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Tools for teaching in an educationally mobile world
This is the third book in the “Internationalization in Higher Education” series edited by Elspeth Jones for Routledge. This series is aimed at addressing the theme of internationalization through theoretical perspectives and practical examples, and is aimed at those teaching in Higher Education (HE). Whilst other books in the series are focussed on the level of the institution (e.g. Leask, 2015) or beyond (e.g. Ziguras and McBurnie, 2014) this volume is focussed much more on the classroom experience of the educationally mobile student and teacher.
This article argues that improved interactions between home and international students are dependant on the way we use both the formal and the informal curricula to encourage and reward intercultural engagement. It draws on the results of several research studies to present some strategies for facilitating meaningful interaction between students from different cultural and linguistic backgrounds in and out of the classroom. Principles and guidelines for structuring formal and informal curricular activities and services are proposed. This article concludes that the development of intercultural competencies in students is a key outcome of an internationalised curriculum, which requires a campus environment and culture that obviously motivates and rewards interaction between international and home students in and out of the classroom. This means that a range of people across institutions need to engage with the internationalisation agenda over time to improve interactions between home and international students.
This study seeks to determine a definition and appropriate assessment methods of inter-cultural competence as agreed on by a panel of internationally known intercultural scholars. This information is validated by a sample of higher education administrators and can be used by administrators in identifying and assessing intercultural competence as a student outcome of internationalization efforts. Conclusions made from this study include identified elements of intercultural competence and assessment methods on which both the intercultural scholars and administrators agreed, resulting in the first study to document consensus on intercultural competence. Both groups agree that it is possible to assess degrees of intercultural competence and in so doing, that it is best to use a mix of quantitative and qualitative methods to assess intercultural competence, including interviews, observation, and judgment by self and others. Two models of inter-cultural competence are presented based on the findings of the study.
Inclusive learning and teaching in higher education: A synthesis of research
- C Hockings