Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Harrison, Neil

doi:10.1080/13562517.2015.1022147

Cited by 102 publications

(80 citation statements)

References 77 publications

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“…This has been associated with a drive to increase outbound mobility (Crowther et al 2000;Clifford 2011), and to ensure opportunities are available for students to develop globally relevant skills. These broader conceptions arise from the belief that universities are obligated to make all of their students aware of their role as global citizens in an increasingly internationalised, multicultural world and to prepare them for success in the global labour market (Clifford 2009(Clifford , 2011Sanderson 2011;Hayden 2013;Harrison 2015;Leask 2015). While these new initiatives are still driven by market demands, there is a greater breadth to current understandings of IOC, and with this come significant implications for the practices of learning and teaching, curriculum design, and delivery.…”

Section: Institutional Drivers and Implementation Strategiesmentioning

confidence: 99%

“…Such variation across an institution in understanding is significant and suggests not only the limits of engagement with institutional strategy but also the existence of multiple and diverse local cultures of internationalisation. Discussion about IOC as a strand of the internationalisation of higher education goes as far back in the literature as the 1990s (van der Wende 1997), and although it is now recognised as an important and growing aspect, there is still no consensus on a definition (Bell 2004;Clifford 2009;Green and Whitsed 2012;Hayden 2013;Harrison 2015), or an identified "best approach" to IOC in practice in all contexts (De Vita and Case 2003;Green and Whitsed 2012;Leask 2013). Bell (2004) offers a possible reason for this, stating "…internationalising the curriculum is a construct, not a clearly defined set of ideal or best practices" (p. 2) while Green and Whitsed (2012) posit that "…IoC is the most difficult to define because it couples two fuzzy, ideologically laden terms: "internationalization" and "curriculum" (p. 3).…”

Section: Internationalising the Curriculummentioning

confidence: 99%

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Empowerment and ownership in effective internationalisation of the higher education curriculum

et al. 2018

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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][166][167][168][169][170][171][172][173][174][175][176][177][178][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.

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Section: Institutional Drivers and Implementation Strategiesmentioning

confidence: 99%

Section: Internationalising the Curriculummentioning

confidence: 99%

Empowerment and ownership in effective internationalisation of the higher education curriculum

et al. 2018

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“…Internationalised landscapes in fact render the integration of IC necessary. Harrison (2015) and Dervin and Layne (2013) pointed to problems of IaH, such as the home students' unwillingness to establish contact with international students (thus cancelling out any possibility of international transformation on both sides) or university policies that are tacitly excluding students with fewer opportunities and instead aim at more privileged students -who at university entry level already have a good command of English and high intercultural skills. Policy-makers should take these changes into consideration, promoting ESP courses prior to EMI in the curriculum and fostering ESP and EMI collaboration.…”

Section: Marta Aguilarmentioning

confidence: 99%

Integrating Intercultural Competence in ESP and EMI: From Theory to Practice

Aguilar¹

2018

ESP Today

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As internationalisation policies like English-medium Instruction (EMI) are increasingly implemented in European higher education, EMI and English for Specific Purposes (ESP) classrooms become small international spaces where local students' intercultural skills can be developed. I suggest that the internationalised higher education poses challenges also to non-mobile students, who find themselves in culturally diverse classrooms where English is used as the medium of instruction. The aim of this study is twofold. It first attempts to provide a research-based framework that accounts for the reasons why Intercultural Competence (IC) should become a learning outcome in ESP and EMI courses, with an emphasis on ESP. Second, it explores two ways in which this integration could take place drawing on Holmes & O'Neill's ethnographic model (2012). The seminar genre is proposed to showcase IC integration, as participation helps students practice their English skills and provides them with opportunities to develop disciplinary knowledge while debating on a specific topic. In brief, this study suggests that both ESP and EMI courses have the potential of preparing students for a future professional career in a globalised world and that ESP lecturers, in particular, emerge as the best prepared professionals for teaching intercultural skills.Key words intercultural competence, English for specific purposes, English-medium instruction, internationalisation at home. MARTA AGUILARVol. 6(1)(2018): [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43] Sažetak Sa sve češćom primenom politika internacionalizacije u evropskom visokom obrazovanju (npr. nastava stručnih predmeta na engleskom jeziku [EMI]), EMI i ESP (engleski jezik nauke i struke) učionice postaju mali internacionalni prostori u kojima je moguće razviti međukulturne veštine lokalnih studenata. Mišljenja sam da internacionalizovano visoko obrazovanje predstavlja izazov i za nemobilne studente, koji studiraju u kulturno diversifikovanim učionicama gde se nastava odvija na engleskom jeziku. Cilj ovog rada je dvostruk. Najpre ću pokušati da prikažem istraživački okvir kojim obrazlažem zašto bi interkulturna kompetencija (IK) trebalo da postane ishod učenja na EMI, a naročito na ESP kursevima. Drugo, na osnovu etnografskog modela Houmza i O'Nila (2012), u radu se ispituju dva načina na koje je ovu integraciju moguće izvesti. Žanr seminara (grupne rasprave) predlaže se kao ilustracija načina integracije IK, jer učešće pomaže studentima da razvijaju veštine engleskog i pruža im mogućnost da usavrše disciplinarno znanje kroz debate na određene teme. Ukratko, ovaj rad sugeriše da i ESP i EMI kursevi imaju potencijal da pripreme studente za buduću profesionalnu karijeru u globalizovanom svetu, kao i da su nastavnici engleskog jezika nauke i struke najobučeniji za nastavu međukulturnih veština.Ključne reči međukulturna kompetencija, engleski jezik nauke i struke, nastava na engleskom jeziku, internacionalizacija kod kuće.

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“…The access to external curricula, both nationally and internationally, enables the institutions to develop more courses and academic programmes, thereby leading to an increase in enrolment on the specific programmes and their associated courses (Harrison, 2015;Soria & Troisi, 2014) . When HEIs are involved in a socio-cultural partnership in their regional environment, it leads to the creation of new programmes that are directly relevant to the communities within the vicinity of the institution (Lee & Lo, 2016;Zen, 2017).…”

Section: Social Motivesmentioning

confidence: 99%

Motives and Measures of Higher Education Internationalisation: A Case Study of a Canadian University

Yesufu¹

2018

IJHE

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Internationalisation is the inclusion of international, intercultural and global dimensions into the objectives, policies and practices in the delivery of postsecondary education. The objective of the research was to investigate the types of partnerships and internationalisation approaches that exist in higher education, the motives of internationalisation and the most appropriate approaches to measuring the quality and progress of internationalisation in higher education. A number of studies on internationalisation have been carried out. However, there is a limit on the scale and amount of research undertaken on measuring the output of internationalisation in higher education, in particular in the context of the Canadian higher education system. This paper is based on case study research to determine the motives of internationalisation in higher education in a Canadian university and it uses the Knight Internationalisation Tracking Measure to test the quality and progress of internationalisation in the university. The research entailed document analysis, interviews and surveys which were designed to gather data on internationalisation practices and objectives from university staff involved in the management of internationalisation and international partnerships. The content of the interviews and surveys were based on the measures defined by the Knight Internationalisation Tracking Measure. The research found that higher education institutions are motivated by the prospects of attracting additional income to make-up for the reduction in government funding. In addition, internationalisation offers access to staff development opportunities, internationalisation of the curriculum, and wider benefits leading to societal development. These findings and recommendations are drawn from a single case study.

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Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence

Cited by 102 publications

References 77 publications

Empowerment and ownership in effective internationalisation of the higher education curriculum

Empowerment and ownership in effective internationalisation of the higher education curriculum

Integrating Intercultural Competence in ESP and EMI: From Theory to Practice

Motives and Measures of Higher Education Internationalisation: A Case Study of a Canadian University

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