22 SES 12 A, Reflecting on the Individual And Collective Benefits of Higher Education Internationalization: Reconceptualising internationalization through the experiences of staff and students Part 2
Symposium continued from 22 SES 11 A
Internationalization at Home seeks an international / intercultural learning experience for all students and staff, and is central to the important debate on values and outcomes in Internationalization in Europe (Beelen and Jones, 2015). Aligned with broader equality and diversity policies and practices (Caruana and Ploner, 2010) it is concerned with social cohesion within as well as between societies. This study takes a narrative approach, known for its insights into questions of self as well cultural complexity (Trahar, 2011) exploring the experiences of a higher education practitioner and two ‘home’ student-participants over a three-year period. It asked whether participants developed a sense of self-in-the-world (Killick, 2013) and if so, what might facilitate or hinder this process. Killick’s multi-dimensional concept refocuses the debate around global citizenship on questions of self and relations with others, rather than behaviours and attributes. Grounded in a non-essentialist conception of culture, sense of self-in-the world is not dependent on crossing national borders but in engaging with otherness in all we do. Narrative interviews took place with each participant each semester, moving from semi-structured interviews to more loosely guided conversations (Trahar, 2011). A combination of thematic and dialogic narrative analysis (Riessmann, 2008) was used for analysis. The former served to capture how the themes from the literature were constructed in the interviews and how they evolved; the latter allowed a consideration of the themes in the light of the research context and relationship between the participants and myself. The narratives suggest that take-up of opportunities to internationalise one’s experience depends on a number of factors including family background, previous educational experiences, ties between ‘home’ and existing social networks, motivations and personal qualities. They reveal that the ‘internationalised’ campus is not a level playing field for home and international students and staff, with stereotyping, discrimination, ‘othering’ commonplace. Ultimately, however, for the participants, they are stories of personal growth, which can be mapped against established modes of intercultural development (King and Baxter Magolda, 2005; Bennett, M. 2004). Although the initial focus was on students, it became apparent that the critical dialogue taking place was integral to the process, and my personal and professional learning emerged as an important contribution. The study has implications for curriculum delivery, specifically relationships with students and the importance of critical reflection. It contributes to the move from ‘symbolic’ to ‘transformative’ internationalization (Robson and Turner, 2007) through the small but necessary personal transitions of individuals.
Beelen, J. and Jones. E. (2015) ‘Europe Calling: A new definition for Internationalization at Home,’ International Higher Education, Vol. 12, pp. 12-3. Bennett, M. J. (2004). ‘Becoming interculturally competent’. In Wurzel, J.S. (ed.) Toward multiculturalism: A reader in multicultural education. Newton, MA: Intercultural Resource Corporation Caruana, V. and Ploner, J. (2010) ‘Internationalization and equality and diversity in HE: Merging identities’. Equality Challenge Unit. Killick, D. (2013) ‘Global citizenship and campus community, lessons from learning theory and the lived experience of mobile students’. In Ryan, J. (Ed.) Cross-cultural teaching and learning for home and international students: internationalization of pedagogy and curriculum in higher education. London: Routledge, pp.182-95. King, P. and Baxter-Magolda, M.B. (2005) ‘A developmental model of intercultural maturity’. Journal of College Student Development, Vol. 46 (6) pp. 571-92. Riessman, C.K. (2008) Narrative Methods for the Human Sciences. London: Sage. Robson, S. and Turner, Y. (2007) ‘Teaching is a co-learning experience: academics reflecting on learning and teaching in an ‘internationalised’ faculty’. Teaching in Higher Education, Vol. 12, (1) pp. 41-54. Trahar, S. (2011) Developing Cultural Capability in International Higher Education. Oxon: Routledge
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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