This article reviews and evaluates the process and experience of embedding internationalisation i... more This article reviews and evaluates the process and experience of embedding internationalisation in a UK, HEI School of Social Sciences curriculum. It reflects upon the merits and limitations of using of a peer-reviewed checklist approach compared with alternative approaches, such as the provisioning of online toolkits, resource lists and internationalisation centres or units. Through an evaluation of the peer-reviewed checklist approach, this article sheds light on the gap between the desire by institutions to embed a richer understanding of internationalisation into the curriculum, and the uptake, awareness and implementation of this material by academic teams on the ground. The article asserts that in order to be effective, efforts to internationalise the curriculum need to be embedded in routine academic processes. It favours a 'mixed' approach, suggesting that a predominantly quantitative checklist approach can, in certain circumstances, prompt further (qualitative) reflection and engagement by those using the checklists, and, by so doing, act as a tool for change rather than simply providing a means of assessing or measuring internationalisation.
This paper explains the key themes and areas of debate covered by this symposium. While the focus... more This paper explains the key themes and areas of debate covered by this symposium. While the focus of these papers is predominantly on the US higher education systemwith just one paper from the context of a UK HEI it is clear that some common themes and issues can be identified from the various case studies that are discussed. The question of how to define internationalisation; the process of how to encourage and measure internationalisation; and the design and delivery of an internationalised curriculumparticularly in relation to study abroad schemesare themes that run across the five papers. Drawing from the work undertaken in this symposium, this paper concludes by suggesting a number of areas and questions that merit further investigation and evaluation.
Internationalising the curriculum (IOC) in order to produce graduates with global citizenship ski... more Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), 165-179, 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.
Embedding and debating global exemplars and perspectives Embedded opportunities for international... more Embedding and debating global exemplars and perspectives Embedded opportunities for international mobility International and intercultural learning Adapting to learner diversity Ongoing intercultural and international dialogue: Partnership and collaboration Utilising the diversity of the academic community as a learning resource Pro-active development of inclusive learning outcomes, attitudes and skills18 Conclusions Vignettes Vignette 1: Mobilising partnerships and academic networks Vignette 2: Fostering ethical engagements Vignette 3: Virtual mobility-using social media to connect with global industry Vignette 4: Integration of international and home students Vignette 5: Subject adaptation of language support Vignette 6: Embedded short-placements
Internationalising the curriculum (IOC) in order to produce graduates with global citizenship ski... more Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), 165-179, 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.
This paper explains the key themes and areas of debate covered by this symposium. While the focus... more This paper explains the key themes and areas of debate covered by this symposium. While the focus of these papers is predominantly on the US higher education systemwith just one paper from the context of a UK HEI it is clear that some common themes and issues can be identified from the various case studies that are discussed. The question of how to define internationalisation; the process of how to encourage and measure internationalisation; and the design and delivery of an internationalised curriculumparticularly in relation to study abroad schemesare themes that run across the five papers. Drawing from the work undertaken in this symposium, this paper concludes by suggesting a number of areas and questions that merit further investigation and evaluation.
Chapter 7: The use of IoC theories within a public health programme and the creation of a transth... more Chapter 7: The use of IoC theories within a public health programme and the creation of a transtheoretical approach to sustain curriculum development Gann et al. (Chapter 5) explore how best to achieve staff buy-in to IoC through the provision of supportive checklist tools. Integrated into routine course development and review processes, such tools can be used to prompt integration of international learning activities into the curriculum, while reducing additional pressures on staff time. It is clear that such tools, if used in a collaborative discursive environment, can effect meaningful change in staff engagement but need to be used at a sufficiently early stage in course design. In Chapter 6, Simmons highlights the necessity of investing in staff and presents evidence from Coventry University's project to introduce Online International Learning projects (OIL). The Chapter details the institutional support provided to staff to enable them to develop new ideas and delivery models, which includes provision of new teaching and learning technologies, finding and sustaining the partnerships required, cascading evidence of good practice from early adopters, and recognising effort and engagement through staff appraisals processes. A series of case studies provide illustration of the opportunities available through OIL projects in a variety of disciplines including, performance, creative writing, physiotherapy and computing. In Chapter 7, Markwell examines the process of developing an internationalised curriculum in Public Health at Oxford Brookes University. Employing multiple models of reflective practice, the Chapter shows that while change is possible, effective IoC, of the sort that can engender deep and meaning shifts in intercultural confidence, requires thoughtful consideration, listening and reflecting. It is of particular importance for staff to listen to and be aware of their own biases. The chapter demonstrates just how complex and comprehensive effective IoC can be. Through the process of reflection, however, Markwell is able to offer a model of change management, which itself draws inspiration from models of intercultural communication, whereby resistances and denials are identified, examined and worked through. The chapters in this section highlight how challenging effective IoC initiatives can be for academic staff, particularly when change involves a radical reorganisation of the structure and duration of the academic year. Establishing offices to support transition and providing dedicated educational developers, as also described by Simmons, can help substantially. While there remain certain challenges, all of the authors that address staff engagement, highlight how, with proper investment and support, significant transformations can be achieved that not only support IaH at home activities and the employability of students, but also improve recruitment and enhance the skills and competencies of staff members involved. Collectively, the articles and case studies collected here, illustrate a number of common themes and concerns. They all call for more nuance in how we approach IoC, being mindful of different disciplinary contexts and cultures. They favour a move away from sweeping agendas towards focus on the specificities of practice for different constituencies, which includes understanding how individuals-staff and students-begin their engagement with IoC from very different starting points. This requires institutional investment of time and resources but also a continued reflection and evaluation of practice.
This article reviews and evaluates the process and experience of embedding internationalisation i... more This article reviews and evaluates the process and experience of embedding internationalisation in a UK, HEI School of Social Sciences curriculum. It reflects upon the merits and limitations of using of a peer-reviewed checklist approach compared with alternative approaches, such as the provisioning of online toolkits, resource lists and internationalisation centres or units. Through an evaluation of the peer-reviewed checklist approach, this article sheds light on the gap between the desire by institutions to embed a richer understanding of internationalisation into the curriculum, and the uptake, awareness and implementation of this material by academic teams on the ground. The article asserts that in order to be effective, efforts to internationalise the curriculum need to be embedded in routine academic processes. It favours a 'mixed' approach, suggesting that a predominantly quantitative checklist approach can, in certain circumstances, prompt further (qualitative) reflection and engagement by those using the checklists, and, by so doing, act as a tool for change rather than simply providing a means of assessing or measuring internationalisation.
This article critically reviews five recently published textbooks on Modern Ideologies. It argues... more This article critically reviews five recently published textbooks on Modern Ideologies. It argues that these texts rely upon a particular conception of ideology that is useful in providing a framework through which the histories and ideas of specific ideologies are analysed, compared and assessed. However, placed in the context of the wider debate concerning the nature of ideology, it fails to address important issues and its limitations become apparent.
This article reviews and evaluates the process and experience of embedding internationalisation i... more This article reviews and evaluates the process and experience of embedding internationalisation in a UK, HEI School of Social Sciences curriculum. It reflects upon the merits and limitations of using of a peer-reviewed checklist approach compared with alternative approaches, such as the provisioning of online toolkits, resource lists and internationalisation centres or units. Through an evaluation of the peer-reviewed checklist approach, this article sheds light on the gap between the desire by institutions to embed a richer understanding of internationalisation into the curriculum, and the uptake, awareness and implementation of this material by academic teams on the ground. The article asserts that in order to be effective, efforts to internationalise the curriculum need to be embedded in routine academic processes. It favours a 'mixed' approach, suggesting that a predominantly quantitative checklist approach can, in certain circumstances, prompt further (qualitative) reflection and engagement by those using the checklists, and, by so doing, act as a tool for change rather than simply providing a means of assessing or measuring internationalisation.
This paper explains the key themes and areas of debate covered by this symposium. While the focus... more This paper explains the key themes and areas of debate covered by this symposium. While the focus of these papers is predominantly on the US higher education systemwith just one paper from the context of a UK HEI it is clear that some common themes and issues can be identified from the various case studies that are discussed. The question of how to define internationalisation; the process of how to encourage and measure internationalisation; and the design and delivery of an internationalised curriculumparticularly in relation to study abroad schemesare themes that run across the five papers. Drawing from the work undertaken in this symposium, this paper concludes by suggesting a number of areas and questions that merit further investigation and evaluation.
Internationalising the curriculum (IOC) in order to produce graduates with global citizenship ski... more Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), 165-179, 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.
Embedding and debating global exemplars and perspectives Embedded opportunities for international... more Embedding and debating global exemplars and perspectives Embedded opportunities for international mobility International and intercultural learning Adapting to learner diversity Ongoing intercultural and international dialogue: Partnership and collaboration Utilising the diversity of the academic community as a learning resource Pro-active development of inclusive learning outcomes, attitudes and skills18 Conclusions Vignettes Vignette 1: Mobilising partnerships and academic networks Vignette 2: Fostering ethical engagements Vignette 3: Virtual mobility-using social media to connect with global industry Vignette 4: Integration of international and home students Vignette 5: Subject adaptation of language support Vignette 6: Embedded short-placements
Internationalising the curriculum (IOC) in order to produce graduates with global citizenship ski... more Internationalising the curriculum (IOC) in order to produce graduates with global citizenship skills is a common strategic goal in modern higher education. The extent to which this is achieved and the level of understanding amongst staff and students of what IOC involves and the benefits it imparts are varied. In this study, activities and attitudes across 15 subject disciplines delivered in a modern UK university were surveyed through an analysis of official course documentation, and semi-structured interviews with a range of academic staff. The outcomes are discussed in relation to the level of understanding and ownership that staff have of IOC. Through the modification of a process control model Barnett (European Journal of Education, 29(2), 165-179, 1994), suggestions are made as to how to move this top-down strategic imperative forward through empowerment of the academic staff involved in course delivery.
This paper explains the key themes and areas of debate covered by this symposium. While the focus... more This paper explains the key themes and areas of debate covered by this symposium. While the focus of these papers is predominantly on the US higher education systemwith just one paper from the context of a UK HEI it is clear that some common themes and issues can be identified from the various case studies that are discussed. The question of how to define internationalisation; the process of how to encourage and measure internationalisation; and the design and delivery of an internationalised curriculumparticularly in relation to study abroad schemesare themes that run across the five papers. Drawing from the work undertaken in this symposium, this paper concludes by suggesting a number of areas and questions that merit further investigation and evaluation.
Chapter 7: The use of IoC theories within a public health programme and the creation of a transth... more Chapter 7: The use of IoC theories within a public health programme and the creation of a transtheoretical approach to sustain curriculum development Gann et al. (Chapter 5) explore how best to achieve staff buy-in to IoC through the provision of supportive checklist tools. Integrated into routine course development and review processes, such tools can be used to prompt integration of international learning activities into the curriculum, while reducing additional pressures on staff time. It is clear that such tools, if used in a collaborative discursive environment, can effect meaningful change in staff engagement but need to be used at a sufficiently early stage in course design. In Chapter 6, Simmons highlights the necessity of investing in staff and presents evidence from Coventry University's project to introduce Online International Learning projects (OIL). The Chapter details the institutional support provided to staff to enable them to develop new ideas and delivery models, which includes provision of new teaching and learning technologies, finding and sustaining the partnerships required, cascading evidence of good practice from early adopters, and recognising effort and engagement through staff appraisals processes. A series of case studies provide illustration of the opportunities available through OIL projects in a variety of disciplines including, performance, creative writing, physiotherapy and computing. In Chapter 7, Markwell examines the process of developing an internationalised curriculum in Public Health at Oxford Brookes University. Employing multiple models of reflective practice, the Chapter shows that while change is possible, effective IoC, of the sort that can engender deep and meaning shifts in intercultural confidence, requires thoughtful consideration, listening and reflecting. It is of particular importance for staff to listen to and be aware of their own biases. The chapter demonstrates just how complex and comprehensive effective IoC can be. Through the process of reflection, however, Markwell is able to offer a model of change management, which itself draws inspiration from models of intercultural communication, whereby resistances and denials are identified, examined and worked through. The chapters in this section highlight how challenging effective IoC initiatives can be for academic staff, particularly when change involves a radical reorganisation of the structure and duration of the academic year. Establishing offices to support transition and providing dedicated educational developers, as also described by Simmons, can help substantially. While there remain certain challenges, all of the authors that address staff engagement, highlight how, with proper investment and support, significant transformations can be achieved that not only support IaH at home activities and the employability of students, but also improve recruitment and enhance the skills and competencies of staff members involved. Collectively, the articles and case studies collected here, illustrate a number of common themes and concerns. They all call for more nuance in how we approach IoC, being mindful of different disciplinary contexts and cultures. They favour a move away from sweeping agendas towards focus on the specificities of practice for different constituencies, which includes understanding how individuals-staff and students-begin their engagement with IoC from very different starting points. This requires institutional investment of time and resources but also a continued reflection and evaluation of practice.
This article reviews and evaluates the process and experience of embedding internationalisation i... more This article reviews and evaluates the process and experience of embedding internationalisation in a UK, HEI School of Social Sciences curriculum. It reflects upon the merits and limitations of using of a peer-reviewed checklist approach compared with alternative approaches, such as the provisioning of online toolkits, resource lists and internationalisation centres or units. Through an evaluation of the peer-reviewed checklist approach, this article sheds light on the gap between the desire by institutions to embed a richer understanding of internationalisation into the curriculum, and the uptake, awareness and implementation of this material by academic teams on the ground. The article asserts that in order to be effective, efforts to internationalise the curriculum need to be embedded in routine academic processes. It favours a 'mixed' approach, suggesting that a predominantly quantitative checklist approach can, in certain circumstances, prompt further (qualitative) reflection and engagement by those using the checklists, and, by so doing, act as a tool for change rather than simply providing a means of assessing or measuring internationalisation.
This article critically reviews five recently published textbooks on Modern Ideologies. It argues... more This article critically reviews five recently published textbooks on Modern Ideologies. It argues that these texts rely upon a particular conception of ideology that is useful in providing a framework through which the histories and ideas of specific ideologies are analysed, compared and assessed. However, placed in the context of the wider debate concerning the nature of ideology, it fails to address important issues and its limitations become apparent.
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Papers by Rose Gann