Full Description
This book addresses challenges that higher education institutions face when bridging the gap between internationalisation as a key university strategy and their delivery of interculturally competent and responsible graduates. Combining international case studies and research outcomes, it provides an in-depth understanding of the role educational developers can play in the internationalisation of higher education and in the provision of an internationalised learning experience for all students.
The book situates international education in global and local contexts and contributes to the design and delivery of internationalised curricula in very concrete terms. In doing so, it suggests how academic staff may enhance the quality of their programmes by leveraging the opportunities of international classrooms where students have diverse academic, linguistic, and cultural backgrounds. The content of the book is therefore also foundational for continuing professional development (CPD) programmes that enhance staff competences for designing and teaching inclusive internationalised programmes and include topics such as:
An international competence profile for educational developers
Intercultural competence as a graduate attribute
Internationalised curriculum design and delivery
Intercultural group dynamics
The role of languages in internationalised higher education classrooms
Reflective processes for teaching and learning in the international classroom
This book is essential reading and a go-to resource for any academic looking to internationalise their education programmes. It will also be of interest to those directly involved in curriculum development, learning, and teaching as well as those who have more strategic responsibilities within and beyond HEIs, or who are involved in higher education research.
Contents
Part 1: Setting the scene Introduction 1. Higher education internationalisation as a quality driver: Making a meaningful contribution to society 2. Opportunities and challenges when teaching and learning in the international classroom Part 2: Educational development perspectives 3. An international competence profile for educational developers 4. Integrating intercultural competence as a graduate attribute in the curriculum 5. Internationalised curriculum design and delivery 6. Facilitating intercultural group dynamics to enhance learning in and from the international classroom 7. The role of languages in internationalised higher education classrooms: From multilingual contexts to disciplinary language practices 8. How can we enhance reflective processes for teaching and learning in the international classroom? Part 3: Voices from around the world: Case stories 9. Introduction to the case stories CS1 EARTH University, Costa Rica CS2 University of Groningen, the Netherlands CS3 The University of Hong Kong, Hong Kong SAR, China CS4 University of Warsaw, Poland CS5 PSG College of Technology and the PSG Institute of Advanced Studies, India CS6 University of Denver, Colorado, USA CS7 Elon University, North Carolina, USA CS8 Yunnan University of Finance and Economics, China CS9 The College of Engineering at the National University of Science and Technology, Sultanate of Oman 10. Lessons learned: Reflections on the case stories Part 4: Research and future perspectives 11. Moving towards a coherent research agenda 12. Educational development perspectives on the internationalisation of higher education programmes
