Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education

Marita Grimwood, Mark Dunford, Pilar Teran, Nita Muir

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This ‘on the horizon’ paper describes and reflects on the development of an intercultural engagement toolkit for academic staff in Higher Education Institutions, for use across a range of disciplines. Higher Education in the UK is continuing to grapple with two aspects of an internationalising sector: increasing numbers of non-UK students (HESA, 2015) and the need to prepare students for a globalised society (Guimaraes-Iosif, 2011). Academic staff are often uncertain about how to engage with these forces in their curricula (Barker, Hibbins, & Farrelly, 2011). While they have different levels of awareness of issues and theories relating to internationalisation of the curriculum, even those with high levels of international experience can be unsure as to how to implement effective changes to learning and teaching. A reflective toolkit to support academic staff was developed with funding from the Higher Education Academy, aiming to support universal processes of cultural negotiation in the context of programme teams and class groups. These resources have been developed following thematic analysis of focus groups and interviews with academics and students across a range of disciplines. Six key areas were identified as being influential: intercultural dialogue, global citizenship, positioning of the academic, design of curricula and assessment, international collaboration and communications. This paper will explore these themes and the theoretical framework which is the scaffolding for the toolkit, including the most recent literature (Killick, 2015; Leask, 2015). It also explores successes and frustrations experienced in the process, and ideas for the toolkit’s future development.
Original languageEnglish
Pages (from-to)41-45
Number of pages5
JournalJournal of Perspectives in Applied Academic Practice
Volume3
Issue number3
DOIs
Publication statusPublished - 1 Jan 2015

Fingerprint

staff
curriculum
education
student
frustration
internationalization
academy
communications
citizenship
Group
funding
dialogue
Teaching
interview
resources
learning
experience
Society
literature

Bibliographical note

This work is licensed under a Creative Commons Attribution 3.0 License.

Keywords

  • Intercultural engagement
  • intercultural communication
  • curriculum internationalisation

Cite this

@article{f75b0da7c10b48e0a1a435a653309d0f,
title = "Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education",
abstract = "This ‘on the horizon’ paper describes and reflects on the development of an intercultural engagement toolkit for academic staff in Higher Education Institutions, for use across a range of disciplines. Higher Education in the UK is continuing to grapple with two aspects of an internationalising sector: increasing numbers of non-UK students (HESA, 2015) and the need to prepare students for a globalised society (Guimaraes-Iosif, 2011). Academic staff are often uncertain about how to engage with these forces in their curricula (Barker, Hibbins, & Farrelly, 2011). While they have different levels of awareness of issues and theories relating to internationalisation of the curriculum, even those with high levels of international experience can be unsure as to how to implement effective changes to learning and teaching. A reflective toolkit to support academic staff was developed with funding from the Higher Education Academy, aiming to support universal processes of cultural negotiation in the context of programme teams and class groups. These resources have been developed following thematic analysis of focus groups and interviews with academics and students across a range of disciplines. Six key areas were identified as being influential: intercultural dialogue, global citizenship, positioning of the academic, design of curricula and assessment, international collaboration and communications. This paper will explore these themes and the theoretical framework which is the scaffolding for the toolkit, including the most recent literature (Killick, 2015; Leask, 2015). It also explores successes and frustrations experienced in the process, and ideas for the toolkit’s future development.",
keywords = "Intercultural engagement, intercultural communication, curriculum internationalisation",
author = "Marita Grimwood and Mark Dunford and Pilar Teran and Nita Muir",
note = "This work is licensed under a Creative Commons Attribution 3.0 License.",
year = "2015",
month = "1",
day = "1",
doi = "10.14297/jpaap.v3i3.189",
language = "English",
volume = "3",
pages = "41--45",
journal = "Journal of Perspectives in Applied Academic Practice",
issn = "2051-9788",
number = "3",

}

Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education. / Grimwood, Marita; Dunford, Mark; Teran, Pilar; Muir, Nita.

In: Journal of Perspectives in Applied Academic Practice, Vol. 3, No. 3, 01.01.2015, p. 41-45.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Promoting Intercultural Engagement: Developing a Toolkit for Staff and Students in Higher Education

AU - Grimwood, Marita

AU - Dunford, Mark

AU - Teran, Pilar

AU - Muir, Nita

N1 - This work is licensed under a Creative Commons Attribution 3.0 License.

PY - 2015/1/1

Y1 - 2015/1/1

N2 - This ‘on the horizon’ paper describes and reflects on the development of an intercultural engagement toolkit for academic staff in Higher Education Institutions, for use across a range of disciplines. Higher Education in the UK is continuing to grapple with two aspects of an internationalising sector: increasing numbers of non-UK students (HESA, 2015) and the need to prepare students for a globalised society (Guimaraes-Iosif, 2011). Academic staff are often uncertain about how to engage with these forces in their curricula (Barker, Hibbins, & Farrelly, 2011). While they have different levels of awareness of issues and theories relating to internationalisation of the curriculum, even those with high levels of international experience can be unsure as to how to implement effective changes to learning and teaching. A reflective toolkit to support academic staff was developed with funding from the Higher Education Academy, aiming to support universal processes of cultural negotiation in the context of programme teams and class groups. These resources have been developed following thematic analysis of focus groups and interviews with academics and students across a range of disciplines. Six key areas were identified as being influential: intercultural dialogue, global citizenship, positioning of the academic, design of curricula and assessment, international collaboration and communications. This paper will explore these themes and the theoretical framework which is the scaffolding for the toolkit, including the most recent literature (Killick, 2015; Leask, 2015). It also explores successes and frustrations experienced in the process, and ideas for the toolkit’s future development.

AB - This ‘on the horizon’ paper describes and reflects on the development of an intercultural engagement toolkit for academic staff in Higher Education Institutions, for use across a range of disciplines. Higher Education in the UK is continuing to grapple with two aspects of an internationalising sector: increasing numbers of non-UK students (HESA, 2015) and the need to prepare students for a globalised society (Guimaraes-Iosif, 2011). Academic staff are often uncertain about how to engage with these forces in their curricula (Barker, Hibbins, & Farrelly, 2011). While they have different levels of awareness of issues and theories relating to internationalisation of the curriculum, even those with high levels of international experience can be unsure as to how to implement effective changes to learning and teaching. A reflective toolkit to support academic staff was developed with funding from the Higher Education Academy, aiming to support universal processes of cultural negotiation in the context of programme teams and class groups. These resources have been developed following thematic analysis of focus groups and interviews with academics and students across a range of disciplines. Six key areas were identified as being influential: intercultural dialogue, global citizenship, positioning of the academic, design of curricula and assessment, international collaboration and communications. This paper will explore these themes and the theoretical framework which is the scaffolding for the toolkit, including the most recent literature (Killick, 2015; Leask, 2015). It also explores successes and frustrations experienced in the process, and ideas for the toolkit’s future development.

KW - Intercultural engagement

KW - intercultural communication

KW - curriculum internationalisation

U2 - 10.14297/jpaap.v3i3.189

DO - 10.14297/jpaap.v3i3.189

M3 - Article

VL - 3

SP - 41

EP - 45

JO - Journal of Perspectives in Applied Academic Practice

T2 - Journal of Perspectives in Applied Academic Practice

JF - Journal of Perspectives in Applied Academic Practice

SN - 2051-9788

IS - 3

ER -