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;
   • 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?"

     1. Start with an existing assignment rather than a new design
     2. 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