Cross cultural teaching and learning for home and international students maps and discusses the increasing internationalisation of teaching and learning at universities around the world. This new phenomenon brings both opportunities and challenges, as it introduces what can be radically different teaching, learning and assessment contexts for both students and staff. This book moves beyond the rhetoric of internationalisation to examine some of the more complex issues for practitioners, researchers, students and those working in transnational or non-Anglophone contexts. It recognises that although universities around the world enthusiastically espouse internationalisation as part of their mission, there is currently little information available about carrying out this vision in terms of pedagogy and curriculum at a practical level. This book fills that gap comprehensively, organising its information around four main themes:
- New ways of teaching, learning and assessing: Challenges and opportunities for teaching practice, student engagement and participation, assessment and supervision of learning.
- New ways of designing and delivering curriculum: Internationalising the curriculum for all students within ‘home’ and ‘abroad’ contexts.
- New ways of thinking and acting: Developing the global citizen, intercultural learning and respectful dialogue, responding to student diversity and equity, enhancing graduate employability and future life trajectories.
- New ways of listening: Discovering and responding to new or unfamiliar voices among students and staff, embracing ‘other’ academic and intellectual traditions.
Illustrated by a wide range of examples from around the world, this book brings together contemporary work and thinking in the areas of cross cultural teaching and internationalisation of the curriculum.
Table of Contents
Capitalising on a multicultural learning environment: Using group work as a mechanism for student integration
Exploring new frontiers in an internationalised classroom: Team-based learning and reflective journals as innovative learning strategies
Susan McGrath-Champ, Mimi Zou and Lucy Taylor
Developing capability: International students in doctoral writing groups
Feedback or feed forward? Supporting Master’s students through effective assessment to enhance future learning
Sue Robson, David Leat, Kate Wall and Rachel Lofthouse
Internationalisation and quality in higher education: perspectives of English, Australian and Czech senior academics
The challenges of multi-lingualism for international students in Denmark
Gordon Slethaug and Jane Vinther
Engaging students in academic transitions: A case of two projects using student voice and technology to personalise the experience
Business lessons without business: Can Arts-based training enhance cultural competence?
Helen E. Higson and Kai Liu
Towards the global citizen: Utilising a competency framework to promote intercultural knowledge and skills in HE students
Stuart Reid & Helen Spencer-Oatey
Exploring stakeholder perspectives regarding a ‘global’ curriculum: A case study
Sharon Slade, Fenella Galpin and Paul Prinsloo
Socrates in the Low Countries: Designing, implementing, and facilitating internationalisation of the curriculum at the Amsterdam University of Applied Sciences (HvA)
Hans de Wit and Jos Beelen
Future curriculum for future graduates? Rethinking higher education curriculum for a globalised world
Global citizenship and campus community: Lessons from learning theory and the lived-experience of mobile students
Toward the intercultural self: Mahatma Gandhi’s international education in London
A mismatch of expectations? An exploration of international students’ perceptions of employability skills and work-related learning
Pathologies of silence? Reflecting on international learner identities amidst the classroom chatter
Raising students' awareness of the construction of communicative (in)competence in international classrooms
Internationalising the curriculum for all students: The role of staff dialogue
Valerie Clifford, Juliet Henderson and Catherine Montgomery
Developing the multicultural community of practice: Starting at induction
Listening to ‘other’ intellectual traditions: Learning in transcultural spaces
Dr Janette Ryan is Director of the UK Higher Education Academy Teaching International Students Project and Research Associate of the China Centre at the University of Oxford.
"Anyone looking closely at pedagogy and curriculum issues in transnational or non-Anglophile higher education contexts in particular needs to jump feet first into this book. The book presents and explores a wide range of inter-related complex issues concerning cross-cultural teaching and learning. For all educators working to internationalise teaching, learning policy and practice, this collection of authoritative writing offers pragmatic strategies and useful research findings to enable informed debate, consideration of the ideas and challenges of internationalisation and guidance on implementation strategies. The book provides the basis for acting with confidence in this challenging field".- John Senior, Gifted Education International