The meaning of internationalisation for a modern vocational

The meaning of internationalisation for a modern vocational institution: a study of Bournemouth University, UK Vicky Lewis Professor Paul Luker

Structure of presentation • Vicky Lewis – Interpretations of internationalisation (national, institutional) – BU staff perceptions and emerging priorities • Paul Luker – Progress to date - pieces of the jigsaw – Assembling the picture - the institutional steer – Conclusions

Different interpretations of “internationalisation” • Universities as inherently “international”? • Educational rationale combined with economic rationales • Defining “internationalisation” for higher education institutions • The importance of integration

Assumptions behind attempts to internationalise • Self-centred vs. outward-looking • Focus on partial or whole community • Link between vocational mission, employability and internationalisation

The UK context • Anglo-centric, commercial approach • National perspectives • Positive developments – HEFCE mobility study – Tomlinson report – LTSN “aspects of employability” • Lack of integration

The institutional context • Gilligan’s argument for a change in managerial mindsets • Exploring what staff understand by “internationalisation” • The Bournemouth University context

Interviewees’ perceptions of internationalisation • • • Diverse and inclusive culture Move out of parochialism Staff, students and curriculum Link with vocational mission Institutional responsibilities

Moving it from periphery to centre • Vision and values • Institutional overview • Integrating global perspectives - a chance to rethink how we teach as well as what we teach

Key priorities • Internationalisation to be core part of mission • Staff recruitment, development and reward policies • Curriculum development and renewal processes • I. e: addressing the fundamentals rather than playing at the margins

Pieces of the Jigsaw • Global Perspectives • International Office • International Communications

Global Perspectives • Informal group set up in 1998 • Aim to produce graduates who are global citizens • Some good curriculum materials and publications • Little impact outside the group

International Office • Excellent student support • Frustrated by inconsistent quality of support elsewhere in the University • UK students not very mobile

International Communications • Language support, all@BU and ELSIS • Cross-cultural awareness • Preparation for study/work abroad

Effectiveness • • • Local excellence Inconsistency Areas of poor performance Poor connectivity No strategic oversight There has to be a better way!

Key priorities (re-ordered) • Internationalisation to be core part of mission • Curriculum development and renewal processes • Staff recruitment, development and reward policies—HR strategy • I. e: addressing the fundamentals rather than playing at the margins

Internationalisation at the Core • Be clear about what we mean by internationalisation (and what we don’t mean) • Visible ownership from the top down • Embed in other strategies, policies and procedures • Greater than the sum of its parts • Pervasive ethos

Curriculum Development • The curriculum is the key—continual reinforcement • Internationalisation is not an option • It affects content, delivery and assessment strategies • International partnerships

HR Strategy • Values and encourages diversity • No explicit reward mechanism for internationalisation per se • Some support for projects • Huge need for staff development • Attitude is important

The Ultimate Test • Do our students become better global citizens through having been with us? • Is the University itself a responsible and effective global citizen?