Curriculum, teaching and learning: internationalisation in the Irish higher education context - Associate Professor Marie Clarke, Dr Linda Yang ...
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Curriculum, teaching and learning:
internationalisation in the Irish higher education
context.
Associate Professor Marie Clarke,
Dr Linda Yang.
School of Education,
University College Dublin.
The Study Interviews Number
Directors of 7 3 (Universities)
• Internationalisation in Irish higher International
education: Funded Irish Research Offices 3 IOTs
Council and Higher Education
Authority – Funded 1 Private College
Faculty 35 15 Universities.
• Institutional Strategies Business, 15 IOTs.
• Curriculum Teaching and Learning Humanities, 5 Private
Sciences, Social Colleges.
• Institutional Support Sciences,
Engineering
• Mixed Methods [Ethical Approval]
Students 17 Universities. 18 Irish.
• Survey
Irish, Belarus, 24 IOTs. 33 International.
Type Population Response Rate US, Belgium,
Canada, China, 10 Private
France, Germany, Colleges.
University (inc. RCSI) 8 7 88% India, Indonesia,
Malaysia, Nigeria,
Institute of Technology 14 14 100% Poland, South
Africa, Spain,
Uzbekistan
Private & Independent College 14 11 79%
Specialist & Linked College 4 3 75% Analysis Thematic Theoretical
Analysis NVivo Framework
Total 40 35 88% Archer’s Social
RealismGeneral observations Focus of presentation Survey results with
Illustrative patterns today reference to
Findings – internationalisation of
the curriculum
A positive picture emerges Curriculum. Over three quarters (82%)
with reference to of respondents were of the
commitment to Faculty Perspectives. view that the
internationalisation on the internationalisation of the
part of Irish HEIs. Student Perspectives. curriculum at their
institution was important.
Data from ISB (2016).
Rationale for Teaching and Learning.
internationalisation:
• Funding. Faculty perspectives.
• Policy Context
• Mixed rationales Student perspectives.
competing with one
another.
Communication within Academic support.
institutions:
• A lot of it going on.
• Lack of clarity and follow Student Perspectives.
through.Definitions Context Discussions about
pedagogy
Curricular Definitions in Contextual factors shape Internationalisation calls for
higher education (Smith, faculty thinking about their a range of pedagogies and
2000). discipline and subject areas explicit induction into the
(D’Andrea and Gosling, discourse communities of
2005). the university (Robson and
Tuner 2007).
Quality assurance and Lack of connection by Internationalisation of the
accreditation systems academic staff (Stohl, curriculum needs to be
(Mizikaci, 2006). 2007). linked to discussions about
pedagogy and contexts that
shape disciplines (Jones
and Killlick 2013).
Move from disciplines to The multiple contexts Content- [development]
credits (Trowler, 2012). results in a variety of (Svensson and Wihlborg,
interpretations of 2010).
internationalisation of the
curriculum (Leask, 2013).
Universities revising Robson (2015) different
curricula (Blackmore and approaches to
Kandiko, 2012). internationalisation are
reflected in the teaching
and content of the curricula
offered.Curriculum: Findings-Faculty
(content, learning goals, assessment)
Faculty - Individual Perspectives Faculty - Reflections on Curricular
Processes
Not aware of the term-lack of Curricular design was viewed as a
understanding about what IoC disjointed process in the university
means. context.
Referred to subject and its content. Examples of curricular inflexibility –
programmes, structures –
School/Department autonomy.
No need for it to be explicit in the Majority of students Irish - so focus
curriculum. should be on needs of Irish industry.
Mandatory programmes but not credit Assessment-no differences-don’t take
bearing. it into account-use of continuous
assessment to monitor progress.Faculty Perspectives
– For me its doesn’t have to be so obvious it should
already be designed to accommodate different
learning styles, diversity that it shouldn’t be so
restrictive that only a particular person or group
should be able to do it [Lecturer, Female, Science].
– I don't think it's necessary erm, so in designing the
teaching and learning outcomes, I don't er I
personally don’t have a view on the nature of
where the students are from when they are
undertaking those tasks. And to me, you know, I,
you know, I'm not trying to make better people or
more rounded individuals, I feel my mission is to
get students a better education so that they can
earn more money during their course of their
career. If you are coming from a humanities point
of view, that sounds appalling but I see my role as
simply as that [Associate Professor, Male,
Business].Curriculum: Findings - Students
(Content)
• Unfamiliar with terms
Irish students International students
Broad curriculum Broad curriculum
International element International element
• Disciplines (S, SS, A&H) • Disciplines (S, SS, A&H)
• Study/work abroad • Study abroad
Working with international Working with students from
students different cultural backgrounds
• Group work • Class mix
• Group work
Theories European/Western
dominantCurriculum: Students (Content) AB: [..] I was more interested in Asian cultures cos I wanted to know if these things apply to Asian cultures as well. But a lot of it would be quite new studies because psychology esp. in Asian countries and African countries, might not be seen as well a good domain because in cultural believes they might think that they don't believe so much in mental disorders, it might be people be crazy or lazy and stuff like that. So maybe that's why we have less literature as well. But if you look at more recent studies then you have more diversity. L: Are you saying that it would be great to include more diversified interpretation in psychology? AB: I would say so yeah, it would be more interesting. [Irish-Malaysian, University]
Curriculum: Findings – Students
(Learning goals)
Irish students International students
International/intercultural International/intercultural
learning outcomes are not learning outcomes are not
listed in the document listed in the document
• Home
• Abroad
Should be kept separate from
the subjectCurriculum: Findings - Students
(Learning goals)
L: […] international or intercultural learning goals aims
and outcomes stated in your programme?
C: Intercultural? No.
L: What's your understanding of intercultural?
C: Erm, so it's with other cultures as well?
L: Yeah yeah.
C: No no, I'm actually surprised, no.
L: No? What about international learning goals?
C: I think more for, French or German, we learned about
the country, we learned about the political system, we
learned about the history., that would be part of the
cultural goals I think from my understand. But it wouldn't
state that in the module. […] It's something that it's
worth looking into. [Irish, University]Curriculum: Findings - Students
(Assessment)
Irish students International students
International element in International element in
assessment assessment
- Subjects (e.g. management, - Subjects (e.g. management,
psychology) psychology, literature)
- Multicultural group work
Not assessed though staff do
encourageTeaching and Learning: Findings - Faculty
Challenges Approaches
Language, cultural awareness, group Use fun in class interactions using
work, managing learner need, examples.
international students not mixing and
frustration on part of Irish students.
Group work: Different approaches –
assign, left to students themselves to
organise.
Same approach with all students.
Don’t have enough international
students to merit a different
approach.
Emphasis on skills and competencies.Institutional Yes – Faculty would No-Faculty felt that
perspectives like support they did not need
support
Over half (56%) were of Self learned – would like Experience was sufficient.
the view that their additional support.
institution was trying to
educate students about
other cultures and regions
of the world.
Less than a fifth (19%) felt Like to contribute to it Involvement in the area
that their institution was based on experience already.
very committed to this gained.
process.
One institution provides
opportunities for faculty
from partner institution to
come and participate in
T&L Unit programmes.Institutional effort to educate students about other cultures and regions of the world
0% 25% 50% 75% 100%
University (inc. RCSI) 20% 80%
Institute of Technology 8% 58% 25% 8%
Private & Independent College 33% 33% 22% 11%
Very much Somewhat Not very much Not at all Don't knowTeaching and Learning: Findings
Inter-cultural training programmes available for teaching staff-
100%
75% 64%
57%
50%
50% 43% 43%
29%
25%
0%
Programmes available based around Irish student Programmes available based around international student
population population
University (inc. RCSI) Institute of Technology Private & Independent CollegeTeaching and Learning
Seed funding for internationalisation of teaching and learning
100%
75%
50%
33%
25%
25%
17%
0%
0%
Overall University (inc. RCSI) Institute of Technology Private & Independent CollegeTeaching and Learning (working with other cultures; support for faculty) Faculty perspectives Teacher Exchange Opportunities Learning about teaching in other contexts. New insights gained from working with international students in their own cultures. Importance of these opportunities to enable institutions to internationalize as much as possible.
Teaching and Learning: Findings- Students Benefit from differences in education systems and teaching and learning cultures • Independent learning (Indian, Uni) • Creativity (Malaysian, IOT) • Flexible subject option (American, PC)
Teaching and Learning: Findings - Students
(Working with students from other cultures)
Irish students (abroad) International students
Empathy towards IOSs Language
• Attitude • Class participation
• Behavior • Group work
Awareness of differences Lack of awareness of benefits
between Irish and IOSs of working with students from
different cultures in a group
Irish students (home) Appreciation of benefits of
working with students from
different cultures in a group
Fear and worry of working
with IOSs in a group
Appreciation of benefits of
working with IOSs in a groupGroup work: Irish students’ fear and worry R: To be honest if you are doing 3 to 4-year Course, first year, maybe fist half second year you have that fear you don't want to do something that you think it's gonna be risky by again to group of international students coz you don't know how it's gonna turn out. But honestly I'm like four days away from graduating so I know what it's like. So slowly disappears it's like when you get to fourth year and 3rd year and you have to form groups there's no problems because you've seen the ability of international students. [...] [Irish, IOT]
Teaching and Learning: Findings - Students (Faculty’s approaches in forming groups) • Directed • Guided • Un-directed
Teaching and Learning: Findings
Students
(Faculty’s role in group work)
Irish students (abroad) International students
Faculty should decide on the Students form own group
best approach to group work
Faculty should form the Faculty should form the
groups groups
Lack of support during the
process of group work
Assessment/feedbackTeaching and learning: Findings- Students (Pedagogy and feedback) • Pedagogy (IOTs, PCs) • Feedback needs to be - Timely - More detailed - Monitor system in place
Pedagogy L: interesting when you mention that some teachers just came blah blah blah, what did you mean by that? PG: it was not something it was just, imagine the presentation on wall you have a presentation on the screen, and they were just read these bullets, exactly like word by word but I don't need the teacher for this I can you know study like part-time. I can study distinctly I don't need anyone to read this for me I can read with my eyes so it's not inspiring and you are sleeping in this class. L: There are always teachers like that, read off their presentations? PG: A lot of them. [international student, IOT]
Feedback L: All right, they only give you a final mark without feedback? C: Yeah final mark. Esp with my course with language as well, there are so many things like oral, listening, there might be interpretation, there is an assignment and there is final exam and you are given one grade for all of that of course you are going to weak points, stronger points but we just don't know them. It's a problem as well. […] C: I'd say in each department, each lecturer should be feedback. And maybe something it's a mutual agree that even student and lecture sign at the end for the student to say yeah I got the feedback for the lecture to say yeah I gave the feedback as well. I know lectures don't have a lot of time but if it was even something a case of at the end of one lecturer even given email even say, send an email to all the students and say here is your feedback. [Irish student, University]
Academic support: Findings - Students
Irish students International students
Longer orientation for Access Happy with availability of
students orientation programme
Non-access students need More language support for
longer orientation intermediate and advanced
students
Aware of language support for
international students
Not aware of intercultural Not aware of intercultural
training support training supportLanguage support P: There probably could be a little better maybe like language services or erm, for people, coz I feel like I might be a bit difficult for students who erm, are still kind of learning English erm in some classes it might be more difficult than others so I think having someone coz we normally have students reps in each class that someone ideally that students who having trouble could go to their class reps who would kind of be liaison between the lectures and the students. I think that like for my experience the students reps don't really do that much. So I think that'd be something that really want to improve next year it's coz you are supposed to have those support those in-class supports. I think that's really important. [American, Private college]
Conclusions
• Genuine commitment to international students and
internationalisation.
• Clear communication of institutional rationale.
• More work required in relation to developing knowledge
around the internationalisation of the curriculum-[content,
learning outcomes, assessment approaches].
• Exploration of processes surrounding curriculum design at
School/Department and institutional levels.
• More focused support for faculty with reference to working
with international students.
• Students need for timely and more detailed feedback-this
view is replicated in other contexts.
• Group work
(awareness/appreciation of multicultural group work;
support for students & staff).
• Language support: intermediate & advanced.You can also read
