By Elspeth Jones, Sally Brown
With expanding numbers of overseas scholars, this booklet explores how most sensible to develop the techniques to studying and instructing in the higher/further education environment. instead of seeing internationalization as an issue to be addressed, this article embraces the possibilities for the enrichment of the training setting via a values-driven method of internationalization. Taking a favorable and functional method of internationalizing greater schooling, the booklet considers a number questions about how one can herald worldwide views to the training surroundings and schooling provision. jam-packed with case reports and vignettes from around the world, the publication proposes that the overseas pupil lies on the middle of the college as a resource of cultural capital and intentional variety, enriching the educational event, bettering employees event and development a extra robust studying neighborhood.
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Extra info for Internationalising Higher Education
Example text
A range of responses has been received to date. Some people choose to give their name; others prefer to remain anonymous. Some offer lengthy responses which have proved extremely helpful. This section considers a selection of the comments received for each of the questions in the survey. 1 How often do you read International Reflections? It was gratifying, yet hardly surprising, to note that 85 per cent of those responding read the column either every day or most days. Of greater interest though are the qualitative comments which the open-ended questions have elicited, some of which are shown below.
Students will often find themselves discussing uneasy dilemmas both within and beyond the curriculum as part of the experience of studying, at least at Leeds Metropolitan University. The Everest example can be pursued through the various streams of daily 200-word reflections on our website that help to foster a cross-University community of practice. Following the seminar with Alan Hinkes and the Everest West Ridge experts, lecturers decided that this running stream of experience and wisdom should flow immediately into the curriculum, so, in the autumn of 2006, 300 students studied a module on Everest Ethics.
Gradually the number of contributors grew until the competition for places was so fierce that many were destined to remain unpublished and only those which offered true reflection would be considered. The items may offer tantalising glimpses of other cultures, or of different perspectives on life as an international student in the UK. Many talk of personal transformation or changed perspectives as a result of an international experience or encounter. Others help to raise awareness of global development issues or the need to understand better other communities and cultures, including the needs of our international students.