Books by Elspeth Jones
The Globalization of Internationalization is a timely text which gives voice to emerging perspect... more The Globalization of Internationalization is a timely text which gives voice to emerging perspectives as an increasing range of countries engage in the process of internationalization. The pressure to internationalize cannot be ignored by institutions anywhere in today’s world, yet the dominant paradigms in the conception of internationalization traditionally come from the English-speaking world and Western Europe. This book sets out to offer alternative viewpoints. Different dimensions and interpretations of internationalization in countries and regions whose perspectives have received little attention to date provide food for thought, and help to broaden understanding of its application in alternative contexts.
Combining diverse perspectives from around the world, this new volume in the Internationalization in Higher Education series seeks answers to key questions such as:
What are the main characteristics of internationalization viewed from different cultural and regional backgrounds and how do they differ from traditional models such as in Western Europe, North America and Australasia?
What issues in different global contexts have an impact on internationalization processes?
What are the key challenges and obstacles encountered in developing innovative and non-traditional models of internationalization?
With contributions from world-renowned international authors, and perspectives from countries and contexts seen only rarely in the literature, The Globalization of Internationalization offers distinctive overviews and insights while exploring a range of thematic and regional issues arising from these considerations. This will be essential reading both as an academic resource and a practical manual for university leaders, academics, higher education policy advisers and non-governmental organizations which fund higher education.
Offering a range of perspectives on internationalization in higher education from a globally disp... more Offering a range of perspectives on internationalization in higher education from a globally dispersed group of authors, this book reflects the many facets of the theme. It reminds us that, while internationalization is strongly connected to the globalization of society, at the same time it is deeply embedded in local political, economic and social structures, systems and cultures.
The increasing attention given to internationalization by institutions all around the world is leading to diversification and broadening of practice. This in turn deepens our understanding of what is needed to enhance the educational experiences of students, and how the outcomes of internationalization contribute to the skills needed in a globalized and multicultural society. Yet inevitably the impact is becoming more noticeable locally and the six sections of the book focus on these dimensions:
• Internationalization in Local and Global Contexts
• Local and Global Drivers for Change
• Global and Local Dimensions of Curriculum Internationalization
• The Outcomes of Local and Global International Education
• Internationalization for Local and Global Employability
• Regional and National Cases of Local and Global Internationalization
Internationalisation of Curriculum & Intsn at Home by Elspeth Jones
Forum , Dec 2015
Initially intended to focus attention beyond mobility, in an era when European policy and practic... more 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 term “Internationalization at Home” and its definition were first introduced in 2001 (Crowthe... more 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.
University World News, Dec 4, 2015
Europe Calling: A New Definition of Internationalization at Home
The increasing importance of the concept of internationalization at home is not only manifest in ... more 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.
International Focus, Mar 2014
There has been increasing government focus in the UK on growing the number of students who are mo... more 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.
In de Wit, H. (Ed) An Introduction to Higher Education Internationalisation. Milan: ‘Centre for Higher Education Internationalisation’ (CHEI), Università Cattolica del Sacro Cuore, 2013
There has been much debate recently about the nature and purpose of internationalisation along wi... more There has been much debate recently about the nature and purpose of internationalisation along with the drivers for change. For some universities, success is viewed primarily in terms of institutional performance through global rankings, research collaboration, international partnerships and networks and statistics on international student/staff numbers and exchange programmes. For others, the focus is on student learning outcomes through internationalisation; how can international experiences, global perspectives on one’s discipline and cross-cultural capability benefit students in the long term through enhanced personal and employability skills? Such a driver needs more qualitative measures and, as such, may be more difficult or time-consuming to evidence.
This paper will identify a range of student learning contexts in international education and will explore some of the research which evidences transformational development through internationalisation. It will be seen that this can arise through study abroad or exchange, work placements or international volunteering. The article will go on to list a number of personal and transferable skills shown in the literature to result from international experiences. It will argue that research is now needed on students who do not travel overseas as part of their programme but are studying domestically through an internationalised curriculum. In order to extend our understanding of the benefits and the means of delivering curriculum internationalisation at home, evidence is required of the achievement of internationalised student learning outcomes for all students, not only those who have studied, worked or volunteered overseas. Evidence of how students take forward these gains into the workplace will further support a student-led, values-based approach to internationalisation through curriculum development.
Internationalization of the curriculum attracts considerable interest, yet often remains in the h... more Internationalization of the curriculum attracts considerable interest, yet often remains in the hands of enthusiasts or is relegated to the periphery of personal skills modules. While academics may be “happy to ‘tinker around the edges’ of their course content and classroom pedagogy” they still frequently ask, “What does it really mean for me and my classroom?” This article outlines the experience of one U.K. university, which has been seeking to internationalize the curriculum through two phases. The overarching development framework of the first phase (Jones & Killick, 2007) is now being embedded through the university’s adoption of a global outlook as a graduate attribute. This attribute interlinks inclusivity and global relevance and connects equality and diversity with internationalization to form a cohesive construct for graduate development. The authors describe the process of working with academics across the institution to design and implement learning outcomes at modular and program levels within disciplines, to support student achievement of this attribute through the process of constructive alignment.
De Wit, H. (Ed) (2013) An Introduction to Higher Education Internationalisation, 2013
There has been much debate recently about the nature and purpose of internationalisation along wi... more There has been much debate recently about the nature and purpose of internationalisation along with the drivers for change. For some universities, success is viewed primarily in terms of institutional performance through global rankings, research collaboration, international partnerships and networks and statistics on international student/staff numbers and exchange programmes. For others, the focus is on student learning outcomes through internationalisation; how can international experiences, global perspectives on one’s discipline and cross-cultural capability benefit students in the long term through enhanced personal and employability skills? Such a driver needs more qualitative measures and, as such, may be more difficult or time-consuming to evidence. This paper will identify a range of student learning contexts in international education and will explore some of the research which evidences transformational development through internationalisation. It will be seen that this can arise through study abroad or exchange, work placements or international volunteering. The article will go on to list a number of personal and transferable skills shown in the literature to result from international experiences. It will argue that research is now needed on students who do not travel overseas as part of their programme but are studying domestically through an internationalised curriculum. In order to extend our understanding of the benefits and the means of delivering curriculum internationalisation at home, evidence is required of the achievement of internationalised student learning outcomes for all students, not only those who have studied, worked or volunteered overseas. Evidence of how students take forward these gains into the workplace will further support a student-led, values-based approach to internationalisation through curriculum development.
"Firing imaginations and offering life-changing experiences can provide the momentum that will de... more "Firing imaginations and offering life-changing experiences can provide the momentum that will deliver enduring change for our students, ourselves and our University."
Jones, E and Brown, S (eds) (2007) Internationalising Higher Education., 2007
This chapter considers interpretations of curriculum, and presents a brief review of both rationa... more 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.
Internationalisation and Employability by Elspeth Jones
Increasing globalisation and the interconnectedness of multinational work environments have inten... more Increasing globalisation and the interconnectedness of multinational work environments have intensified the demand for graduates capable of operating in culturally diverse contexts. Some of the skills required to function effectively in these contexts have been shown to be developed through international mobility experiences and yet the connection between these outcomes and the generic transferable skills requirements of graduate employers have rarely been made.
Quote: "Maybe we should use the word ‘internationalisation’ less and connect it more to the inter... more Quote: "Maybe we should use the word ‘internationalisation’ less and connect it more to the international and intercultural dimensions of personal transferable skills and learning outcomes."
Jones, E. (Ed) (2010) Internationalisation and the Student Voice: Higher Education Perspectives. , 2010
Contributions to this volume originate from diverse countries and engage the reader with the 'stu... more Contributions to this volume originate from diverse countries and engage the reader with the 'student voice' on internationalisation in Higher Education. The book acknowledges and learns from students' views on how they perceive internationalisation and what it means for their learning experience (both positive and negative) in order to understand how we, as Higher Education practitioners and institutions, can enhance the experience of internationalisation for future students. A wide variety of contexts are encountered both 'at home' -embracing the multicultural community as well as the multicultural classroom -and 'abroad' -in the shape of study abroad, international volunteering and international placement and internship.
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Books by Elspeth Jones
Combining diverse perspectives from around the world, this new volume in the Internationalization in Higher Education series seeks answers to key questions such as:
What are the main characteristics of internationalization viewed from different cultural and regional backgrounds and how do they differ from traditional models such as in Western Europe, North America and Australasia?
What issues in different global contexts have an impact on internationalization processes?
What are the key challenges and obstacles encountered in developing innovative and non-traditional models of internationalization?
With contributions from world-renowned international authors, and perspectives from countries and contexts seen only rarely in the literature, The Globalization of Internationalization offers distinctive overviews and insights while exploring a range of thematic and regional issues arising from these considerations. This will be essential reading both as an academic resource and a practical manual for university leaders, academics, higher education policy advisers and non-governmental organizations which fund higher education.
The increasing attention given to internationalization by institutions all around the world is leading to diversification and broadening of practice. This in turn deepens our understanding of what is needed to enhance the educational experiences of students, and how the outcomes of internationalization contribute to the skills needed in a globalized and multicultural society. Yet inevitably the impact is becoming more noticeable locally and the six sections of the book focus on these dimensions:
• Internationalization in Local and Global Contexts
• Local and Global Drivers for Change
• Global and Local Dimensions of Curriculum Internationalization
• The Outcomes of Local and Global International Education
• Internationalization for Local and Global Employability
• Regional and National Cases of Local and Global Internationalization
Internationalisation of Curriculum & Intsn at Home by Elspeth Jones
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.
This paper will identify a range of student learning contexts in international education and will explore some of the research which evidences transformational development through internationalisation. It will be seen that this can arise through study abroad or exchange, work placements or international volunteering. The article will go on to list a number of personal and transferable skills shown in the literature to result from international experiences. It will argue that research is now needed on students who do not travel overseas as part of their programme but are studying domestically through an internationalised curriculum. In order to extend our understanding of the benefits and the means of delivering curriculum internationalisation at home, evidence is required of the achievement of internationalised student learning outcomes for all students, not only those who have studied, worked or volunteered overseas. Evidence of how students take forward these gains into the workplace will further support a student-led, values-based approach to internationalisation through curriculum development.
Internationalisation and Employability by Elspeth Jones
Combining diverse perspectives from around the world, this new volume in the Internationalization in Higher Education series seeks answers to key questions such as:
What are the main characteristics of internationalization viewed from different cultural and regional backgrounds and how do they differ from traditional models such as in Western Europe, North America and Australasia?
What issues in different global contexts have an impact on internationalization processes?
What are the key challenges and obstacles encountered in developing innovative and non-traditional models of internationalization?
With contributions from world-renowned international authors, and perspectives from countries and contexts seen only rarely in the literature, The Globalization of Internationalization offers distinctive overviews and insights while exploring a range of thematic and regional issues arising from these considerations. This will be essential reading both as an academic resource and a practical manual for university leaders, academics, higher education policy advisers and non-governmental organizations which fund higher education.
The increasing attention given to internationalization by institutions all around the world is leading to diversification and broadening of practice. This in turn deepens our understanding of what is needed to enhance the educational experiences of students, and how the outcomes of internationalization contribute to the skills needed in a globalized and multicultural society. Yet inevitably the impact is becoming more noticeable locally and the six sections of the book focus on these dimensions:
• Internationalization in Local and Global Contexts
• Local and Global Drivers for Change
• Global and Local Dimensions of Curriculum Internationalization
• The Outcomes of Local and Global International Education
• Internationalization for Local and Global Employability
• Regional and National Cases of Local and Global Internationalization
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.
This paper will identify a range of student learning contexts in international education and will explore some of the research which evidences transformational development through internationalisation. It will be seen that this can arise through study abroad or exchange, work placements or international volunteering. The article will go on to list a number of personal and transferable skills shown in the literature to result from international experiences. It will argue that research is now needed on students who do not travel overseas as part of their programme but are studying domestically through an internationalised curriculum. In order to extend our understanding of the benefits and the means of delivering curriculum internationalisation at home, evidence is required of the achievement of internationalised student learning outcomes for all students, not only those who have studied, worked or volunteered overseas. Evidence of how students take forward these gains into the workplace will further support a student-led, values-based approach to internationalisation through curriculum development.
There is a quality assurance requirement for institutions providing TNE programmes that they offer the learning and development, academically and through other experiences, that is comparable to those within their UK programmes. This means that any enhancement of employability within a UK programme should also be provided in the equivalent TNE programme. This research was commissioned to discover the extent to which this is the case. It was investigated through an international literature review, a call for evidence from UK higher education institutions (HEIs) of examples of such activity, and participant perspectives through TNE alumni (who had studied first degree and taught postgraduate programmes).
Previous reviews indicate that there is little evidence of the incorporation of generic employability skills as graduate outcomes, in international HE or TNE. Our review reveals a paucity of literature relating to:
• graduate outcomes from international education and TNE in particular;
• support for enhanced employability, and specifically the incorporation of employability development in the curriculum, in TNE programmes.
This confirms the distinct research gap as far as outcomes of TNE are concerned and, more specifically, the need to assess the development of generic, transferable employability skills in TNE programmes. We also contend that the distinction between employment skills and employability skills is as important in TNE as it is for other forms of provision, perhaps even more so in some country contexts where TNE is designed to address key skills gaps. Employment skills relate to qualifications and credentials for specific jobs or professions, while employability indicates transferable skills which are not job-specific but support employment generally.
The existing literature and our primary research indicate complex variations in how the value of TNE programmes is perceived and how this relates to the motivations of those studying TNE programmes. Generally, it is clear that overseas study tends to be seen as the ‘gold standard’ by employers, and to some extent societally, and TNE study is commonly seen as a ‘second best’ option. On the other hand, there are strong variations, geographically, in perceptions of its value relative to types of local provision, and some variations in relation to the value of different countries’ TNE provision, meaning that each country context may need to be considered separately. A further implication of this is that despite current perceptions that may suggest otherwise, it cannot simply be assumed that an overseas TNE qualification carries any inherent ‘employability’ beyond what it provides in practice.
When it comes to the motivations of TNE students, the relatively limited literature suggests that these are largely career-focused or employment-focused, either ‘positional’ (more directly workrelated or job-related) or more ‘transformative’ (more developmental personally). Interviews with the alumni confirmed this range, although relatively few had studied in order to acquire specific short-term employment outcomes. Rather, they viewed studying via TNE as part of a wider approach to progressing their career, either in their current role or in another sector or profession. Few understood the difference between employability and employment, and many believed there was no need to develop greater employability than would be afforded to them by achieving the qualification. On the basis of these alumni (who mostly graduated 3-5 years ago), this suggests that TNE students at that time had a much less nuanced view of employability than comparable UK students.
The research aimed to:
• Increase understanding of UK-domiciled students’ perceptions of the benefits of outward mobility and barriers to participation in mobility programmes.
• Increase understanding of what factors influence the decision making process of UK-domiciled students when considering outward mobility
• Provide evidence for UK higher education institutions (HEIs) and policymakers who are developing and implementing initiatives to increase the number of students accessing international opportunities.
The findings are based on an online survey of 2842 undergraduate students in 37 higher education institutions, and focus groups in eight of these institutions. It included UK-domiciled students who had been abroad, who were considering going abroad and who had considered going abroad and decided not to.
The students surveyed nearly all perceived a positive link between mobility programmes of one year or less and academic, career and personal development. Developing independence and intercultural understanding, and an increased likelihood of working abroad long term were the most commonly reported realised benefits. Few long term negative impacts were reported.
Very short mobility periods resulted in similar impacts to longer periods of mobility, suggesting that it is the experience of being abroad rather than the activity undertaken that is critical. Almost all students who had been mobile wanted to experience further mobility. Funding very short visits such as summer schools and ‘taster’ visits could lead to increased participation in longer programmes as they offer similar impact to longer term mobility. Partial funding for mobility periods could have a significant influence on participation.
Students’ motivations for participation in mobility are mostly consistent across study abroad, work experience and volunteering. The principal motivations were a desire for enjoyable and interesting experiences, to broaden horizons, and to enhance employability and career prospects. Other commonly reported motivations include developing intercultural awareness, independence and self-confidence, enhancing degree outcome and for some, improving language skills. The motivations cited were largely consistent whether the mobility period was a few weeks or a full academic year.
Key factors for students in deciding whether to go abroad were the availability of funding and total cost of the experience, personal safety and security, reputation or perceived quality of host and location. Duration and language requirements were also considerations for some students.
The field of internationalization practice and research is emerging as a meta-discipline, with its literature informing differing levels and types of strategy and engagement both at institutional level and within indi- vidual subject disciplines. It is no longer sufficient for university leaders to frame their international engagement through uni-dimensional inter- pretations of internationalization such as student mobility, international recruitment or research partnerships. Nor are simplistic measurements of internationalization appropriate, such as the number of students on exchange programmes, the number of staff involved in collabora- tive international research, international student percentages or pro- grammes delivered overseas or, for institutions in non-English-speaking countries, the number of programmes delivered in English. A more qualitative evaluation of the impact of internationalization practice, according to institutional mission, is also required in order for the real benefit of such engagement to be understood and valued in its own right.
Yet internationalization is a vehicle for achieving wider goals not an objective in its own right. Internationalization facilitates an inclusive, intercultural dimension to the teaching, research, service, and the com- mercial and entrepreneurial pursuits of a contemporary university. As a consequence, ‘global reach’ involves not only international undertakings but also local, regional, national and, crucially, internal systems, proc- esses and organizational culture. Central to this is the engagement of staff across the institution, both academic faculty and professional support staff and, in order to achieve this, engaged and encouraging leadership will be required at a range of levels.
Integrating internationalization means developing the culture, attitudes and practices that enable international and cross-cultural perspectives and approaches to permeate all aspects of university life. This chapter con- siders how such a definition of integrated internationalization might be reflected at the institutional level. It offers a number of indicators of suc- cessful achievement and considers a model for evaluating progress, while taking account of the leadership and staff development issues that arise."
This essay will address some thematic and regional contributions to the interna- tionalization debate, and offer observations on the consequences and directions of this diversity. The authors build on previous publications, and seek to align their views in order to suggest future directions.