Internationalisation in Higher Education

EDUC63241 Internationalisation in Higher Education 15 Semester 1 Postgraduate Taught Level 7 Sylvie Lomer Unit coordinator Jenna Mittelmeier Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Undefined ' European Credit Transfer & Accumulation System Rating : 7.5 This unit aims to develop students’ knowledge of the context of internationalisation, international student transitions, curriculum internationalisation, and internationalising pedagogy and practice. The unit approaches will be introduced through critically examining several facets of internationalisation in the academy, including decolonisation of the curriculum, and tensions between the relevance of national and international learning; inclusive approaches to the student experience; and implications for equity. The content of the unit will draw on the experience and on-going research of the lead tutor on this theme.  This course unit will be applicable across the scope of university activity, from student services to teaching and research. To introduce participant to contemporary themes in international education, specifically:Internationalization in context & practice – international student transitionsInternationalisation of curriculum (formal & informal)Decolonisation of practice with examples from across the university from library, museum and classroomInternationalising practice & pedagogy Develop knowledge on a range of approaches for developing an internationally inclusive higher education institutionDevelop awareness of how different approaches to teaching, learning, and the student experience are informed through internationalisation of curriculumGain knowledge of how national and institutional internationalisation policies and practices affect staff and student experiences Develop critical thinking skills in relation to the theoretical and practical challenges of internationalisationReflect on teaching, learning, and providing an inclusive student experience as an international and intercultural endeavourCritically examine how national and institutional policies construct experiences of internationalisation Develop materials relevant to professional practice (e.g. teaching materials, student-facing guidance, website) in the context of internationalisationDesign inclusive student-facing activities in the context of internationalisationSelect ethical and equitable internationalized materials for professional practiceUnderstand the role of teamwork in international contexts Make effective use of electronic and other sources of informationEngage with internationally- and interculturally-minded education materials This unit will take an active and blended learning approach, using reflection after each session to encourage participants to immediately apply the concepts discussed to their own practice through a shared group blog. These reflective blogs will ask:•             How do IS engage with your area of practice? What transitions implicated?•             How western-centric is your area of practice? How might this affect IS?•             How could you internationalise your practice?   2 Written assignment (inc essay) 50% 9 Set exercise 50% Within 15 working days from submission deadline. PG Cert in Higher Education PGCert in Higher Education PGDT Taught Component Optional PGCert Higher Education PGCert Higher Education (GCRF) PGDT Taught Component Optional N Beets, P., & Le Grange, L. (2005). `Africanising' assessment practices: Does the notion of ubuntu hold any promise? South African Journal of Higher Education, 19(1), 1197-1207. doi:10520/EJC37215Crowther, P., Joris, M., Otten, M., Nilsson, B., Teekens, H., & Wächter, B. (2000). Internationalisation at home: A position paper. Paper presented at the European Association for International Education, Amsterdam.de Wit, H., & Leask, B. (2015). Internationalization, the curriculum and the disciplines. International Higher Education(83), 10-12. doi:10.6017/ihe.2015.83.9079Haigh, M. J. (2002). Internationalisation of the Curriculum: Designing inclusive education for a small world. Journal of Geography in Higher Education, 26(1), 49-66. doi:10.1080/03098260120110368Harrison, N. (2015). Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence. Teaching in Higher Education, 20(4), 412-430. doi:10.1080/13562517.2015.1022147Le Grange, L. (2016). Decolonising the university curriculum: Leading article. South African Journal of Higher Education, 30(2), 1-12. doi:10.20853/30-2-709Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205-2011.Matus, C., & Talburt, S. (2015). Producing global citizens for the future: space, discourse and curricular reform. Compare: A Journal of Comparative and International Education, 45(2), 226-247. doi:10.1080/03057925.2013.842682Patel, F., & Lynch, H. (2013). Glocalization as an alternative to internationalization in higher education: Embedding positive glocal learning perspectives. International Journal of Teaching and Learning in Higher Education, 25(2), 223-230.Tangney, S. (2018). The development of a reflective tool for internationalisation of the curriculum. Innovations in Education and Teaching International, 55(6), 640-649. doi:10.1080/14703297.2017.1386118 Lectures 20 0 130