Becoming International,Delivering International and

Being International

Ian ShellAssociate Dean, Learning and

Teaching

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

1999

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

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.”

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

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

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%

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%

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 ?

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

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

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

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)

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

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

International Recruitment Strategy2007

• Objectives – Diversity, Brand Enhancement, Income

• KPIs – Increase enrolments, improve conversion, secure volume recruitment streams

• Agent Contract – conformance to recruitment criteria

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

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

2009 – Where Are We NowYear 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

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

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

Dissonance

• Strategies• Engagement in learning• Performance – PAB, External Examiners• Perceptions – staff, student• Coping strategies – staff, student vs. Enabling

strategies, “emotional labour”• Deficit Model

Process Issues

Induction

Programme Outcomes

Learning Process

ContactNon –Contact

Recruitment

Assessment & feedback

Learning Support

Student Support

Award1st

2:12:23rd

PassComm.

Dist.

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?

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?

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

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?

Assessment

• Familiarity• Understanding• A true measure of an international student’s

ability?• Coping strategies

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?