Internationalisation of the curriculum

Our Strategic Plan includes a priority to enhance curricula to develop the Cardiff Met EDGE, enabling students to develop Ethical, Digital, Global and Entrepreneurial skills, experience, knowledge, confidence and resilience.

Developing the cultural capacity of Cardiff Metropolitan University students through internationalising the curriculum is part of EDGE development, particularly focused on:

  • providing opportunities for students to explore their own cultural identity and values so they are more attune to valuing others' cultures
  • using resources that provide an alternative cultural perspective to the curriculum
  • engaging students in live projects that have an ethical and/or global component that enhances their notion of the Other, and developing their capacity to be global citizens
  • encouraging and enabling students to explore the discipline from other cultural perspectives
  • making the most of existing diversity in the student and staff population, and in our international links

There is opportunity for staff to engage with internationalisation through:

  • Ongoing workshops where internationalisation is considered within the wider frame of the inclusive curriculum
  • Using a reflective tool to engage discipline teams in discussions about their curricula and to consider further developmental changes
  • Encouraging staff to develop their own cultural capacity through international exchanges, and links with international partners

Internationalisation of the Curriculum Reflective Tool
It is recognised that internationalisation is a complex issue, and so a reflective tool was designed to not only audit progress but also to develop lecturers' conceptions of internationalisation, and assist lecturers by providing links to resources and case studies of good practice.
The reflective tool is framed around ten questions.  The e-Reflect web application (Kerrigan et al., 2011) was identified as an appropriate platform to not only gain quantitative and qualitative data on progress towards internationalisation, but also through the developed responses, to provide an opportunity for programme teams to discuss and reflect on their current provision.

The tool is provided
here​ for information.

References
Grace, S. & Gravestock, P.  (2009) Inclusion and diversity: meeting the needs of all students.  London: Routledge.  

Jones, E. & Killick, D. (2007). Internationalisation of the curriculum.  In E. Jones & S. Brown (Eds). Internationalising higher education (pp. 109-119).  Abingdon: Routledge.  

Kerrigan, M.; Walker, S.; Gamble, M.; Lindsay, S.; Reader, K.; Papaefthimiou, M.; Newman-Ford, L.; Clements, M. & Saunders, G.  (2011).  The Making Assessment Count (MAC) Consortium – maximising assessment and feedback design by working together.  In ALT-C 2011 Conference Proceedings

​Kitano, M. K.  (1997).  What a course will look like after multicultural change.  In A. I. Morey & M. Kitano (Eds.).  Multicultural course transformation in higher education: A broader truth.  Bost​on: Allyn and Bacon

Citation information
Tangney, S  (2015)  Internationalisation of the curriculum.  Cardiff: Cardiff Metropolitan University.  Available from​ http://www.cardiffmet.ac.uk/about/ltdu/Documents/int_self_eval_tool.pdf​​