Becoming International, Delivering International and Being International

1
Becoming International,Delivering International
andBeing International

• Ian Shell
• Associate Dean, Learning and Teaching

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Context of Responsibilities

• 2002 - Present PAB Chair (student awards)
• 1999 - Present SLT Member / Chair (learning
  assurance and enhancement)
• 1999 - Present ULT Member
• 2002 Present Member International Committee
• 2002 present International Development Cttee
  member
• 2004 -2006 Chair International Collaboration
  Enhancement Group
• 2005 Chair Collaborative Procedures Review
  Group
• 2006 -2009 Chair - International Learning
  Enhancement Group
• 2006 Chair - English Language Task Group
• 2008 Chair Global Citizenship Award

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1999

• Becoming, Delivering and Being
• Where were we?
• Where were we going?
• How were we getting there?
• How would we know wed made it?

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Strategy

• December 1998 Review of International Policy
  and Strategy
• To be a global university of first choice
  for students and corporate clients who value high
  quality English language based education and
  training to support lifelong learning skills for
  employment, the personal development of
  individuals, and the enhancement of education
  systems worldwide.

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Key Objectives

• Competitive in a global market
• Widen access
• The University as a multi-cultural institution
• Income and diversification of streams
• Challenging but rewarding experience for staff
• Staff and student exchanges
• Research and consultancy opportunities
• Student employability in global economy
• Integration into EU
• Economic and social development of Region

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Progress by 2004

• 20 target of FT reached
• 15 of gross income achieved
• (School contributing ca 40 of this)
• China emerges as dominant market
• Increase in PG recruitment
• Semester 2 start emerging as significant

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International Student NumbersNewcastle Business
School
Year In UK Franchise
1999 - 2000 503
2000 2001 528 1137
2001 - 2002 665 1170
2002 2003 877 804
2003 2004 963 745

Year Proportion of University International Proportion of University Franchise
1999 - 2004 32 60
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International Country of Origin

• East Asia 60
• (China 32 of total)
• (Malaysia 16 of total)
• West Asia 10
• Africa 6
• Middle East 4
• Europe (non-Eu) 5
• UK Domicile 14

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So Where had we got to?
Key Objective Achieved?
Competitive in Global market Yes
Widen access Yes, volume and new markets but ...
Multi-cultural University Yes -many cultures in University but ...
Income growth and Diversification Yes
Challenging and rewarding staff experience ?
Staff and student Exchanges No evidence of major growth
Research and consultancy Limited
Student Employability in global Economy ? FDS remain high but International Student employment unknown
Integration into EU ?
Regional development ?
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What were we doing for International Students

• Strong support from student services meet and
  greet, International induction
• International Office increasing strategic role
• Development of accommodation services to support
  recruitment
• International programmes developing
• Collaborative Ventures growing
• Individual Pedagogic Research

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2004 Learning and Teaching Strategy

• 17 major objectives, 42 sub-objectives
• Diversity as enriching element in development of
  Global citizens
• Balance diversity in recruitment
• Understanding diversity in relation to
  effectiveness of the Learning and Teaching
  Process
• Pedagogy as a valued activity

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2004 International Development Strategy

• 30 target for FT Newcastle campus by 2009 (min
  15 by school)
• Grow International recruitment 10 per year
• Increase franchise numbers and income by 50 over
  5 years
• Diversify markets
• International income 25 gross turnover
• Strengthen university brand around Teaching
  Quality and employability

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Institutional Audit

• Institutional Audit 2005 (2010)
• Collaborative Provision Audit 2006
• continue to ensure that students for whom
  English is a second language are fully capable of
  learning through the medium of English from an
  early stage in their programme.. (CPA 2006)
• English Language task group (2006)

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Global Citizenship

• International Learning Enhancement Group
• A required outcome of Northumbria awards?
• What is it?
• Curriculum issues what is core, what is subject
  specific?
• Pedagogical issues what is the process?
• An award that is informed by but sits outside
  the academic programme of study

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Learning and Teaching Strategy 2007

• 5 Themes
• Curricula incl. Internationalisation
• Delivery incl. Meeting the needs of the diverse
  student body
• AfL
• Development of Lifelong Learners
• Development of staff in Teaching and Supporting
  Learning

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International Recruitment Strategy2007

• Objectives Diversity, Brand Enhancement, Income
  
• KPIs Increase enrolments, improve conversion,
  secure volume recruitment streams
• Agent Contract conformance to recruitment
  criteria

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Moving to an Internationalisation Strategy - 2007

• The process of integrating an international,
  intellectual, or global dimension into the
  purpose, functions or delivery of post-secondary
  education (non-attributed reference in 2007
  Towards an Internationalisation Strategy)
• Why response to globalisation, response to
  instability, response to market (what type of
  graduates does a global marketplace need),
  regional development

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Moving to an Internationalisation Strategy - 2007

• Internationalisation home - pedagogy, critical
  mass of (diverse) international students on
  campus, wider support, international staff, staff
  development, research, career guidance
• Internationalisation abroad transnational
  education, staff and student exchange, alumni,
  joint research, business partnerships

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2009 Where Are We Now
Year In UK Franchise
2008-09 969 2543

Year Proportion of University International Proportion of University Franchise
2008-09 31 66

Proportion of School International UG PG
China 30 33
Malaysia 11 3
India 5 18
Sri Lanka 8
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2009 Learning and Teaching Plan

• Learning and Teaching Strategy
• Curriculum relevant to the global knowledge
  society
• Recruitment entry tariffs incl. international
• Delivery
• access to internationalised global learning
  environments
• responsive to diverse body of learners

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2009 International Plan

• Globalise the curriculum - development of global
  citizenship and addressing structural barriers to
  international experience
• Encourage student international mobility and
  cross-cultural experiences
• Enhance areas where the international student
  experience can be improved
• Students access to specialised advice on global
  labour markets
• Continue to develop transnational learning
  initiatives and work towards parity of experience
  wherever the student is located
• Develop the University profile globally while
  maintaining recruitment
• Seek high-quality partners for initiatives both
  University-wide and for niche areas
• International capacity-building projects,
  including those that may give the University a
  long-term presence overseas
• International opportunities for staff /
  recruitment/retention of a diverse staff base
• Support and grow international research and
  enterprise activity

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Dissonance

• Strategies
• Engagement in learning
• Performance PAB, External Examiners
• Perceptions staff, student
• Coping strategies staff, student vs. Enabling
  strategies, emotional labour
• Deficit Model

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Process Issues
Recruitment
Student Support
Award 1st 21 22 3rd Pass Comm. Dist.
Learning Process
Programme Outcomes
Non Contact
Contact
Assessment feedback
Induction
Learning Support
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Programme Outcomes and Awards

• Do outcomes address internationalisation / global
  citizenship? Should they? How?
• Criticality?
• Should benchmarks for award classifications/
  achievement be the same for home/international?
• Can a fixed award standard be achieved by a
  diverse intake with a common process?

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Recruitment

• Criteria for knowledge entry and process entry
• Knowledge - mapping, articulation, qualification
  equivalence
• Process language, pedagogy
• Review of performance fed back to who?
• Do we have a supply chain approach?

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Induction

• Familiarise the student to us does it raise our
  awareness of them as learners
• When do staff find out they are teaching a
  diverse group and what that diversity is?
• Purpose of induction / timing of induction
• Social
• Programme
• Process

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Delivery

• Curriculum
• Interaction opportunity, motivation, skills
• (Does the same apply to staff )
• What is IELTS 6, 6.5, 7 relative to our process
• Directed Learning how much can an International
  student do?
• What is our process capability?

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Assessment

• Familiarity
• Understanding
• A true measure of an international students
  ability?
• Coping strategies

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Where Next?

• Who has the whole picture?
• Where is staff development?
• What is the International Student Journey?
• What do International students want from us?
• What do we want from them?
• What is internationalisation?
• How do we deliver it?