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1、JANUARY 2024 Internationalisation at Home(IaH)Introductory Handbook UUKi Outward Student Mobility Network INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 1 Contents 1.Why has this handbook been created?2 2.What is Internationalisation at Home(IaH),and why is it important?3 3.What challenges could

2、 be experienced by you and your colleagues in IaH and how can they be overcome?5 4.How can sector good practice inform your IaH?7 5.How can IaH support diversity and inclusion at your institution?15 6.How can you help your students to value and join the dots in IaH?16 7.How can you develop and revie

3、w your IaH?17 8.Which steps can you take to make an impact with this handbook?28 9.Key terms 30 References and resources 32 The handbook has been created by members of UUKis working group for Internationalisation at Home,part of the Outward Student Mobility Network(OSM).The group has representation

4、from across the UK sector and is led by Anthony Manning and Emma Marku from the University of Kent.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 2 1.Why has this handbook been created?This handbook has been designed to help university practitioners involved with Internationalisation at Home(IaH

5、)to enhance their practice and develop a more systematic approach to the development and evaluation of IaH.IaH has often been seen as new or unknown,a substitute for study abroad and immersive experiences,but this is not the case.With only a small percentage of students having or being able to have

6、a physical international mobility experience,IaH presents an opportunity to create equity for all students.In this way,IaH can facilitate the development of intercultural competencies and global citizenship while inspiring students to consider physical travel.Universities are operating against a bac

7、kdrop of developing environmentally sustainable practices,widening participation from traditionally underrepresented backgrounds in global activities,financial pressures,and ensuring inclusivity and belonging amongst their student cohorts.IaH provides an excellent opportunity to bring global dimensi

8、ons to our university experiences through recognition of the diversity on our campuses and the value which can be unlocked from within our international student communities.Who is this handbook for?This handbook is designed to provide an introduction to IaH for both academic and professional service

9、s staff.Whether you are exploring how IaH can be incorporated into your classroom provision,or developed as co-curricular initiatives,this handbook should not be confined to only staff working in classrooms or international offices.This resource should be made available to university staff in teachi

10、ng and wider support services,including the library,student services and careers.Please note that this handbook has an accompanying infographic which can be Please note that this handbook has an accompanying infographic which can be downloaded on this linkdownloaded on this link and used to help rai

11、se awareness of IaH.We encourage you and used to help raise awareness of IaH.We encourage you to share the infographic and the handbook with colleagues across your institutions to share the infographic and the handbook with colleagues across your institutions and networks.and networks.INTERNATIONALI

12、SATION AT HOME:INTRODUCTORY HANDBOOK 3 2.What is Internationalisation at Home(IaH),and why is it important?IaH has been defined by experts in the field of global higher education,Professors Jos Beelen&Elspeth Jones as:“the purposeful integration of international and intercultural dimensions into the

13、 formal and informal curriculum for all students within domestic learning environments”.Put simply,IaH encompasses activities that aim to develop international and intercultural knowledge,skills and attributes for all students on campus.The importance of IaH has been highlighted in a range of recent

14、 publications and activities.Examples include the 2021 UUKi report focusing on using IaH as a mechanism to develop global citizens without travel,the 2021 book Innovations in Internationalisation at Home by Manning and Colaiacomo,and most recently the International Higher Education Commissions 2023

15、report Is the UK developing global mindsets?.The University of Kent has also led a conference series focusing on cross-sector Innovations in Internationalisation at Home.Key concept internationalisation of the curriculum IaH is closely linked to the complementary concept of internationalisation of t

16、he curriculum(IoC).Internationalisation of the curriculum is the incorporation of international and/or global dimensions into the content of the curriculum as well as the learning outcomes,assessment tasks,teaching methods and support services of a programme of study.As will be explored later in thi

17、s handbook,this concept is inclusive of the formal curriculum,the informal curriculum,through co-curricular activities,and the hidden curriculum in the form of facilities and services which contribute to student experience.IoC can also support decolonising the curriculum by ensuring suitable coverag

18、e of non-Western traditions and being inclusive of cultures,theories and experts from the Global South.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 4 IaH is important because:Our students deserve to experience a curriculum which reflects the rich diversity of our local and international commun

19、ities and to feel included,enabled and empowered by their studies.It is an inclusive and accessible form of learning that can be made broadly available to more students,especially those for whom travel may not be possible due to time and financial restrictions.It supports the development of critical

20、 thinking skills,global citizenship and employability skills which are all key resources for successful community building and workforce development.It encourages knowledge diplomacy through the process of collaboration,intercultural communication and networking between international and home studen

21、ts,and promotes mutual understanding and shared solutions which can help build international relations.These activities can also help institutions make progress towards a range of key policy and strategic missions,including:global engagement;employability;equality,diversity and inclusion(EDI);sustai

22、nability;participation;and progression.The case studies that appear throughout this handbook demonstrate how IaH can make a positive contribution to a range of mission-critical areas of priority for the university sector.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 5 3.What challenges could be

23、 experienced by you and your colleagues in IaH and how can they be overcome?Implementing and integrating IaH practices across an organisation as large and complex as a university can,at the outset,appear a daunting task.Having advance awareness of some of the challenges you might face can make them

24、much easier to tackle and overcome.Professor of Internationalisation,Betty Leask and others provide a framework of blockers and enablers which we can use to identify some of the challenges which the development and delivery of IaH and other forms of internationalisation of the curriculum may face.Pe

25、rsonal Dr Janet M.Bennett refers to mindset,skillset and heartset to describe willingness,capacity and commitment of staff.Support and preparation are key.Consideration needs to be given to each of the three sets.To overcome these challenges it is often useful to engage with staff on an individual b

26、asis,working with them to identify opportunities for engagement with IaH which are personal and appealing to them.This way,you can co-develop a gradual approach which is manageable with available resources and draws on staffs personal strengths and the unique characteristics of each subject area.Cul

27、tural Dr Valerie Anne Clifford identified that some academic staff,especially in certain discipline areas,are less persuaded of the need to engage in the discourse of curriculum internationalisation.Its important to remember that one size doesnt fit all in terms of individual staff members preparedn

28、ess,experience or subject focus.The sciences are often representative of this challenge,where the language of science or maths are seen as inherently international and transcending culture through their focus on universal principles.When we look deeper however,there can be cultural differences in ho

29、w methodology is employed.Academics may want to consider how international diversity in the classroom might be harnessed for group work,or how they might help students prepare for international collaboration and knowledge exchange once they enter the world of work.INTERNATIONALISATION AT HOME:INTROD

30、UCTORY HANDBOOK 6 Institutional Professor Leask refers to institutional blockers to IaH in terms of university organisational structures and the level of cross-institutional engagement with the process.Ideally,IaH should be implemented across all services and not confined to international offices.Th

31、is includes consideration in the strategies of careers and employability,e-learning,student support and sustainability.As IaH encourages learning collaboration and other interaction between students of all nationalities,it can make a positive contribution across different institutional diversity mis

32、sions,building bridges between groups that might not otherwise intermingle.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 7 4.How can sector good practice inform your IaH?As previously noted,internationalising your curriculum(IoC)is key to successful IaH.When considering where to begin with IaH

33、via IoC,it can be useful to break down the curriculum into three aspects under which different strands of activities and initiatives can take place:the formal curriculum(planned-out lessons,course content,and learning activities),the informal curriculum(co-curricular activities),and the hidden curri

34、culum(facilities and services which contribute to student experience).Below are some examples of how these can be incorporated into working practices and case studies from our working group members.The formal curriculum formal curriculum refers to international learning opportunities within credit b

35、earing modules and courses.Examples of how IaH may be integrated into the formal curriculum include:Collaborative Online International Learning(COIL)projects and other mechanisms to encourage collaboration across borders.Skills for working globally e.g.language,intercultural and digital skills.Inter

36、nationalised learning outcomes.Reference to subject area knowledge in a global context.Use of diversity and inclusivity within the classroom by ensuring that the views,lived experiences and needs of international students are taken into account when planning,delivering and evaluating the curriculum.

37、Globally diverse reading lists,case studies,guest lectures and other course content.Activities designed to share or develop intercultural awareness.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 8 Case study one Whats in a name?Ice-breaker activity Formal/Informal/Hidden IaH:Formal/Informal/Hidd

38、en IaH:FormalFormal InstitutionInstitution:University of the Arts LondonUniversity of the Arts London NameName:Karen HarrisKaren Harris Email:Email:k.harrisarts.ac.ukk.harrisarts.ac.uk Names are a gateway for cross-cultural engagement and community-building.This ice-breaker activity works best early

39、 in a course using a mix of reflection,discussion and creativity to maximise participation.Students firstly consider Shakespeares dismissive Whats in a name?quote.Are names significant?Whats their relationship with identity,culture and language?Students respond on Padlet(or a similar digital collabo

40、ration tool)and a discussion follows.Each student then creates a visualisation(and optional text)exploring their relationship with their name.Students view each others work.This finishes with a whole-class discussion:Any that especially struck you?Anything else youd like to ask,or share?What student

41、s have said:What students have said:Its interesting to see the origins of names and whether people connect themselves with a particular name.I think a name is like identity to everybody,sometimes we start knowing each other by exchanging our names.Personal relationships with a certain name can be so

42、 meaningful.It can make us feel different feelings just by hearing a name.A name can represent our beliefs,experience and stories.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 9 Case study two Global Learning Online in Legal Studies Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:FormalFo

43、rmal /Informal/Informal Institution:Institution:University of University of Kent and UniversitKent and Universit de de Bordeaux Bordeaux Name:Name:Laura CharlLaura Charletoneton Email:Email:L.A.Charletonkent.ac.ukL.A.Charletonkent.ac.uk The purpose of the virtual exchange was to provide an opportuni

44、ty for undergraduate Law students at Kent and Bordeaux to connect and converse,primarily in English.The students from Bordeaux could practice their English-speaking skills,before being assessed by way of oral presentation.For the Kent students,it was a co-curricular opportunity without assessment.Af

45、ter an introductory Zoom session where everyone got to know each other using fun icebreakers,students were put into pairs and met weekly using their preferred communication platforms.They followed a road map of conversation topics,starting with introductory fact-finding tasks about each other,such a

46、s where they live and their experiences as Law students within their universities.By the fourth week,the tasks advanced to selecting a legal topic of interest to both participants and researching how that topic is dealt with within their respective jurisdictions.Each participant kept a logbook,filli

47、ng it with notes of their conversations.The students from Bordeaux were then assessed on their presentations of the legal topic,whilst the Kent students submitted their logbooks in order to confirm their participation.The beauty of COIL/virtual exchange activities is that they do not attract the val

48、idation processes of the more formal international arrangements between institutions,so my advice is to go for it!Lauras top tips are:If you know an academic colleague already,brainstorm how you might bring your students together using the available communication platforms.Is there a shared curricul

49、ar subject,topical issue,maybe a UN Sustainability Goal?If you do not have an existing contact,see whether one of your institutions existing international partners might be interested in developing something,or ask language colleagues,as they may know of someone.Be clear from the outset as to who wi

50、ll perform what role in preparing and running the opportunity.Set a clear timeframe and respond to correspondence promptly.Emphasise the level of commitment required of the students from the outset.Enjoy the experience!The students get a lot from it,and so do the staff.INTERNATIONALISATION AT HOME:I

51、NTRODUCTORY HANDBOOK 10 What students have said:What students have said:Reflecting on the experience,a Stage 2 English and French Law LLB student from Kent said:“The Bordeaux virtual exchange was a perfect opportunity to learn more about the French legal system,to make a new friend and to have fasci

52、nating conversations about two very different legal systems.It is an eye-opening experience to see the way in which a Law student in France thinks about the common law and to discover that no matter how different the two legal arrangements are,similarities are also present in some areas.I would reco

53、mmend this opportunity to anyone who has an interest in discovering a new culture,a new legal system,and a new perspective on law in general.”The student partner from Bordeaux added:“This virtual exchange was beneficial for someone who wanted to speak in English and improve it like me.It was a great

54、 experience for me because I met a great person.I would recommend it even if you are shy.”A Stage 3 Law LLB student at Kent,said:“Beyond the academic coursework,I gained a lovely friend,enhanced my personal development,and improved my confidence.Aside from gaining Employability Points,adding somethi

55、ng to your transcript,and improving your CV,the Bordeaux virtual exchange is an insightful and exciting programme that I would recommend.From my experience,especially as an international student,I believe I learned and discovered more about the English and French systems and how they were dissimilar

56、 whether it came down to the constitution,the university system,barrister pathways,or even tuition fees.With the task that was assigned to my partner and me,I got to develop my researching skills and communication skills when we had to work together.”A student partner from Bordeaux,said:“I really en

57、joyed chatting and exchanging with my partner.I think its very important to take every opportunity we can to talk with international students.The international virtual exchange was very rewarding to me,I really liked comparing our lifestyles and talking about all these differences as students from d

58、ifferent countries.Im glad I participated in this module and I can only recommend it to anyone!”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 11 The informal curriculumThe informal curriculum refers to co-curricular international experiences which provide intercultural learning opportunities.Th

59、is can include:Promoting engagement between home and international students(such as buddy schemes,welcome events and student societies).Intercultural awareness and global citizenship activities and courses.Internationally-themed events,festivals and cultural exchange.Virtual international experience

60、s and internships.Non-credit bearing language learning.Student led societies and events.Case study three A short course in intercultural communication skills Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:FormalFormal /Informal/Informal Institution:Institution:University of University of Sout

61、hamptonSouthampton Name:Name:Ros DaviesRos Davies Email:Email:R.M.Daviessouthampton.ac.ukR.M.Daviessouthampton.ac.uk This short course aims to enhance students awareness of how language and culture can affect communication and help students to improve their communication skills so they are more effe

62、ctive when working with people from a range of backgrounds.The course brings together awareness(e.g.knowledge of others,ideas and orientations),practice(enhancing intercultural communicative competence)and understanding(empathy,patience and tolerance).The course was developed after student feedback

63、suggested there was interest in non-assessed sessions on this subject.To begin with the course was piloted for two hours per week for two weeks,and was then extended to two hours per week for five weeks,delivered twice per semester to different cohorts.There is now demand for a follow-on short cours

64、e building on these sessions.What students have said:What students have said:A PhD Engineering and the Environment student from Mexico said:I learned a lot about other cultures like Ukraine,China and Wales.This class helped me to see that other people are struggling too with communication and made m

65、e more confident to express myself.I got to know more people and have great talks.I really liked that environment,it felt good to speak and be open.Also,I liked to tell other people about my country and to realise that we have more in common than I used to think.”INTERNATIONALISATION AT HOME:INTRODU

66、CTORY HANDBOOK 12 Case study four Language and culture exchange Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:FormalFormal /Informal/Informal Institution:Institution:Middlesex UniversityMiddlesex University Name:Name:Luiza DantasLuiza Dantas Email:Email:L.Dantasmdx.ac.ukL.Dantasmdx.ac.uk Lea

67、rning new languages,exploring new cultures,building networks and developing employability with LCExchange(LCE)at Middlesex University.LCE is a student-driven,free extra-curricular activity,allowing opportunities to learn multiple languages at on-campus sessions and via self-paced online courses.It h

68、elps students build key employability skills and raises awareness of exchange opportunities.It is open to staff and students across all Middlesexs globalcampuses.It provides an innovative approach to celebrating and utilising the diversity of the student body,supporting our students to become cultur

69、ally competent global citizens throughcertificatedpeer learning.So far over 6000 staff and students have participated in the LCE,with over 80 peer-facilitators trained.Investing in training and supporting facilitators is key.What students have said:What students have said:“LCE helped me acquire spea

70、king and writing skills.My confidence has changed ever since,making me more outgoing and sociable.My pronunciation improved drastically.I also had the chance to learn about different cultures which can be advantageous when working with offshore companies.”A peer-facilitator said:Taking part in the L

71、anguage and Cultural Exchange team as a facilitator,has helped develop my confidence.It has helped me learn how to be confident in order to speak and teach more than 160 people at once.It has also helped me develop my communication skills as well as develop my skills to be able to use Zoom in a more

72、 professional way.”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 13 The hidden curriculumThe hidden curriculum refers to expectations,assumptions and norms which can play a significant role in shaping experiences in the learning environment.Areas of the hidden curriculum to consider when pursui

73、ng IaH include:Case study five The Tandem Project Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:Informal Informal Institution:Institution:KingKings s College LondonCollege London Name:Name:Dr Hongfen Zhou and Dr Kyriaki Dr Hongfen Zhou and Dr Kyriaki KoukourakiKoukouraki Email:Email:Hongfen.

74、zhoukcl.ac.uk Hongfen.zhoukcl.ac.uk Kyriaki.koukourakikcl.ac.ukKyriaki.koukourakikcl.ac.uk This extra-curricular project is a collaboration between the Kings Language Centre and Kings Foundations at Kings College London,UK.This project aims to pair highly proficient speakers of English who are learn

75、ing Mandarin or Arabic with native speakers of those languages in order to encourage a meaningful and authenticstudent experience of intercultural interactions between international and home students.These interactions can happen either face-to-face or online.After pairing up,students meet once week

76、ly outside of their classrooms to discuss topics that either have been chosen by the students themselves or recommended by the facilitators.Students regularly report feedback from their sessions and their progress via Teams channel or emails,which are monitored by the facilitators.Apart from improvi

77、ng their respective level of language proficiency of the language they are learning,a further aim is to develop students intercultural awareness and competence,a core value of the internationalisation strategy at Kings.This idea can be expanded to include other language pairs or study pairs for othe

78、r disciplines.What students have said:What students have said:“The Tandem Project is a great opportunity to learn from each others worldviews and broaden your horizon.I would 100%recommend the Tandem Project as it is a great opportunity to have extensive contact with someone from another culture and

79、 build lasting friendships.”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 14 Induction and onboarding to ensure that the needs of international groups are suitably met.Systems and procedures which take into account the possibility of different experiences of international students in previous s

80、tages of education.Sharing of experience,perspective and awareness between groups of students at different levels of study and by students from particular nationality groups so that students from specific geographies can learn from students who have been in UK higher education before them.Tailoring

81、of inclusivity policies and practices which consider the expectations and requirements of international students.Adapt the range and reach of student services to meet the needs and expectations of international students,ensuring students know what support is available to them and how it can be acces

82、sed.Case study six The Intercultural Communicative Skills online course Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:HiddenHidden Institution:Institution:University College LondonUniversity College London Name:Name:Dr Silvia ColaiacomoDr Silvia Colaiacomo Email:Email:S.ColaiacomouclS.Colaia

83、comoucl.ac.uk.ac.uk The Intercultural Communicative Skills online course is self-paced and available to UCL staff and students to support the development of an intercultural and inclusive working environment for all.The course evolved from the provision of workshops titled working with international

84、 students,designed for teaching and professional services staff at UCL.The idea of the course moved away from a traditional approach to training and monitoring progress,to encompass a more holistic learning approach,based on reflective activities,scenarios and case studies.Participants are invited t

85、o share their views and log their reflections within a framework that doesnt require completion of a final quiz or to provide correct answers.The course was developed by staff and students from different areas of the university with a focus on collaborative practice and continuous feedback.What stud

86、ents have said:What students have said:“We now live and operate in a multicultural society;we need to discuss how to work together and deal with complex situations-this course provides an opportunity to do so.”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 15 5.How can IaH support diversity and

87、inclusion at your institution?IaH can contribute to inclusion by counteracting cultural biases that may be inherent in the curriculum,and by affirming students identities rather than just avoiding discrimination.As IaH is just one of the many forms of diversity and inclusivity in the curriculum that

88、 need to be championed,practitioners are encouraged to collaborate with other diversity and inclusivity champions to progress this work.A key example of this could include exchange with colleagues working in the field of Decolonising the Curriculum(DtC).Although IoC,IaH and DtC have different aims a

89、nd objectives there remain opportunities to share good practice and strategic approaches for stakeholder engagement.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 16 6.How can you help your students to value and join the dots in IaH?Many students benefit from explicit help connecting the dots be

90、tween their deep academic learning,co-curricular activities and goals for life and work.Like a pixelated digital image viewed too closely,these rich learning experiences and the skills gained in each can appear to students as discrete,disconnected dots if the connections are not made more explicit.A

91、s a result,it is useful to help students to see the value in individual activities under the IaH umbrella in terms of the part they play in broader goals or institutional objectives and frameworks such as:Graduate attributes Intended learning outcomes Existing good practice features in your curricul

92、um Allyship with other diversity champions Cultural intelligence Development Model of Intercultural Sensitivity(DMIS)6D model of National Culture It should be noted the term Internationalisation at Home can sometimes be an ambiguous label for students.Some of the perceived ambiguity may stem from th

93、e fact that international students on our campuses are unlikely to feel at home in the traditional sense of being in their home country.Although IaH as a term can be easily explained,activities that are designed to meet the objectives of IaH do not necessarily have to use the IaH label.Colleagues ma

94、y choose terms such as global,international,world or inclusive as alternatives to describe activities or events according to the specific context of the activity.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 17 7.How can you develop and review your IaH?Once you have decided to engage with IaH,i

95、t is useful to do so in a systematic way which encourages a continuous cycle of collaborative and principled development and evaluation.With this in mind,the following IaH Development and Evaluation Cycle(IDEC)has been created:IaH Development and Evaluation Cycle(IDEC)(1)Identify This part of the cy

96、cle allows you to assess what you or others are doing already in the area of IaH,outline what your institutional priorities are,identify gaps and showcase and demonstrate to others what may be working well.This can be done by:Reviewing the aims and objectives of specific events/activities.Exploring

97、and identifying existing good practices.Clarifying and defining what you want to achieve.Including case studies from both staff and student voices.Developing intended learning outcomes to meet the needs of students.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 18 Case study seven International

98、Student Advisory Board Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:Informal/HiddenInformal/Hidden Institution:Institution:Leeds University Leeds University Student UnionStudent Union University of KentUniversity of Kent Name:Name:D Denica Shuteenica Shute Email:Email:D.Shuteleeds.ac.ukD.Sh

99、uteleeds.ac.uk The International Student Advisory Board(ISAB)is an initiative first designed and instigated by Leeds University Student Union and now also adapted and implemented by the University of Kent.The ISAB model seeks to create an opportunity for international student advocacy so that intern

100、ational students can steer and shape change and development within their institutions,in a manner which spots continual enhancement and a clear you said,we did approach.Although the approaches underway at Leeds Student Union and the University of Kent are subtly different,they each share the followi

101、ng features:International students are recruited to work as a team to focus on areas of enhancement from their individual and shared perspectives.The ethos of the activities and the focus for selected enhancements and campaigns is student led but staff members are on hand to support with a flexible

102、guidance structure and to advise on points of staff contact and routes of exploration.A structured series of meetings is devised during which points of individual and shared priorities are identified.A tracker document is used to keep up to date with proposed areas of exploration and progress in hol

103、ding meetings and resolving issues.Developments are reported at the beginning of each meeting.Ongoing projects are continued from year to year by allowing new ISAB members to continue the work of their predecessors where necessary.Outcomes are reported at other University meetings including the Stud

104、ent Experience Committee,in the case of the University of Kent.This activity has been created to provide a new channel of voice and activism for international students.It allows students to identify areas for development and improvement in their student experience and to find practical ways of findi

105、ng solutions and advice to realise improvements.When establishing an ISAB,colleagues should ensure alignment with their Student Experience Committee,or equivalent,and collaborate with the Students Union.Utilising existing channels of promotion to international students for recruitment to ISAB is equ

106、ally advisable.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 19 (2)Collaborate Here,you should identify who your stakeholders are and who you can collaborate with.This could include:Students.Other staff,both academic and professional services.External stakeholders,such as university partners,em

107、ployers(in person and online).Working across teams,and role functions/departments.Encouraging cross-disciplinary working and activities What What students have said:students have said:“Ive got to work with an amazing bunch of students.It gave me a chance to discuss really pertinent issues affecting

108、international students and we have Excel spreadsheets so we can see the progress and document the substantial work done throughout the year.”“I can contribute to the Board and help other international students like me facing similar problems.Its been lovely to make a positive change and connect with

109、 other international students.”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 20 Case study eight Global Officers Leadership Development Programme(GOLD)Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:Formal/InformalFormal/Informal Institution:Institution:University of KentUniversity of Ken

110、t Name:Name:Dr Anthony Manning and Emma Dr Anthony Manning and Emma MarkuMarku Email:Email:a.manningkent.ac.uk a.manningkent.ac.uk e.l.markukent.ac.uke.l.markukent.ac.uk The Global Officers Leadership Development Programme(GOLD)provides a framework of activities for globally-minded undergraduate stu

111、dents to develop their leadership skills,global citizenship and cultural awareness.The programme aims to offer any student the possibility to engage with the internationalisation opportunities on campus and pursue the mind-set that we can all be global citizens.GOLDs structure consists of five compo

112、nents which can be completed over the course of the academic year.The programme allows for flexibility around a students studies,meaning that they only need to attend at least two training workshops and engage in a minimum number of activities in order to pass the programme overall.The programme inc

113、orporates existing recognition and reward mechanisms through the Employability Points scheme,Kent Global Passport,and an open reference from the Dean for Global and Lifelong Learning to help to motivate and acknowledge the appreciation of their input to the programme.The programme aligns with Kents

114、graduate attributes,including global/cultural awareness;creativity and innovation;integrity and accountability;resilience;and intellectual curiosity.Students develop transferable skills,including understanding and knowledge of other cultures,communication abilities,leadership capabilities,practical

115、project/event management skills,networking and social confidence.It has been acknowledged that some students put a lot of time and effort into the programme and it has now been adopted into a credit-bearing module.Both credit and non-credit bearing run together,which allows students to mix socially

116、and does not exclude any student if their programme does not allow for elective modules.The module enables academic divisions at Kent to add an international dimension to their degree programmes,meeting the needs of a wider range of students than traditional mobility opportunities.INTERNATIONALISATI

117、ON AT HOME:INTRODUCTORY HANDBOOK 21 (3)Align IaH does not need to be a standalone practice but should be aligned with other priorities and agendas in higher education.When seeking to align IaH with other activity it is important to consider:Good practice frameworks,activities and research that have

118、already been showcased and used in this space.Other institutional strategies and goals.Ways to harness shared language and mission statements across the institution with both staff and students to enable and strengthen shared understandings.Means of connecting with employability and graduate attribu

119、tes upon completion of studies.The UKCISA International Student Charter.Sustainability strategies and the ambitions of the UN Sustainable Development Goals.What students have said:What students have said:“Splitting the programme into different components allowed a variety of skills to be developed s

120、imultaneously.Having regular meetings throughout the year also really helped me to keep motivated and stay on track with the programme.“It was enjoyable to see our work being put into practice,as a lot of university work is more theoretical and with GOLD we had the opportunity to see the results of

121、our work.“I thoroughly enjoyed my participation in GOLD,not only do I think that it has allowed me to develop skills that have strengthened my employability,I also found the programme to be an important avenue for expression during an intense final year of study.I would recommend GOLD to any student

122、 that is interested in further developing themselves personally and professionally.”“GOLD was a highlight of my time at Kent.The team leading the programme listened to all of our ideas and supported us throughout the year.I developed many transferable skills,gave back to the student community,and ma

123、de many new friends.”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 22 Case study nine UKCISA#WeAreInternational Student Charter Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:Formal/InformalFormal/Informal /Hidden/Hidden Institution:Institution:U UK Council for International Student K Co

124、uncil for International Student Affairs(UKCISA)Affairs(UKCISA)Website:Website:www.ukcisa.org.ukwww.ukcisa.org.uk The#WeAreInternational Student Charter is a student-led document,written by UKCISAs#WeAreInternational student ambassadors,and developed with the input of students and staff from across t

125、he international education sector in the UK.The charter provides guidance on the fundamental principles for delivering a world-class international student experience,from pre-arrival to post-graduation.As supporters of#WeAreInternational institutions and organisations are pledging to work towards th

126、e provision of the highest level of international student experience and support,according to the five principles highlighted in the#WeAreInternational Student Charter.The Charter has five main aims:Create a welcoming,inclusive,and equitable environment for international students in the UK.Value int

127、ernational students perspectives and voices in institutional policy and decision-making.Integrate sustainability as a core value in institutional internationalisation strategies.Monitor and evaluate existing available support and provision for international students on an ongoing basis.Make availabl

128、e targeted support for international students in every area of the student experience.What students have said:What students have said:“We hope that this Charter contributes to building a world-class international student experience,where these principles are reflected in institutional policy and pra

129、ctice through ongoing collaborative work with students,students unions,UKCISA and the wider sector.”INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 23(4)Deliver Once you have identified your objectives and your collaborators,you can begin to provide or implement your IaH activity by:Considering t

130、he best means of stakeholder engagement.Identifying where you want the activity to be located;in the formal,informal or hidden curriculum?Designing incentives and measurement of impact.Developing methods of outreach;is it better to be online or in person?Considering how inclusive and diverse your ev

131、ent/activity is and making adjustments where necessary.Promoting your event,activity,intervention.Setting measures of success and strategic alignment with other allied missions around your institution.Creating monitoring strategies to demonstrate impact.Enhancing student-staff partnerships and joint

132、 projects which ensure that activities are suitably co-created.Case study ten The Global Graduate Programme and RED:Global Engagement Award Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:Formal/InformalFormal/Informal Institution:Institution:U University of Readingniversity of Reading Name:Na

133、me:Daniela StandenDaniela Standen EmailEmail:d.standenreading.ac.ukd.standenreading.ac.uk The Global Graduate Programme and the RED:Global Engagement Award are curricular and co-curricular avenues available to all students to develop global graduate attributes.The provision contributes to The Univer

134、sity of Readings global engagement and widening participation strategic priorities.The programmes distinctiveness stems from being developed through student partnership.Students were joint owners of the project,from conception of the programme building blocks to development of the curriculum and vis

135、ual identity.What made the collaboration successful was reimagining the relationship between students and academics where contributions of all parties were considered equally valuable and are equally valued.The shape of the provision with at home and abroad routes across curricular and co-curricular

136、 strands is down to the students vision.It gives opportunities for all students who want to engage globally,to do so irrespective of ability to travel or programme of study.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 24 (5)Reflect At this stage you can consider the ways in which you could imp

137、rove your activity or event for future use.This could include:Evaluating strengths and weaknesses/impact.Providing reflection framework tools.Collecting feedback from students,stakeholders and organisers What students have said:What students have said:It was rewarding to see that our contribution wa

138、s much cherished and had made a valuable impact.The experience of being a student partner was and is why I decided to become a tutor at my home university.-student partner I really felt that my contribution was valued,my ideas were heard,so it was a safe space to be creative.It was,of course,challen

139、ging,but we felt that what we were doing could influence how the programme will be shaped in the future.student partner The best thing was the opportunity to interact with students from all over the world.It changed how I relate to others.-student on the global graduate programme,intercultural compe

140、tence and communication module A great opportunity for those who want to gain a deeper insight into the culture and contemporary history of Britain.-student on the global graduate programme,modern Britain module INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 25 Case study 11 The University Globa

141、l Partnership Network(UGPN)academy Formal/Informal/Hidden IaH:Formal/Informal/Hidden IaH:I Informalnformal Institution:Institution:University of University of SurreySurrey Name:Name:Nayiri Keshishi and Dr Alexander Seal Nayiri Keshishi and Dr Alexander Seal EmailEmail:n.keshishisurrey.ac.uk n.keshis

142、hisurrey.ac.uk a.p.sealsurrey.ac.uk a.p.sealsurrey.ac.uk The University Global Partnership Network(UGPN)Academy is a Collaborative Online International Learning(COIL)project across The Universidade de So Paulo,North Carolina State University and the University of Surrey.Students work asynchronously

143、with international peers to create an academic poster on their chosen UN Sustainable Development Goal(SDG)and how their respective universities contribute to it.Groups have one or two students from each partner university and participants are expected to contribute to the poster over the course of t

144、hree weeks in numerous ways e.g.research,design and fact-checking.The project concludes with an online poster conference,where groups present to a panel(consisting of UGPN staff representatives)and first,second and third prizes are awarded.The UGPN Academy also has two online events with guest speak

145、ers,Q&A and opportunities to network.Digital platforms(Zoom and Slack)are used to host the posters,live events and build a shared team spirit!The mission of the UGPN is to develop sustainable world-class research,education and knowledge transfer through an active international network collaborating

146、in research,learning and teaching to benefit our global society.To further progress this mission,and align with the University Education Strategy,The UGPN Academy aims to:Support students in developing a variety of transferable skills/knowledge/attributes such as resourcefulness and resilience,cultu

147、ral and global awareness,teamwork and digital capabilities.Contribute to a learning community that is dedicated to the discovery and enrichment of the humanities and social sciences.Encourage networking and increase in student/staff mobility and/or joint research between the partners.INTERNATIONALIS

148、ATION AT HOME:INTRODUCTORY HANDBOOK 26 Other organisations could implement this by:Other organisations could implement this by:Identifying partner institutions:Identifying partner institutions:Reach out to institutions that share similar interests and goals.If your institution is already part of an

149、international network,utilise these connections.Defining the project goals and objectives:Defining the project goals and objectives:Identify the learning outcomes that the project aims to achieve,the topics to be covered,and the duration of the project.Designing the project:Designing the project:Def

150、ine the project scope,create learning/assessment activities,and establish a timeline.Also consider the technical requirements for the project,such as the tools and platforms you will use to facilitate communication and collaboration.Preparing students and instructors:Preparing students and instructo

151、rs:Before the project begins,prepare students and instructors for the COIL experience.This can include providing training on cross-cultural communication,academic poster design,and establishing guidelines for participation.Implementing the project:Implementing the project:Coordinate communication an

152、d collaboration between the partner institutions(whether it is synchronous and/or asynchronous),monitor student participation and progress,and address any technical/logistical issues that arise.Evaluating the project:Evaluating the project:Gather feedback from students and instructors,analyse studen

153、t performance,and assess the impact of the project on learning outcomes.What students have said:What students have said:“The UGPN Academy was a great and convenient way to experience new cultures and places different from ones home country.”“It is a good alternative for students that might not feel

154、comfortable going to another country or those that physically cannot travel.”“It makes global exchange much more accessible,financially and logistically,and is also net-positive.”“It was good to think about the SDGs in different contexts,as there are many different realities around the world.”INTERN

155、ATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 27(6)Enhance This is your opportunity to implement improvements to your activity or event before its next run or delivery.You could do this by:Modifying event or activity design in response to feedback or experience of stakeholders.Adapting promotional/en

156、gagement approach and associated materials.Broadening of inclusivity,subject focus or scale.Considering a possible transition of focus from hidden to informal or from informal to formal curriculum(or the inverse).Moving to an in-person or digital or hybrid approach.Practising diversity allyship to j

157、oin forces with or support other diversity missions.Seeking other forms of meaningful feedback or co-creation to ensure your activity adapts to meet changing stakeholder needs.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 28 8.Which steps can you take to make an impact with this handbook?Differ

158、ent higher education institutions will have a range of resources and time availability to be able to engage with IaH,due to competing demands and priorities.The checklist below has been provided to help you to identify the areas that you can work on with your colleagues and teams in the short,medium

159、,and longer term.Tick and annotate the relevant boxes in the checklist to help you to plan your next steps in IaH.There is also a section marked considerations to enable you to identify areas that need further resources or guidance before they can be engaged with.Items in this last section could be

160、positioned as area for discussion within your institutions or areas of development and support requested from the UUKi IaH working group community.Next steps to considerNext steps to consider Short term Short term Medium Medium termterm Long termLong term ConsiderationsConsiderations Download and sh

161、are the IaH handbook and infographic to raise awareness with your colleagues and networks Expand your understanding of IaH by exploring further the resources and documents referenced in this handbook,including the UUKi(2021)Report on IaH and the IHEC(2023)report Encourage your institution to support

162、 engagement with IaH and the handbook as a form of recognised continuing professional development(CPD)Build your own international connections with your institutions International/Global Engagement Office or equivalent.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 29 Next steps to considerNext

163、steps to consider Short term Short term Medium Medium termterm Long termLong term ConsiderationsConsiderations Draw on your institutions existing partnerships and relations to support new IaH activities and COIL.Use the IaH IDEC to systematise and enhance your IaH practice Join the IaH conversation

164、on social media by combining#WeAreInternational and#InternationalisationAtHome in your social media posts Nominate two IaH staff champions to support IaH at your institution and engage with the UUKi IaH working group to gain more support for your colleagues and teams Identify ways to make sure your

165、IaH is sustainable and aligned to the UN SDGs and other KPIs Use student ambassadors for IaH and build up a community of IaH champions.Encourage students to share stories on their involvement with IaH activities Seek ways to co-create your IaH,including COIL opportunities,with students as partners F

166、eedback suggestions on the UUKi IaH working groups support and our materials Submit a proposal to the next Innovations in IaH Conference.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 30 9.Key terms CoCo-curricularcurricular Activities and learning experiences that complement the formal curricul

167、um.Collaborative Online International Collaborative Online International LearningLearning Technology-enabled,people-to-people education programmes or activities in which interaction takes place between individuals or groups who are geographically separated and/or from different cultural backgrounds,

168、with the support of educators or facilitators.Cultural intelligence(CQ)Cultural intelligence(CQ)Cultural intelligence refers to the skill to relate and work effectively in culturally diverse situations.Decolonising the Curriculum(DtC)Decolonising the Curriculum(DtC)Identifying,acknowledging and chal

169、lenging the ways in which colonialism has impacted upon perceived knowledge and learning.Diversity allyshipDiversity allyship The activity of people from a privileged,in or dominant group working in collaboration with activists from a marginalised group to help remove systems that challenge basic ri

170、ghts,equal access and ability to thrive.Formal curriculumFormal curriculum Refers to international learning opportunities within credit-bearing modules and courses.Global citizenshipGlobal citizenship Global citizenship is the umbrella term for social,political,environmental,and economic actions of

171、globally-minded individuals and communities on a worldwide scale.Hidden curriculumHidden curriculum Refers to expectations,assumptions and norms which can play a significant role in shaping experiences in the learning environment.Informal curriculumInformal curriculum Refers to co-curricular interna

172、tional experiences which provide intercultural learning opportunities.Internationalisation at Home(IaH)Internationalisation at Home(IaH)The purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environme

173、nts.INTERNATIONALISATION AT HOME:INTRODUCTORY HANDBOOK 31 Internationalisation of the Curriculum Internationalisation of the Curriculum(IoC)(IoC)The incorporation of international and/or global dimensions into the content of the curriculum as well as the learning outcomes,assessment tasks,teaching m

174、ethods and support services of a programme of study.Knowledge diplomacyKnowledge diplomacy The role that collaborative research and innovation in the field of higher education internationalisation play in building and strengthening international relations.INTERNATIONALISATION AT HOME:INTRODUCTORY HA

175、NDBOOK 32 References and resources Download the Internationalisation at Home infographic here.Barrett,E(2015).Connecting the Dots:Helping students Link Academics and Careers.University of Washington.Available at:https:/www.washington.edu/trends/connecting-the-dots-helping-students-link-academics-and

176、-careers/Beelen,J.,Jones,E.(2015).Redefining Internationalisation at Home.In:Curaj,A.,Matei,L.,Pricopie,R.,Salmi,J.,Scott,P.(eds)The European Higher Education Area.Springer,Cham.https:/doi.org/10.1007/978-3-319-20877-0_5 Bennett,J.(2008),On becoming a global soul:A path to engagement during study ab

177、road,in V.Savicki(ed.),Developing Intercultural Competence and Transformation,Stylus Publishing,Sterling,VA.https:/ Carulan,V.and Ploner,J,(2010)Internationalisation and equality and diversity in higher education:merging identities,Advance HE https:/www.advance-he.ac.uk/knowledge-hub/internationalis

178、ation-and-equality-and-diversity-he-merging-identities Clifford,V.(2009)Engaging the disciplines in internationalising the curriculum,International Journal for Academic Development,vol.14,no.2,pp.133-143.https:/ Du Preez,P.(2018)On decolonisation and internationalisation of university curricula:What

179、 can we learn from Rosi Braidotti?Journal of Education,University of KwaZulu-Natal.Journal of Education(University of KwaZulu-Natal)http:/www.scielo.org.za/pdf/jed/n74/03.pdf Gurin,P.,Dey,E.,Hurtado,S.and Gurin,G.(2002)Diversity and Higher Education:Theory and Impact on Educational Outcomes.Harvard

180、Educational Review 72(3):330367.https:/doi.org/10.17763/haer.72.3.01151786u134n051 Gosling,M.,&Yang,W.(2022).Introducing Internationalisation at Home:Learning satisfaction under the Content and Language Integrated Learning approach.Learning and Teaching,15(1),46-66.Retrieved Sep 5,2023,from https:/d

181、oi.org/10.3167/latiss.2022.150104 Hofsted,G.(2005)Culture and Organizations:Software of the Mind.London:McGraw Hill.https:/e-edu.nbu.bg/pluginfile.php/900222/mod_resource/content/1/G.Hofstede_G.J.Hofstede_M.Minkov%20-%20Cultures%20and%20Organizations%20-%20Software%20of%20the%20Mind%203rd_edition%20

182、2010.pdf IHEC(2023)Is the UK developing global mindsets?The challenges and opportunities for Internationalisation at Home in driving global engagement https:/ihecommission.uk/wp-content/uploads/2023/10/IHEC-Report_Is-the-UK-developing-global-mindsets-Report_24_10_2023.pdf Kings College London(2022)T

183、andem Project:https:/ Leask,B.(2009)Using Formal and Informal Curricula to Improve Interactions Between Home and International Students,Journal of Studies in International Education,vol.13,no.2,pp.2005-221 https:/doi.org/10.1177/29786 Leask,B.(2015)Internationalising the Curriculum,Routle

184、dge,Abingdon,Oxon;New York https:/ Livermore,D.(2015)Leading with Cultural Intelligence,New York,AMA https:/ AT HOME:INTRODUCTORY HANDBOOK 33 Manning,A.and Colaiacomo,S.(2021)Innovations in Internationalisation at Home.Cambridge Scholars,Cambridge https:/ Middlesex University(2023)LC Exchange:https:

185、/unihub.mdx.ac.uk/study/types/language-and-culture-exchange Otten,M.(2003).Intercultural Learning and Diversity in Higher Education.Journal of Studies in International Education,7(1),1226.https:/doi.org/10.1177/50177 Shaw,J(2009)The diversity paradox:does student diversity enhance or chal

186、lenge excellence?,Journal of Further and Higher Education,33:4,321-331,DOI:10.1080/03098770903266018 UCL(2023)Intercultural Communicative Skills online course:https:/mediacentral.ucl.ac.uk/Play/93807 UKCISA(2023)WeAreInternational Student Charter,London,UKCISA https:/www.ukcisa.org.uk/uploads/files/

187、1/Charter/%23WeAreInternational%20Student%20Charter.pdf University of Kent(2023)Global Learning Online Virtual Exchange:https:/blogs.kent.ac.uk/law-news/international-virtual-exchange-offers-eye-opening-insights-into-french-legal-system/University of Kent(2022)Innovations in Internationalisation at

188、Home Conference:https:/ University of Kent(2023)International Student Advisory Board(ISAB):https:/www.kent.ac.uk/global/engagement/international-student-advisory-board University of Reading(2023)Global Graduate Programme:https:/www.reading.ac.uk/isli/global-graduate-programme University of Reading(2

189、023)RED Global Engagement Award:https:/www.reading.ac.uk/essentials/Careers/Gaining-experience/RED-Awards/RED-Global-Engagement-Award University of Surrey(2023)UGPN Academy:https:/ugpn.org/tag/university-of-surrey/Woburn House 20 Tavistock Square London,WC1H 9HQ +44(0)20 7419 4111 infouniversitiesuk

190、.ac.uk universitiesuk.ac.uk July 2021 UniversitiesUK ISBN:978-1-84036-421-7 Woburn House 20 Tavistock Square London,WC1H 9HQ +44(0)20 7419 4111 infointernational.ac.uk universitiesuk.ac.uk/universities-uk-international December 2023 UUKIntl ISBN:978-1-84036-421-7 Universities UK is the collective vo

191、ice of 142 universities in England,Scotland,Wales and Northern Ireland.Our mission is to create the conditions for UK universities to be the best in the world;maximising their positive impact locally,nationally and globally.Universities UK acts on behalf of universities,represented by their heads of institution.