About the Book
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.
Table of 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
About the Author :
Jeanine Gregersen–Hermans is a researcher and practitioner with a focus on the internationalisation of higher education and on intercultural and global competence development. She is affiliated with Zuyd University of Applied Sciences in the Netherlands and with the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan, Italy.
Karen M. Lauridsen is an Associate Professor (emerita) and Educational Developer at Aarhus University, Denmark, specialising in international education, teaching and learning in the international classroom, and English medium instruction. In addition, she is Affiliated Faculty at the Centre for Higher Education Internationalisation at the Università Cattolica del Sacro Cuore in Milan, Italy.
Review :
"Educational developers play a crucial, but frequently undervalued and overlooked, role in higher education. While previous research, my own included, has highlighted the importance of their role in internationalization of the curriculum, there is no other resource that covers the area so comprehensively. This book breaks new ground in that it is not only based on extensive research, but is edited by a team with diverse management experience in higher education. It is therefore both conceptually and theoretically grounded, and practically focused. Comprehensive examples and case studies from very different disciplinary, institutional and national contexts are provided. It is written in a positive, scholarly and accessible style. Whether you are an educational developer with experience, or just starting out, a faculty member, a teacher, or a leader seeking to improve the quality of education in your institution, this book will be one you will want to keep close to you, as a reference, a guide and an inspiration."
—Betty Leask, Emeritus Professor of Internationalisation of Higher Education, La Trobe University, Australia; Research Fellow, Center for International Higher Education (CIHE), Boston College, US; and Editor in Chief, Journal of Studies in International Education
"This book is a very welcome addition to the existing literature on the internationalisation of higher education. Edited and co-authored by two leading specialists and experienced practitioners in the field with the collaboration of experts from around the world, it fills a gap in adopting a comprehensive approach to the educational development process necessary for the implementation of internationalised curricula, addressing decision-makers, developers and lecturers responsible for delivery. The editors informedly adopt a multi-facetted approach to harnessing the full potential of internationalised learning and teaching, including, in particular, the need for continuous professional development to assist academics in the design and provision of internationalised perspectives in their professional practice in order to facilitate an enriching and inclusive learning experience for all students.
The volume is a must-read for all those involved in internationalisation of the curriculum at all levels of institutional development, and across all disciplines. Its careful interplay of research and professional practice, the incorporation of practical international case studies, and the positive approach of the authors, eschewing the deficit discourse present in some existing literature, make it a truly useful and practical new tool in the complex toolkit which HEIs need to put together in order to move forward meaningfully in the exciting challenge of enhancing the quality of the learning experience through internationalisation."
—Dorothy Kelly, Professor and Vice Rector for Internationalization, University of Granada, Spain and Coordinator, Arqus European University Alliance
"This book provides a timely presentation of the role educational developers can play in the integration of international, intercultural, and global dimensions in the design and delivery of university curricula. Such a curriculum requires a shift in the modalities of higher education towards action-oriented transformative pedagogies, practice-based, pluralistic approaches which cultivate an openness to diverse norms and values. But are university teachers prepared for this? And if not, how will they be trained and by whom? Internationalisation of higher education necessarily challenges us on how we can support, train and develop teaching staff, effectively and with intentionality, so that, in turn, our students make a meaningful contribution to society. The book aptly addresses ways of infusing strategic thinking about internationalisation of higher education in the way we design the professional development of teaching staff by presenting a wide range of cases from across the world - with a specific focus on developing intercultural competences, and understanding the role of the language of instruction, for quality education. The book will prove a worthy addition to any educational developer’s toolkit!"
—Jennifer Valcke, Educational Developer, Karolinska Institutet, Stockholm, Sweden
"More than ever, we need inclusive internationalised programmes in higher education. But how can we actually take the leap from strategy documents to lived practice? This volume is an absolute must-read for any higher education professional who seeks to harness the opportunities of an academically, linguistically and culturally diverse classroom. By bringing perspectives on educational development and continuing professional development (CPD) into compelling dialogue with practice-oriented approaches to internationalising the curriculum, this book both inspires and enables readers to effect real change in the classroom."
—Tanja Reiffenrath, Internationalisation of the Curricula, Student and Academic Services Team, Georg August Universität, Göttingen, Germany
"In its introduction, the book’s purpose is stated as "developing staff" to support inclusive internationalization in HE. This is essential for moving internationalization from rhetoric, to action, and then to results; it is also critical to integrating internationalization into core missions. It is unfortunately ignored or given brief attention in many higher education institutions. A book that brings attention to these issues and incorporates practical case studies is worthy of close attention."
—John Hudzik, Professor, Michigan State University, US
"This book is a scholarly piece of work that was born out of two European research projects but goes well beyond those original projects. The major strengths of this text are its case stories from around the world, contextualising internationalisation of higher education, which is too often seen as ‘one-size-fits-all’. The examples of ways in which institutions have operationalised intercultural competence as a graduate attribute come from varied contexts beyond the ‘usual suspects’ of the States and Europe to encompass Costa Rica, Poland, India, China and Oman, a truly global mix. The book gets at the ways in which internationalisation of higher education must be contextualised to make sense and the emphasis on internationalisation in relation to quality in education is timely and important. The book does not just position itself at a practical level for use as a handbook for institutions to locate themselves along a continuum of internationalised characteristics. The conceptualisations of internationalisation and the discussions of research and future perspectives provide crucial insights into genuinely internationalised curricula and CPD, constructing a platform from which the positive opportunities of internationalisation can be properly understood."
—Catherine Montgomery, Professor, University of Durham, UK
"Despite a populist tsunami taking over the Western political space, knowledge workers will still be expected to engage closely with internationalization in the years to come. Whether an institution is trying to enrich its campus internationalization, or support society in re-developing the international domain, this volume is a must-read for teachers, researchers and developers in international higher education with its combination of insightful content and hands-on experience."
—Rui Yang, Professor and Associate Dean (Research), University of Hong Kong, Hong Kong SAR, China
