Internationalisation
Definition
The process of integrating an international, intercultural or global dimension
into the purpose, functions or delivery of post-secondary education.
(Knight, 2003)
Rationale
 Enhance our multicultural community of students and staff at the University
where the different cultural and international backgrounds and cultural
practices of previous, current and future students and staff is meaningfully
respected, valued and integrated into our work.
 Enhancement of the international reputation of the University for research and
teaching
 Collaboration with strategic partners around the world with whom we can
exchange research and teaching ideas, expertise and business partnerships
 Development of curricula that are relevant to our diverse range of students
and which prepare our students for both local and global employment and
citizenship
Implications for programme and course design
 Prior to meeting any new cohort of students, try to identify where your
students are likely to come from and, where appropriate, tailor teaching
materials to be inclusive of these contexts
 Provide clear and accessible course documentation which clearly explains
assessments, requirements and criteria – this will help all students and staff
 Try to not to treat international students as one homogenous group, but be
cognisant of their diversity. For example, when working in small groups,
consider how you might split the students into groups to avoid all the ‘home’
students sticking together and all the international students working together
on a regular basis. Where practicable, try to mix up groups frequently so
students meet a wider range of their peers. All students are likely to have to
work in multi-cultural groups in their future working life (Clifford, 2009).
 Think about whether you need to build into your curricula, space to explain
key concepts that may seem strange to students arriving at University
(whether from school or from another country), for example: plagiarism,
reflection, critical thinking, the appropriateness of critique and disagreement
with tutors, other students and authors, and what an essay is understood to
be in your discipline – these explanations are likely to be valued by home as
well as international students (Smith, 2006)
 Consider using examples, case studies, literature, and resources from
around the world, within your disciplinary course and programme materials
 You could ask students to identify international research relevant to a
particular topic area – encourage students to critique the geographical origins
of the dominant research literature in their subject area.
 Encourage students to analyse local issues within a broader global context
 Consider generating content in class through the exchange of experiences of
students from different parts of the world
 Try to include tasks requiring students to critique the applicability/relevance of
particular theories or models to different geographical/socio-cultural contexts
 Try to include the definition or explanation of any potentially unfamiliar words
or acronyms and avoid any colloquialisms/slang or local culturally specific
references in any course documentation
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Give international students the opportunity to read and comment on texts, and
participate in discussions, in their first language
Think about whether you could enhance the learning opportunities abroad for
your students. If there are difficulties with this, consider how you might
overcome these barriers. Try to speak to someone from a subject area where
they successfully organise student study abroad.
When designing programmes, try to remember that “difference does not
equate to deficit” (Ryan & Carroll, 2010).
Examples
International student video diary of university life - University of Glasgow, LBSS
http://www.gla.ac.uk/colleges/socialsciences/info/students/international/preparingforst
udy/studentvideodiary/
Supporting international students in medical education - Peninsula Medical School
http://www.heacademy.ac.uk/resources/detail/resource_database/casestudies/Suppo
rt_Needs_and_Expectations_of_International_Students
Experiential Intercultural learning - University of Portsmouth
http://www.llas.ac.uk/materialsbank/mb080/LO_5/Clark,%20Rose_Intercultural.doc
Resources
Caroll, J. (2002) “Suggestions for Teaching International Students” Short Briefing
Paper Oxford Brookes University
http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/international_stu
dents.pdf
Internationalizing the Curriculum – Guidelines
http://web.uvic.ca/~sherriw/practical.htm
Sovic, S. (2008) Lost in translation: the international students experience project.
Centre for Learning & Teaching. University of the Arts London.
http://www2.le.ac.uk/departments/biological-sciences-schoolof/LTRG/Mtgs/University%20of%20the%20Arts%20London-ISEP-Public-Report.pdf
UK Higher Education Academy database of internationalisation resources
http://www.heacademy.ac.uk/internationalisation
UK Higher Education International Unit
http://www.international.ac.uk/home/
References
Clifford, V.A. (2009) Engaging the disciplines in the discourse of internationalising the
curriculum. International Journal for Academic Development 14 (2) 133-143.
Knight, J. (2003). Updating the Definition of Internationalisation. International Higher
Education. Fall.
Ryan, J. and Carroll, J. (2010) Learning across cultures: opening our minds as well
as our doors. Powerpoint presentation from ISSOTL Conference, Liverpool.
Available: http://issotl10.indiana.edu/plenary.html
Smith, K. (2006) Facilitating dialogue for a more inclusive curriculum. Reflecting
education 2 (1) 103-120.