Internationalisation of the Curriculum at
the University of the West of Scotland:
IoC @ UWS
Cameron Graham
Learning Innovation
DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
‘Internationalisation of the
Curriculum’…
What words or phrases would you use to define
IoC?
DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
‘Internationalisation of the
Curriculum’…
What words or phrases would you use to define IoC?
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Intercultural competencies/capabilities
Cultural Sensitivity and Diversity
Global Citizenship
Graduate Attributes / Qualities
International Perspectives
Critical Self-Reflection
Problematizing cultural assumptions and
stereotypes
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What is IoC?
Defining an abstract concept:
“Internationalisation of the curriculum is the incorporation of an
international and intercultural dimension into the content of the
curriculum as well as the teaching and learning processes and support
services of a program of study”.
(Leask, 2009, p.209)
DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
HEA IoC Framework (2014, p.5)
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What is IoC?
Defining an abstract concept:
The HEA suggest IoC should be “preparing 21st century graduates to live in and
contribute responsibly to a globally interconnected society” whilst “promoting a
high quality, equitable and global learning experience for all students studying
UK HE programmes, irrespective of their geographical location or background”
(2014, p.1) .
An internationalised curriculum is one which helps students develop “graduate
capabilities, global citizenship and intercultural competency” (Leask, 2015 p.53).
DREAMING / BELIEVING / ACHIEVING
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Common Myths around IoC
IoC is not:
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Increasing the number of non-UK students enrolled in degree study
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‘Internationalising’ UK HE’s offering,
– e.g. by establishing an international presence, branch/satellite campuses,
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Adaptation of programmes, modules or assessments for students in different
countries – Transnational Education (TNE)
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Solely concerned with international student mobility or the creation of
international student exchange programmes
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A generic, globalised essentially Western, Eurocentric concept of the Higher
Education curriculum.
DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
Why internationalise the curriculum?
Discussion
DREAMING / BELIEVING / ACHIEVING
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Why internationalise the curriculum?
Rationale for IoC:
“We all have a duty to give our graduates the best preparation possible for their future lives working and living in
multicultural environments.” (Oxford Brookes, 2011, n.p.)
IoC:
– Is inextricably linked to globalisation and the internationalisation of universities, and HE (Leask, 2015).
– Relates to the work and discourse around graduate attributes, and related the concept of, global citizenship.
– Acknowledges graduates will have social and cultural roles and responsibilities additional to their economic
ones; thus it aims to prepare graduates to “live in and contribute responsibly” to a global connected society
(HEA, 2014: 2).
– IoC also provides the means for all students to develop international perspectives, cultural and ethical
sensitivity and intercultural capabilities (Green and Whitsed, 2015)
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Not just outwardly and inwardly mobile students, and international students
Stay at home students, e.g. widening access and non-traditional students, as well as those with family
and work commitments.
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For example, Collaborative Online International Learning (COIL).
DREAMING / BELIEVING / ACHIEVING
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Why internationalise the curriculum?
The “content and structure of the curriculum, and the teaching and
assessment methods employed will influence the intended international
and intercultural learning outcomes” (Robson, 2015, p.50).
The curriculum provides an important site “of interaction between people,
knowledge, values and action” (Leask, 2015, p.17) where we may challenge
and add value to the existing disciplinary paradigm, content and practices.
Leask (2015) encourages academics and programme teams to reflect and
produce their own rationales for IoC within their subject and discipline.
DREAMING / BELIEVING / ACHIEVING
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Why internationalise the curriculum at
UWS?
External drivers of IoC at UWS?
• Sector wide progress in IoC;
– e.g. GCU, Oxford Brookes, Coventry.
• Global HE competition for International student market
• Reduced government funding – e.g. SFC reduction
• International (non-UK) student numbers and Erasmus uptake within EU.
DREAMING / BELIEVING / ACHIEVING
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Why internationalise the curriculum at
UWS?
Corporate Strategy 2014-2020:
UWS students will “…enjoy a transformative international learning
experience…” resulting from students learning on “an internationalised
curriculum that reflects a culture of global outlook and transforms the
life-chances of our graduates”.
(UWS, 2014a: p.1)
DREAMING / BELIEVING / ACHIEVING
A 21ST CENTURY UNIVERSITY
What drives IoC at UWS?
Global Reach Plan
Global Reach is one of four key themes of the Corporate Strategy; with IoC one
of five key objectives within the Enabling Plan:
‘Providing an internationalised curriculum’
• “All programmes at UWS will offer an international experience through a revised curriculum and extracurricular opportunities”
(UWS, 2014b, p.1)
– Measures of Success:
• All programmes will have global citizenship attributes embedded across modules
• Non-credit rated extra-curricular activities will be validated and recorded in the students’ HEAR
• Modules will be clearly international in focus
(UWS, 2014b, p.5)
DREAMING / BELIEVING / ACHIEVING
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What does IoC mean for me?
How internationalised is your own curriculum area?
Reflect and discuss; can you record any examples of evidence?
DREAMING / BELIEVING / ACHIEVING
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An Internationalised curriculum…
…should “prepare students to deal with uncertainty by opening their
minds and developing their ability to think both creatively and
critically” moving “beyond traditional disciplinary boundaries and
dominant paradigms.”
(Leask, 2011, p.15)
DREAMING / BELIEVING / ACHIEVING
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….but my curriculum is
internationalised already!
HEA IoC Framework
– HEA Self-Evaluation Exercise
– HEA IoC Developmental Resource
– Griffith University IoC Audit Tool
These are means by which you can evidence the progress you
have made to date, showcasing best practice and innovation!
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A Process of IoC
Leask (2012, p.5)
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Toolkits & resources for IoC
“By thinking more explicitly about where and how
internationalisation happens in practice, perhaps new
conceptualisations about the quality and value of
internationalisation can be generated.” (Robson, 2015, p.51)
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HEA IoC Framework
JISC ViewPoints
QAA Mastersness
HEA Flexible Curricula
Enhancing the Student Digital Experience
DREAMING / BELIEVING / ACHIEVING
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Next steps for IOC @ UWS
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Learning Innovation’s proposed actions from IoC report to EAC and IAC:
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Revisit HEA IoC Benchmarking exercise
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IoC and COIL information sessions
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Work with ADIs, Schools and International Centre.
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HEA (2015, p.11) recommend IoC activity “evidence[s] the impact of activity associated with the
process of internationalising HE to inform practice”
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Chair of EAC keen to see evaluation of IoC from students’ perspective.
Post-It exit :
– What actions you will take forward to internationalise your curriculum?
DREAMING / BELIEVING / ACHIEVING
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References
Clifford, V. and Montgomery, C. (2015) Transformative Learning Through Internationalization of the Curriculum in Higher Education, Journal
of Transformative Learning, 13:1, pp.46-64 [Online]. Available: www.online.sagepub.com [Accessed: 24/04/2015].
Higher Education Academy (2014) Internationalising Higher Education Framework, [Online]. Available: www.heacademy.ac.uk [Accessed:
1/7/2015]
Green, W. and Whitsed, C. (2015) ‘Introducing Critical Perspectives on Internationalising the Curriculum’, in Green, W. and Whitsed, C. (eds.)
Critical Perspectives on Internationalising the Curriculum in Disciplines, p.3-22. Sense Publishers; Rotterdam, Netherlands.
Leask, B. (2012) Internationalisation of the Curriculum (IoC) in action: A Guide, Report [Online], University of South Australia. Available online
at: www.ioc.global/docs/IoC-brochure.pdf [Accessed: 1//07/2015].
Leask, B. (2015) Internationalising the Curriculum, Routledge; London
McKinnon, S., Smith, A. and Thomson, J. (2015) A Window to the World: Using Technology to Internationalise Entrepreneurship Education,
Journal of Perspectives in Applied Academic Practice, 3:3, pp.15-23.
Robson, S. (2015) Internationalisation of the Curriculum: Challenges and Opportunities, Journal of Perspectives in Applied Academic Practice,
3:3, pp.50-54.
UWS (2014a) Corporate Strategy 2014/20: Dreaming, Believing, Achieving a 21st Century University [Available on UWS Intranet].
UWS (2014b) Global Reach Enabling Plan 2014 [Available on UWS Intranet].
DREAMING / BELIEVING / ACHIEVING
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