Dr. Shelley KinashAssistant Professor Higher Education
Bond University
Digital solutions to student-centered internationalisation for faculty
developers: an Australian case study
Acknowledgement
Prior to beginning, I would like to acknowledge my wonderful colleagues at Bond University, and particularly my internationalisation research partner –
Louise (Lu) Mulligan
Why me? International Academic
Currently employed – Australia (Bond University)
Since August 2008; Sponsored for Permanent Residency
Highest Degree – Canada
PhD, Educational Technology, University of Calgary, 2004
Academic History – Canada (University of Calgary)
Since 1994, Tenured Since 2004
Visiting Academic – Australia
University of Southern Queensland, July-July 2007/08
Why Bond University?
• Gold Coast, Queensland• small, private not-for-profit• Australian in character,
international in perspective• ~40% of 4000+ students - international
(largest proportion from SE Asia). • face-to-face lectures and tutorials with low student-
academic ratios, complimented by media-rich learning spaces, and infused ICT.
Why Bond? continued
“Bond University is the only Australian higher education institution that was established as an international
university as opposed to an Australian university that has international students.”
Professor Robert Stable,
President & Vice-Chancellor
Why Australia?
• International higher education – 3rd highest industry
• Targeted strategies to actively encourage and sustain skilled foreign immigrants (Tremblay, 2005)
• All doctoral institutions are engaged in cross-border markets (Marginson, 2006)
• 2nd preferred destination of outbound UK academics (Schuster,1994)
• Theme of AUQA Audit
Why Gold Coast?
• 25.2% born overseas
• 9.4% NESBIES
• 8.7% speak a language other than English at home
Defining Terms
• Digital Solutions – broadest senseNegroponte, 1995 (bits vs. atoms)
• Student Centered – Learning 1st, industry 2ndBrown & Jones, 2007 “cash cow”Brown & Joughin, 2007 “bearers of problems/culture”
• Internationalisation - 4 facets1. international students2. graduate employment – international contexts3. of curriculum (international academics)4. enhances globalisation (development)
Why Internationalisation?International outlook - not a new priority in HEWilliams and Van Dyke (2007) wrote, “the world’s finest universities have always been international in outlook, attracting academics and students from many countries” (p. 819).
• So what’s new?Formal attention e.g. auditPolicies & proceduresCollaboration (exchanges, transferability, distance ed)Multi-faceted definition International standingHE renewed interest in sustainability, development
Theory - Hofstede
AUSTRALIA UNITED STATES CANADA
Individualism /Collectivism
Power Distance
Masculine /Feminine
Uncertainty Avoidance
Long-term /Short-term
Theory - Hofstede
AUSTRALIA UNITED STATES CANADA
Individualism /Collectivism
90 91 80
Power Distance
36 40 39
Masculine /Feminine
61 62 52
Uncertainty Avoidance
51 46 48
Long-term /Short-term
31 29 23
Tools
1. Primer(Including a checklist)
2. Preliminary Research Findingsinternational academics
3. Link to movie – Beyond Awareness
4. Creative approaches – Drama & Language & Speech Competitions
5. List of references
1. PrimerHow do I “do” internationalisation?
There are numerous approaches to internationalisation.Here are some ideas that you can implement as an academic at Bond.You will probably find that you are already implementing many of these strategies, even though you might not have classified them as internationalisation.
• When your registration has stabilised, individually approach your international students before or after class to ask them if they are okay, and whether they have any questions.
• Draw case examples from international contexts.• Consider what matters in your discipline with respect to globalisation and
international relations. Explicitly draw your students’ attention to these issues.
2. Preliminary Research Findings on International Academics
• Bond University did not have demographicsDoes yours? (Welch, 1997)
• Incoming & Outbound
• Extra Needs? No?
• Added Benefit? Yes
3. Link to Movie – Beyond Awareness
Beyond Awareness - Teaching International Students
http://www.bond.edu.au/about-bond/teaching-and-learning/resources/teaching-and-learning-web-resources/teaching-international-students/index.htm
Creative Approaches
• Language & Drama
• Language Competitions
List of References
• http://epublications.bond.edu.au/shelley_kinash• Brown, S., & Jones, E. (2007). Introduction: values, valuing and value in an internationalised Higher Education context.
In E. Jones & S. Brown (eds), Internationalising higher education. (pp. 1-6). Abingdon, Oxon: Routledge.• Brown, S., & Joughin, G. (2007). Assessment and international students: helping clarify puzzling processes. In E. Jones &
S. Brown (eds), Internationalising higher education. (pp. 57-71). Abingdon, Oxon: Routledge.• Hofstede, G. (2001). Culture’s consequences: comparing values, behaviours, institutions, and organizations across
nations. Thousand Oaks: SAGE.• Marginson, S. (2006). Dynamics of national and global competition in higher education. Higher Education, 52, 1-39.• Negroponte, N. (1995). Being digital. New York: Vintage.• Schuster, J.H. (1994). Emigration, internationalization, and “brain drain”: propensities among British academics. Higher
Education, 28(4), 437-452.• Tremblay, K. (2005). Academic mobility and immigration. Journal of Studies in International Education, 9(3), 196-228.• Welch, A.R. (1997). The peripatetic professor: the internationalisation of the academic profession. Higher Education,
34, 323-345.• Williams, R., & Van Dyke, N. (2007). Measuring the international standing of universities with an application to
Australian universities. Higher Education, 53, 819-841.