Internationalization Strategies

There is no single approach to internationalization. Here are a few approaches that have been successful.

1. Van der Wende’s Classification of International Curricula

• International students studying alongside home students
• International students studying alongside home students;
• Systematic curriculum development for internationalization;
• Transnational internationalization of the curriculum;
• Normalizing internationalization of the curriculum: ‘turning the ad hoc and uneven efforts of a few enthusiasts into the normal expectations and requirements of the organization.’

From Wende, M.C. van der (2007). Internationalisation of Higher Education in the OECD countries: Challenges and Opportunities for the Coming Decade. In: Journal on Studies in International Education. Vol. 11, no. 3-4, pp.  274-290.

2. Ways to Internationalize Learning from Tom Whalley of the British Columbia Centre for International Education

• Pedagogy that focuses student learning in intercultural (or multicultural) and international contexts
• Broad Outcomes: Rethinking of basic course concepts from a different perspective using new knowledge from other traditions, development of intercultural communication skills, and emergence of positive attitudes toward people of other cultures
• Linked Assignments: Link new outcomes, international learning outcomes to existing assignments
                  Adding an international dimension and/or a new outcome
                  Add international content to assignments
• Have learners work in groups with diverse backgrounds
                  Add international/intercultural collaboration
• Extent of Learning
                  Depth of international dimension
                  Diversity and background experience among the students
• Advantages of Linked Assignments
                  Faculty: Values teaching experience as much as content expertise
                                  Student knowledge is central to the learning experience
                                  Student-centered learning activities and classroom ethos
                                  Focus on a single assignment at a time
                                  International goals are explicit
                                  Promotes recognition of students’ diverse backgrounds (valuable)
                  Students
                                  Empowering assignments
• Recognition of students’ inherent knowledge and experience of their own culture/background
• Process of Designing a Linked Assignment

“Where is there room within my regular course assignments to integrate learning outcomes related to intercultural/international knowledge, skills and attitudes?”
                                1st Start with an existing assignment rather than a new design
                                2nd Learning outcomes approach to the assignment
Clear statement of what students will be able to do outside of class with what they have learned
Why a learning outcomes approach?
                Effective participation as citizens, employers, or employees in multicultural and international societies