Internationalisation (Learning and Teaching)

Humanitarian projects can benefit students and universities

by Tom Vickers

Co-authored with Lena Dominelli, published on University World News website

The Impact of Student Experiences with Diversity on Developing Graduate Attributes.

by Nida Denson

Denson, N., & Zhang, S. (2010). The Impact of Student Experiences with Diversity on Developing Graduate Attributes. Studies in Higher Education, 35, 529-543.

While the emerging body of international research suggests that students’ experiences with diversity impact positively... more While the emerging body of international research suggests that students’ experiences with diversity impact positively on student learning and their preparation for entering a diverse workforce and society, no similar research is available in relation to students in Australian universities. Many of these outcomes, such as problem-solving, ability to work with others, and appreciation of and respect for diversity, are attributes that most – if not all – Australian universities value and work hard to instil in their graduates. This study explored whether student experiences with diversity impact on the development of selected graduate attributes and whether this relationship differs between international and local students at one Group of Eight (Go8) university. The findings demonstrate that student experiences with diversity positively impact on problem-solving, ability to work with others, and appreciation of and respect for diversity. The magnitude of these relationships, however, differs between international and local students.

Strategie di internazionalizzazione fra economie distrettuali e filiere estese

by Fabio Musso

Musso F. (2006), “Strategie di internazionalizzazione fra economie distrettuali e filiere estese”, Sinergie, n. 69, ISSN: 0393-5108, pp. 61-85.

The paper focuses on internationalization strategies to be adopted by industrial district firms facing the deep change... more The paper focuses on internationalization strategies to be adopted by industrial district firms facing the deep change related to the world wide market opening process. Critical factors and threats are pointed out, in order to identify developing strategies that can enforce a co-ordination role of districts firms within internationalized supply chains and distribution channels.
Moreover, policy intervention areas ere identified to address firms’ choices towards consistent directions in order to strengthen their competitiveness and the overall efficiency of the local system, both in its internal and external networks

New Journeys in Development Education: preparing teachers for a study visit

by Audrey Osler

Educational Review 1992, 44 (1): 59-72

This paper examines the preparation of a group of primary teachers for a study visit to Kenya and Tanzania in 1989. It... more This paper examines the preparation of a group of primary teachers for a study visit to Kenya and Tanzania in 1989. It reviews the in-service course that they underwent beforehand, analyses their reactions to new experiences in East Africa, and considers how teachers can most effectively be prepared for study visits to developing countries. It concludes by highlighting issues relevant to the planning of such visits for teachers.

La valutazione della ricerca e l’internazionalizzazione dell’università: quali effetti sulla diversità linguistica?

by Michele Gazzola

Plurilinguismo, 2011

The reforms of university systems recently implemented in several European countries could have remarkable effects on... more The reforms of university systems recently implemented in several European countries could have remarkable effects on linguistic diversity. In this article, I show that these reforms are likely to boost the exclusive use of English in teaching and research, and thus that they can contribute to increasing monolingualism in scientific communication. There are at least two factors that explain this outcome. First, policies aimed at promoting international student mobility through English-medium education. Secondly, the use of bibliometric indicators biased in favour of English for evaluating universities’ research activities. I analyse several controversial points associated with a rising monolingualism in scientific communication, focusing in particular on the risk of domain loss for other languages and on the unfair distributive effects among language communities. I conclude with some suggestions regarding language policies to support linguistic diversity and linguistic justice in scientific communication.

Teaching in English. Didaktische Konsequenzen in der internationalen Hochschullehre

by Markus Weil

together with Patricia Pullin
In: Berendt, B./Voss, H.-P./ Wildt, J./Tremp, P. (Hrsg.). Neues Handbuch Hochschullehre: Raabe-Verglag.

Mobilität und internationale Zusammenarbeit führen auch an nicht-englischsprachigen Hochschulen zu mehr und mehr... more Mobilität und internationale Zusammenarbeit führen auch an nicht-englischsprachigen Hochschulen zu mehr und mehr Studienangeboten in englischer Sprache. Englisch als Lingua franca stellt die Dozierenden und die Studierenden gleichermaßen vor Herausforderungen, die sowohl die Sprache an sich betreffen als auch die Interaktion in der Lehr-Lernsituation und deren kulturelle Einbettung. In diesem Beitrag greifen wir die Konsequenzen einer Umsetzung von englischsprachigen Studienangeboten in einem nicht-englischsprachigen Kontext auf und geben Beispiele aus einem Weiterbildungsangebot für Dozierende.

English as a lingua franca in education - Internationalisation speaks English.

by Markus Weil

together with Patricia Pullin
In: Education permanente, 1/2011, p. 28-29

This is one of the few occasions you will find an Education permanente article in English. It is intended to be a... more This is one of the few occasions you will find an Education permanente article in English. It is intended to be a subject of reflection, as English is increasingly present in many educational settings, as the new common language. In particular in higher education and adult education, there are more and more programs being offered in English. International adult education has a voice: and this voice speaks in English. But what is the impact of language on teaching and learning situations, when English becomes a lingua franca?

Kompetenzorientierung in internationaler Perspektive.

by Markus Weil

In: Education permanente, 2, 2010, S. 16-17.

The Learning Festivals Guide. An Internationally-Produced Communication Tool In Support of the Launch of the International Adult Learners

by Markus Weil

together with Martinez, F.

The Learning Festivals Guide is the output of a cooperative process of a “core” network of adult learners’ week... more The Learning Festivals Guide is the output of a cooperative process of a “core” network of adult learners’ week coordinators from all continents. Following a workshop at NIACE (The UK National Association for Adult Learning) in May 2000, this network produced an international guide containing illustrations of how adult learners’ weeks are being organized in different countries worldwide, with the aim of supporting other countries wishing to embark on - or consolidate - their own national learning festival. The guide has been finalized by means of an Internet discussion forum and is available in English, French, Spanish and German. The Guide is also meant to maintain the communication of the network and to expand it to other individuals eager to join the movement.

Apart from NIACE, special thanks need to be expressed to the Swiss Federation for Adult Education (SVEB) and the Latin American Network of Popular Education for Women (REPEM) for the translation into German, French and Spanish, respectively.

Changing practice, changing attitudes: Using an integrated assessment approach to make intercultural teams work

by Glen Donnar

Paper co-presented with Gabriella Pretto at the ATN Assessment Conference (on Sustainability, Diversity and Innovation), University of Technology, Sydney, November 2010, http://www.iml.uts.edu.au/atnassessment/

The capacity to work effectively in a team is a key transferable skill. However, research indicates that many students... more The capacity to work effectively in a team is a key transferable skill. However, research indicates that many students find group work frustrating and unfair, and do not perceive it to be a valuable learning activity. Such perceptions are compounded by the increasing cultural diversity common in classrooms in the contemporary Australian tertiary context. This paper explores how Michaelsen’s team-based learning (TBL) approach was integrated into a postgraduate course with a predominantly international student cohort in order to improve the integration of international students, increase engagement and produce greater team accountability. Given concrete goals and incentives, the culturally diverse teams functioned effectively and immediately, without the need for scaffolding of teamwork. This approach resulted in more robust and focused debate and an increased capacity to address disagreements and coherently merge course theory with class practice. This case study is part of a larger pilot study of TBL in a metropolitan university, and demonstrates how it is possible to harness the potential of culturally rich teams to enhance learning and teaching outcomes and improve the quality and effectiveness of teamwork in today’s diverse Australian tertiary classrooms.