Link to abstract
Internationalisation - a crowded world?
David Law, from Edge Hill University, gave a fascinating keynote to close the conference. He struck a good balance between entertaining and informing, keeping the audience engaged after what had been a long day.
He started by outlining the increasingly competitive nature of the competition of the global HE field, and immediately noting that there was no one recipe for success if pursuing internationalisation. What worked for his (and our) institution wouldn’t work for, say, a Russell Group University.
Devising and delivering an appropriate strategy was a major consideration for institutions trying to operate more globally. This strategy may have many strands though. David proposed that this strategy should include an enabling leadership, and encompass academic practice, student support and cultural inclusivity.
David ran through traditional models of importing students, exporting students, and even partnerships, before suggesting that a networked model might be the way forward (even between institutions). He concluded that “universities must operate in a consistent and consciously co-operative way (even though there are many features of a competitive market)”.
Steve Chilton,
CLTE
Introduced by Dr Nicky Torrance, Director of Learning and Teaching, MDX
Showing posts with label internationalisation. Show all posts
Showing posts with label internationalisation. Show all posts
Thursday, 28 June 2012
Wednesday, 27 June 2012
Track L: A view of internationalisation
Link to abstract
Presenter: Dr David Killick, Leeds Metropolitan University
‘I don’t care what these international students have to say’ interestingly, (and perhaps, given the flavour of the conference, thankfully) this quote was not directly from Dr Killick himself. Instead, and of importance to Dr Killick’s talk, it was a quote proffered by one of his students. The student offered this view upon completion of a piece of group work in which they had worked within consciously created multi cultural groups. Interestingly the student was studying language and was about to embark upon a year studying abroad. In offering this quote, Dr Killick far from trying to ‘out’ a racist student instead cleverly used this quote to cause his audience to recognise that the incorporation of an international identity into a student’s life is a complex and difficult task.
Dr Killick proceeded to offer an introductory framework by asking ‘Internationalisation, by whom, to whom and why’? He stated that the we are pre-conditioned by the discourse of internationalisation into thinking about mostly geographical and business related issues and endeavours namely; overseas campuses, exchanges, partnerships and mobility. He also challenged the audience by reminding us that still, internationalisation may have negative connotations to domestic students and if we are to move on in this area we need to understand these views and why they occur.
Dr Killick next shared the work which Leeds Met have been carrying out in order to counter act the potentially negative student view of internationalisation as well as to produce global graduates. Leeds Met have incorporated internationalisation when defining their graduate attributes. The ‘global outlook’ attribute incorporates 2 areas; Inclusivity and Global relevance. Leeds Met has stated that the development of graduate attributes is not separate from discipline knowledge and so is to be embedded within the curriculum. In conjunction with the idea of constructive alignment Leeds Met looked at rewriting learning outcomes to encourage the development of graduate attributes.
This exercise started with Dr Killick’s team authoring generic ‘global outlook’ learning outcomes from which teaching teams then created discipline specific learning outcomes (examples of each were offered and are available within the slides).
Dave Westwood, CLTE
Presenter: Dr David Killick, Leeds Metropolitan University
‘I don’t care what these international students have to say’ interestingly, (and perhaps, given the flavour of the conference, thankfully) this quote was not directly from Dr Killick himself. Instead, and of importance to Dr Killick’s talk, it was a quote proffered by one of his students. The student offered this view upon completion of a piece of group work in which they had worked within consciously created multi cultural groups. Interestingly the student was studying language and was about to embark upon a year studying abroad. In offering this quote, Dr Killick far from trying to ‘out’ a racist student instead cleverly used this quote to cause his audience to recognise that the incorporation of an international identity into a student’s life is a complex and difficult task.
Dr Killick proceeded to offer an introductory framework by asking ‘Internationalisation, by whom, to whom and why’? He stated that the we are pre-conditioned by the discourse of internationalisation into thinking about mostly geographical and business related issues and endeavours namely; overseas campuses, exchanges, partnerships and mobility. He also challenged the audience by reminding us that still, internationalisation may have negative connotations to domestic students and if we are to move on in this area we need to understand these views and why they occur.
Dr Killick next shared the work which Leeds Met have been carrying out in order to counter act the potentially negative student view of internationalisation as well as to produce global graduates. Leeds Met have incorporated internationalisation when defining their graduate attributes. The ‘global outlook’ attribute incorporates 2 areas; Inclusivity and Global relevance. Leeds Met has stated that the development of graduate attributes is not separate from discipline knowledge and so is to be embedded within the curriculum. In conjunction with the idea of constructive alignment Leeds Met looked at rewriting learning outcomes to encourage the development of graduate attributes.
This exercise started with Dr Killick’s team authoring generic ‘global outlook’ learning outcomes from which teaching teams then created discipline specific learning outcomes (examples of each were offered and are available within the slides).
Dave Westwood, CLTE
Track K: Internationalisation and pedagogy
Link to abstract
Presenter: Aftab Dean, Leeds Metropolitan University
Aftab Dean has been researching aspects of university branding, international student recruitment and their experience for a number of years and has compiled a large amount of compelling data and expertise in this field. I last attended a presentation that he gave at a Business School promoted conference back in September 2010.
Aftab was pleased to be able to report on a study that he had recently completed that was based on the successful recruitment and enhancement of learning for Indian students from which he has been able to draw some significant conclusions. This work started with his involvement in reviewing NSS data from an international student perspective on behalf of the HEA. He presented a huge amount of data as graphs and tables that looked very interesting, but were difficult to assimilate in this time restricted presentation.
One of the most interesting aspects of this study is that Aftab was able to look not only at India as a single entity, but had broken the country down into 4 geographical regions that he discovered had their own identifiable separate needs and concerns in respect of their higher education experience. This would allow his university to both target recruitment more accurately as well as tailor the student experience to suit these needs.
The presentation covered important issues such as the time it takes for international students to acclimatise to a UK-based institution. He noted the impact of growing competition and the development of India’s own higher education system, combined with the UK border agencies recent stance on student visas.
In addition Aftab had identified some significant ‘pull factors’ that explain why international students chose a British based education and broken these down into 9 catagories (all beginning with C). Perhaps unsurprisingly the most important category was 'Career' that headed up the key concern from a wide range of responses. Further to this he had identified some significant differences between the learning preferences of home and international students, with the former preferring individual tasks and assignments and with the latter expressing a preference for group work and the use of social media as an education tool. Both groups wanted the programmes to make use of YouTube and visual media within the curriculum.
In conclusion Aftab has evolved an enhancement process for working with international students called M.A.T.E.S. This is an holistic approach that incorporates the roles of Market, Advertising, Training, Engagement and Support in the consideration of an international student’s entire higher education experience.
Mike Seignior, CLTE
Presenter: Aftab Dean, Leeds Metropolitan University
Aftab Dean has been researching aspects of university branding, international student recruitment and their experience for a number of years and has compiled a large amount of compelling data and expertise in this field. I last attended a presentation that he gave at a Business School promoted conference back in September 2010.
Aftab was pleased to be able to report on a study that he had recently completed that was based on the successful recruitment and enhancement of learning for Indian students from which he has been able to draw some significant conclusions. This work started with his involvement in reviewing NSS data from an international student perspective on behalf of the HEA. He presented a huge amount of data as graphs and tables that looked very interesting, but were difficult to assimilate in this time restricted presentation.
One of the most interesting aspects of this study is that Aftab was able to look not only at India as a single entity, but had broken the country down into 4 geographical regions that he discovered had their own identifiable separate needs and concerns in respect of their higher education experience. This would allow his university to both target recruitment more accurately as well as tailor the student experience to suit these needs.
The presentation covered important issues such as the time it takes for international students to acclimatise to a UK-based institution. He noted the impact of growing competition and the development of India’s own higher education system, combined with the UK border agencies recent stance on student visas.
In addition Aftab had identified some significant ‘pull factors’ that explain why international students chose a British based education and broken these down into 9 catagories (all beginning with C). Perhaps unsurprisingly the most important category was 'Career' that headed up the key concern from a wide range of responses. Further to this he had identified some significant differences between the learning preferences of home and international students, with the former preferring individual tasks and assignments and with the latter expressing a preference for group work and the use of social media as an education tool. Both groups wanted the programmes to make use of YouTube and visual media within the curriculum.
In conclusion Aftab has evolved an enhancement process for working with international students called M.A.T.E.S. This is an holistic approach that incorporates the roles of Market, Advertising, Training, Engagement and Support in the consideration of an international student’s entire higher education experience.
Mike Seignior, CLTE
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