definition of IaH does not provide sufficient support for those with an interest in internationalizing domestic curricula. The authors therefore propose a new working definition and identify challenges that await those who want to implement Internationalization at Home.

This resource sets out to help staff supporting learning to develop inclusive learning activities, environments and programmes to support the development of a global outlook. A global outlook is broadly defined as the capabilities for “effective and responsible engagement in a multicultural and globalising world” and comprises the two inter-related dimensions of inclusivity and global relevance (Killick, 2011).

This chapter considers interpretations of curriculum, and presents a brief review of both rationale and features of internationalised curricula with reference to literature and university position statements.  This provides the context for a case study outlining the rationale, strategy and process for the implementation of a curriculum internationalisation process in one institution.

The document has three sections:
1. An introduction to cross-cultural capability and global perspectives, and their relevance as graduate attributes for the twenty-first century
in a university seeking to achieve an ethos which is both international and multi-cultural.
2. Key questions for course review, supported by example responses.
3. Practical help for course review teams, which includes a proforma for review, practical tips provided by Teacher Fellows from across the University, and related internet links.

From September 2003 to September 2009, a piece appeared daily on the Leeds Metropolitan University website, entitled 'International Reflections'.  These vignettes of exactly 200 words helped to change university culture and both contributed to, and shown evidence of, a shift in mindset in the importance attributed to internationalisation in the institution.

Motivated by the intense search for internationalization of higher education in universities,  the  objective  of  this  work  is  to  present  the SiGMAproject  centered  on university  management.  It  is  a  basic  investigation,  with  descriptive  and  experimental objectives  and  a  qualitative  approach. SiGMAis  a  web  application  with  multiple platforms, specified  and built  by a group of researchers  from the  Federal University of Santa Catarina-UFSC,  intended  for the management of academic  mobility. Adherent to ISO30401-2918,  and  with  reference  to  seminal  and  recent  authors,  it  uses  concepts  of management  of  knowledge,  information  systems,  and  strategic  management.  It  is operational    and    available    at    www.sigma.ufsc.br    (software    registration    No BR512018051861-3). With a beautiful graphical interface, it presents thermal graphics, dashboards  on  a  communication  platform,  and  has  presented  operational,  tactical  and strategic results for the support of decision making (Decision Support System -DSS). It is a key tool for following the movements and actions of international cooperation.

Initially intended to focus attention beyond mobility, in an era when European policy and practice favoured in- and outbound mobility, Internationalisation at Home itself is now included in the educational policies of the European Union (European Higher Education in the world, 2013)

The Internationalization of East Asian Higher Education: Globalization’s Impact. Edited by John D. Palmer, Amy Roberts, Young Ha Cho, and Gregory S. Ching, New York: Palgrave
Macmillan, 2011, (1st edition), pp. 230. ISBN 978-0-230-10932-2 (hardback).

En nuestro ensayo, avanzamos un bosquejo preliminar del curriculo decolonial-hispanofono y extendemos una invitacion al dialogo Sur-Sur entre alumnos, docentes, o activistas-educadores de distintas tradiciones intelectuales de las geo-regiones denominadas «las Americas». Despues de compartir unas definiciones, planteamos la problematica del trabajo curricular-pedagogico dentro de las colonias historicas y la colonialidad presente. Planteado de esta manera, proporcionamos un bosquejo preliminar del curriculo decolonial-hispanofono como una dimension de un proyecto decolonial transnacional, contextual, y relacional. A base del bosquejo, teorizamos tres conceptos historizados emergentes: (a) la historicidad del pensamiento decolonial, (b) la conceptualizacion mestiza, y (c) la comunalidad/pluriversalidad. Concluimos el ensayo con una invitacion al dialogo transnacional Sur-Sur. Terminos claves: colonialidad, curriculo decolonial, pedagogia decolonial, teoria curricular itinerante.

To provide a conclusion for the rest of this book, we have identified twenty key factors in internationalising Higher Education that we argue characterise institutions that welcome and celebrate international diversity, derived from collective experiences of our authors and others in organisations that take the issues seriously.

The increasing importance of the concept of internationalization at home is not only manifest in the educational policy of the European Commission, in emerging national policies and in institutional policies of European higher education institutions (HEIs), but most of all in educational practice.

Since the existing definition of internationalization at home does not offer much support for those who are working on its implementation, the authors have proposed a new definition that hopefully contributes to lifting the ‘conceptual fog’ that surrounds the internationalization of learning and teaching. The new definition may also help to reach a common understanding of the concept when academics, the key actors in the internationalization of teaching and learning, are joined by both educational and internationalization experts. After all, their joint expertise is needed to build the international and intercultural dimensions of programs of study.

En este ensayo, presentamos un bosquejo preliminar del currículo decolonial-hispanófono y extendemos una invitación al diálogo Sur-Sur entre alumnos, docentes, o activistaseducadores de las geo-regiones denominadas «las Américas»5. El currículo decolonialhispanófono, por definición, se refiere a los recursos curriculares-pedagógicos antirracistas de lengua española, los cuales enfatizan las tradiciones geo-regionales intelectuales indígenas, morenas, mestizas, y negras de Latinoamérica. Para mejor historizar el trabajo decolonial Latinoamericano, proporcionamos un bosquejo genealógico del currículo decolonialhispanófono desde la Conquista del siglo XVI hasta los principios del siglo XX. Demostramos que el pensamiento decolonial se manifiesta como contra-corriente cíclica dentro del arco histórico de la colonialidad. Por medio del bosquejo, articulamos tres conceptos historizados decoloniales. Terminamos el ensayo con una invitación al diálogo Sur-Sur decolonial-cosmopolita.

In recent discussions on the internationalisation of higher education, the constant introduction of new terms and definitions has rightly been criticised. Although we are fully aware of this, we consider that the importance of clarifying the concept of 'internationalisation at home' overrides the urge to limit the number of definitions. We have recently proposed a new definition of internationalisation at home. Although defining it does not guarantee its implementation, since there are fundamental challenges to be overcome, it is hoped that this redefinition might bring implementation a step closer.

There has been increasing government focus in the UK on growing the number of students who are mobile as part of their study programme. The author questions whether this diverts us from the key job of internationalising the curriculum at home.

This presentation was given at the International Higher Education Forum 2014, jointly hosted by Universities UK, the International Unit and UK Trade and Investment.  It discusses the role of international student recruitment and retention in a comprehensive university internationalisation strategy.  It argues that recruitment and retention must be aligned with the university's core mission and that neither are a necessary or sufficient condition for effective internationalisation.

En la actualidad hay una gran cantidad de estudiantes que se interesan por llevar a cabo experiencias de movilidad de grado. Tanto en América Latina como en el mundo, dicha temática es foco de interés y discusión académica, y representa una importante estrategia de internacionalización en la Educación Superior. Sin embargo es un fenómeno complejo y con recientes cambios del cual aún hay aspectos a explorar. El presente estudio se propone investigar sobre la motivación que lleva a los estudiantes de Facultad de Psicología de la
UdelaR a querer realizar movilidades de grado presenciales y virtuales. Para esto, se parte a nivel teórico, desde la perspectiva de la Teoría de la Autodeterminación. La metodología es mixta, utilizando cuestionarios y entrevista en profundidad semiestructurada. Se espera que los resultados contribuyan a proporcionar una mayor comprensión de la movilidad de grado, a reflexionar sobre los tipos de motivación de los estudiantes de Facultad de Psicología UdelaR en relación a sus posibilidades, y aportar a la producción de conocimiento nacional inaugurando futuras líneas de investigación sobre la temática.

This chapter considers interpretations of curriculum, and presents a brief review of both rationale and features of internationalised curricula with reference to literature and university position statements. This provides the context for a case study outlining the rationale, strategy and process for the implementation of a curriculum internationalisation process in one institution.

This presentation was an initial dissemination of my MA dissertation research - publications will be forthcoming.  The Abstract taken from my dissertation is:

'This dissertation is a conceptual adaptation of Erling’s (2004) study at the Freie Universität Berlin (FUB), Germany, applied to the context of Southampton Solent University, UK. Through a mixed methods approach, using 114 questionnaires and 12 interviews, it investigates the views of international students at Southampton Solent University towards learning and using the English language. In particular, it examines the motivations of students studying English in relation to how this may shape the construction of their identities and, in turn, their attitudes towards different varieties of English.

This study reveals British English as the preferred model of English for the majority of students in the sample, reinforcing the ideal of the native speaker in the minds of learners, but also highlighting the importance of integrative motivation and the UK context in which English is being learnt. Views appear to be highly personalised, suggesting a learner-centred approach should be taken with regard to Southampton Solent University’s internationalisation agenda, enabling links between prospective and current students, as well as providing a wider choice of English language units.'

In my paper at the previous conference here in Roskilde (published as Killick 2011) I outlined in some detail why the social impacts of our globalising world make identify formulation problematic for students at a critical stage of development. I argued that the international university ought to present a temporary home - a space in which self-identities might be shaped. This paper continues the theme. It explores research into aspects of learning surfaced in the narratives of British undergraduate students participating in an international student exchange. The specific focus of the research was the relationship between their lived-experience and the development of global citizenship attributes, set within a model of global citizenship in which self-identification is given prominence. This paper takes as its focus the implications of some of the outcomes of the research for a home campus in which English is not only the lingua-franca, but also the dominant cultura-franca; arguably to the significant detriment both of the overwhelming majority of UK students who do not engage in international mobility for any purpose other than holidaying and of the international students studying full-time in the same environment. The model of the global citizen which framed the original research is outlined briefly at the start, since its aspirations underpin an approach to internationalisation which drives the vision of a truly multi-cultural/global campus with which the paper concludes.